-speak lesson plan-

Lesson 1: Art as Expression

Objective: Students will utilize theatre as a means of expression (much like Melinda uses art for expression) by exploring the limitations and affordances of mediums and then creating, recording, and responding to tableaus that portray elements and themes of the novel, Speak.

Standards:

- TH:Cr1.1.HSI: b. Explore the impact of technology on design choices in a drama/theatre work.

- TH:Cr1.1.HSI: c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

Grade: Beginning Drama

Length: 80 minutes

Materials: Computers/Smartphones; Slips of paper with objects on them

Adaptations: If there is no or very limited access to computers and/or smartphones, students could:

        -write their Facebook post or tweet down

        -draw an Instagram picture or find a magazine clipping and write a caption

        -draw and/or write a storyboard for Snapchat

        -find magazine clippings for Pinterest Pins

Students wouldn’t have to record and post their tableau performances if there is no tech access.

Accommodations for Diverse Learners: By nature, this lesson accesses diverse learners well because they can determine how literal or metaphorical they want to explore their objects and themes. Therefore, gifted learners could explore in more abstract ways while students with disabilities could decide to explore more literal representations. Additionally, students with disabilities that pose serious problems  to them performing in front of students (severe anxiety, etc.) could record their tableaus beforehand and present their videos to the class instead of performing in person. English language learners could utilize the picture tech platforms if they struggle with writing. Be sure to especially ensure these students understand the directions – readdress directions in more clear ways if they do not.  Culturally diverse learners have an opportunity to explore their own concepts of objects and themes that may be influenced by their own cultures. It is important to work with all the students when it comes to the written blog responses; those who struggle with writing (perhaps English Language Learners) could opt to post a 2-3 minute video recording responding to the tableaus. In the end, however, the idea of expression accesses all of these learners well because it is something that is real and important and even challenging to everyone.

Student Monitoring: Walk around assisting/side-coaching and monitoring students as they work in their groups to ensure they stay on task and are thoughtfully engaged. You will need to be sure the students are capable and responsible if you allow them to explore outside of the classroom (also be sure that this won’t conflict with any of your school’s policies or expectations).

Routines and Procedures: Students will already have posted on their blogs many times, so they will have experience with effectively doing this. They also will be accustomed to doing short responses to their work and their peers work and the in-class discussions will help facilitate thoughts about the topics we are addressing. Students will have also had experience in creating tableaus and tableau flipbooks, so we can delve straight into these activities.

Technology Rationale: This lesson plan is designed around a class that would have already established regular technology use with posting and responding on their blogs -- this allows technology to be a great tool for engaging with material and their peers' work. Having the students record their tableaus and respond, highlights how technology could be a great way to log/collect their work and then reflect accordingly. Experiencing AND then watching their own work allows students to think more deeply about the assignments and performances they complete and participate in. The activity with the social media inherently utilizes technology. Because most students a very familiar with social media, it is a great way to explore how expression adapts to the medium that is being used. This sets up the students' mindset as we explore expression through multiple facets of theatre.

Introduction (10 minutes):

-Take some time to unpack Speak since this is the first lesson after they’ve finished the novel.

        -What are your thoughts about the novel?

        -What themes were actively present?

                    -Write a list on the board; the more themes we have listed, the better. Leave this list on the board – we will use this later in the lesson.

        -What role did art serve in Speak?

-Eventually guide the conversation to the fact that art was a way for Melinda to express herself when words fell short. Emphasize that we all experience things, whether it be happy, sad, difficult, scary, etc., that we have difficulty putting into words– we can find alternate means of expression that are effective and helpful.

-Explain that like Mr. Freeman’s class, we are going to spend some time today exploring expression of specific objects. Pass around a bowl with slips of paper; each student will draw one paper out. There will be repeats in the bowl so in the end there will be 4-5 students for each object.

        -Objects:

                    -Clown

                    -Tree

                    -House

                    -Socks

                    -Bird

-State that they are going to use those words to explore how theatre can be a means for expression, but first we need to address the reality that each medium has its own limitations and affordances.

Social Media Limitations and Affordances (5 minutes):

-Discuss how social media is a prevalent form of expression in the modern age. However, each has their own function.

        -What are different popular social media platforms?

