Lesson Plan : Acting Do's and Don't's
Teacher Name: | M. Fulmore |
Grade: | Grade 7-8 |
Subject: | Other |
Topic: | Building Acting Skills |
Content: | Acting skills and believability-character interaction, breaking character, emotional involvement, voice development Standard 2: The student will act by interacting in improvisations and assuming roles. |
Goals: | For students to perform scene in a believable manner. Characters and scripts can be viewed as real and actually happening at the moment. (4th wall removed) |
Objectives: | TLW:Develop an acting rubric by discussing with partners and charting what actors should do to make scripts believable when performed. TLW:Act by assuming roles from script, "Whiz Kid" |
Materials: | large paper, markers, "Whiz Kid" script |
Introduction: | Ask students various questions to create a discussion: What makes movies and shows they watch interesting? What makes a show/movie on tv interesting enough to keep them from changing the channel? What things do you observe that helps you decide if it's a good or bad show/movie? |
Development: | From discussion, students will chart on large paper in groups, what things should and should not be done when acting.Students will present posters to class and provide examples. I will also provide examples, such as demonstrate how a person looks, speaks, and reacts when they are sad. |
Practice: | Based on posters of Do's and Don't's of acting, as a class, we will create a rubric to be used for the acting of the script, "Whiz Kid". |
Accommodations: | Groups will be made with students of different learning styles and difficulty. (For example, all high achievers will not be put in the same group) |
Checking For Understanding: | Audience members (including myself) will critique each performing group orally, based on rubric. Following groups will be challenged by not being "allowed" to make the same mistakes as the group before them. (Each group's performance should get better than the last by learning from their mistakes)Also give groups the opportunity to perform again to correct mistakes made. |
Closure: | Students will discuss what they observed and experienced during acting of scenes. What could have been differently? How could it be changed? |
Evaluation: | Evaluate students based on discussion, poster and performance using the rubric. Also evaluate growth from first performance to the second. |
Teacher Reflections: | As I facilitate assignment completion, I will monitor group settings, rubric, and critiques. This will let me know who may or may not work together, if the rubric is a keeper or not and some classes need to do written critiques while oral works for others. |
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