                    -Write everything they bring up, but circle the following, emphasizing it is the platforms we will focus on:

                                -Facebook

                                -Instagram

                                -Snapchat

                                -Twitter

                                -Pinterest

                    -What are the specific focuses/uses of each platform? What are the affordances and limitations of each?

Social Media Activity (25 minutes):

-Direct students to get in the group that all have the same object (all of the “clown” people get together). Explain they will select two of the listed social media platforms, and they have 20 minutes to create a post (Facebook, Instagram), tweet (Twitter), board (Pinterest), or story (Snapchat) for both of their social media platforms.

        -Explain the criteria:

                    -Both posts must somehow portray their object in a thoughtful way.

                    -The posts must take in account the affordances and limitations and the typical purposes of the platforms (for example, a tweet can only be 280 characters or an Instagram post would be focused around the picture).

                    -Students can either use their personal accounts to post them on and be prepared to screenshot it to post it on their blogs OR they can mimic the posts in a word doc and them copy that over to their blogs. Though they don’t need multiple phones or computers to compose the social media post, each student should post on their own blogs by the end of class.

        *Note: If it is something that works for your class and the school, allow the students to explore outside of the classroom to take pictures or videos. Just make sure they know to be back in the classroom by a certain time.

Discussion (10 minutes):

-When students return/time is up, have each group pair up with another group and share their posts. Give them 5 minutes to do so.

-Discuss as a class:  

-What did you learn through this process?

-What were the obstacles you ran into?

-How did the expression of your object change depending on the medium?

-What did you learn about affordances and limitations?

-How can this relate to theatrical work?

        -Make sure students recognize that much like social media, theatre can be a tool for expression but we must consider its affordances and limitations as we do so.

Tableaus (20 minutes):

-Explain we are going to start delving into the idea of using theatre for expression. Have students, in their same groups, create a flipbook of 3 tableaus that expresses their same object in different ways. Instruct them that their tableaus can be literal expressions of the object and/or they can delve more into the emotion or meaning of the objects, BUT each tableau must explore it in a different way. Give them 5-10 minutes to do so and then have them present to the class. Record the performances.

-Now draw their attention back to the list of themes on the board. Instruct the groups to select a theme, and once again create a flipbook of 3 tableaus to explore that theme in different ways. Give them 5-10 minutes again and have them present. Record the performances again.

Discussion (5 minutes):

        -What did you experience? Observe?

        -Was theatre an effective means of expression?

        -Did using your bodies allow you to portray your object in a different way than you did with the social media platforms? How so?

        -What was it like portraying more complex ideas (the themes) in this way?

*Instruct them that you will email out the recordings and that by the beginning of next class, each student needs to post both of their tableau videos on their blog with a 250-300 words response discussing how theatre can be used to express both straightforward and complex ideas. The also need to address how else theatre can be means for expression.

Explain the Unit and Upcoming Assignment (5 minutes):

-Today we started delving into the idea of using theatre as a means of expression, and through this next unit, we are going to explore how expression can be explored in multiple facets of theatre.

-Explain the unit assignment: Throughout the next several lessons we will focus of director’s concept, costuming, set, lighting, and sound. Throughout the process you will compile a portfolio for your concepts (on your blog) and designs based on Speak and then we will have a “Production Meeting/Pitch Day” as every student presents their concept and one of their design categories. (For each concept/design category on their blog, they will need to explain/justify their choices in 100 words.) State that the students don’t need to start working on anything yet, but pass out the rubric so they can be prepared for the unit.

Name: _____________________

Speak Expression Final Rubric

 

	13-15	9-12	5-8	1-4
Director's Book	Student’s online book contains a thoughtful director’s concept and thorough designs for the separate topics. Book is completed on time.	Student’s online book contains a director’s concept and designs for the separate topics. Book is completed on time.	Student’s online book contains most of the designs for separate topics and director’s concept. The book lacks thoughtful engagement.	Student’s online book only partially contains designs for the separate topics and director’s concept. The book lacks thoughtful engagement.
Pitch	Student is prepared to pitch/present their concept and one of their designs on time. He/she demonstrates thoughtful ideas and is able to clearly justify their choices.	Student is prepared to pitch/present their concept and one of their designs on time. He/she is able to justify their choices.	Student pitches/presents their concept and one of their designs. He/she is able to partially justify their choices but lacks thoughtful engagement.	Student is ill-prepared to pitch/present their concept and one of their designs. He/she is unable to justify their choices.
Engagement with Speak.	Thoughtful engagement and reasoning with Speak is evident in their book and pitch.	Engagement and reasoning with Speak is evident in their book and pitch.	Partial engagement and reasoning with Speak is evident in their book and pitch.	Student doesn’t exhibit engagement and reasoning with Speak in their book and pitch.

Rubric for Evaluating Technology-infused Lesson Planning
Utah Effective Teaching Standards: 1.a – Creates developmentally appropriate and challenging learning experiences based on individual student’s strengths, interests, and needs. 3.e – Extends the learning environment using technology, media, and local and global resources. 6.c – Differentiates instruction for individuals and groups of students by choosing appropriate strategies, accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning. 7.g – Supports content and skill development by using multiple media and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness. 10.a – Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives. Learning Outcomes:   2 - Integrate technology appropriate to the discipline to support student learning. 5 - Identify and apply current ethical, legal, and professional standards of use to copyrighted materials, creative commons media, and social media. 6 – Plan for integrating technology to meet the individual learning needs of students with disabilities in the regular classroom. 7 - Evaluate information and media sources for biases and trustworthiness to attend to the diversity of identities and experiences among students. 7 - Attend to and accommodate differential access to technology.
Professionalism: All submitted lesson plans are expected to adhere to standards of professionalism (good grammar, no typos, no plagiarism, etc.). If the lesson plan does not meet standards of professionalism, then it will be returned to the student without being graded. Does the lesson plan meet professional standards necessary for evaluation (select one)? YES NO Reason if “No”:
Criteria	3 – Exemplary	2 – Proficient	1 – Developing	0 – Not Achieved
Selection of Technology and Student Activities What technologies are used in the lesson plan and how are students expected to use them (as analyzed with the PICRAT model)? (LO.2)	Creative: The lesson plan describes technology use in which students will create learning artifacts through the technology.	Interactive: The lesson plan describes technology use in which students will have an interactive relationship with the technology or with others through the technology.	Passive: The lesson plan describes technology use in which students will have a passive relationship to the technology (e.g., watching a video).	The lesson plan does not describe the students’ use of technology in a meaningful way or does not provide sufficient description to warrant evaluation.
Meaningful Pedagogical Purpose for Technology Use How are the technologies described in the lesson plan influencing pedagogy, and what are the technologies’ benefits (as analyzed with the PICRAT model)? (LO.2)	Transform: The lesson plan describes using technology to effectively transform alternative pedagogical methods (i.e. achieving learning that would be impossible without the tech).	Amplify: The lesson plan describes using technology to effectively amplify alternative pedagogical methods (e.g., greater efficiency, improved outcomes).	Replace: The lesson plan describes using technology to effectively replace alternative pedagogical methods.	The lesson plan does not describe the pedagogical use of technology in a meaningful way or does not provide sufficient description to warrant evaluation.
Implementation Logistics and Classroom Management How well does the lesson plan address anticipated issues that may arise with technology implementation in the classroom? (LO.2)	The lesson plan adequately describes how it will address all three items: Back-up plan for addressing possible logistical and technological difficulties Monitoring learner activity Routines and procedures	The lesson plan adequately describes how it will address two items: Back-up plan for addressing possible logistical and technological difficulties Monitoring learner activity Routines and procedures	The lesson plan adequately describes how it will address one item: Back-up plan for addressing possible logistical and technological difficulties Monitoring learner activity Routines and procedures	The lesson plan does not describe any of the three items: Back-up plan for addressing possible logistical and technological difficulties Monitoring learner activity Routines and procedures
Adaptations for Diverse Learners How well does the lesson plan account for and address the individual needs of learners in the selection of technology resources?    (LO.6; LO.7)	The lesson plan activities and technology tool selections describe effective accommodation for learners in three or more of the listed groups of students: culturally diverse learners, English Language Learners, gifted learners, and students with disabilities.	The lesson plan activities and technology tool selections describe effective accommodation for learners in two of the listed groups of students.	The lesson plan activities and technology tool selections describe effective accommodation for learners in one of the listed groups of students.	The lesson plan activities and technology tool selections do not describe effective accommodation for diverse learners representing any of the listed groups of students.