Tristan Burke Date: 09/30/19

I. Setting The Stage

A. Curriculum Framework Standards: Which National Core Arts Standards address your
topic content and objectives?
1. TH:Cr1.1.4.(a,b,c)
○ Articulate the visual details of imagined worlds, and improvised stories
that support the given circumstances in a drama/theatre work.
○ Visualize and design technical elements that support the story and given
circumstances in a drama/theatre work.
○ Imagine how a character might move to support the story and given
circumstances in a drama/theatre work.
2. TH:Cr1.1.I. (b)
○ Explore the impact of technology on design choices in a drama/theatre
work.
3. TH:Cr1.1.6 (c)
○ Explore a scripted or improvised character by imagining the given
circumstances in a drama/theatre work.
4. TH:Cr2-I. (b)
○ Investigate the collaborative nature of the actor, director, playwright,
and designers and explore their interdependent roles in a drama/theatre
work.
5. TH:Cr2-5. (a,b)
○Devise original ideas for a drama/theatre work that reflect collective
inquiry about characters and their given circumstances.
○ Participate in defined responsibilities required to present a
drama/theatre work informally to an audience.
6. TH:Cr3.1.5. (a,b,c)
○ Revise and improve an improvised or scripted drama/theatre work
through repetition and self-review.
○ Use physical and vocal exploration for character development in an
improvised or scripted drama/theatre work.
○ Create innovative solutions to design and technical problems that arise
in rehearsal for a drama/theatre work.
7. TH:Pr4.1.3. (a)
○ Apply the elements of dramatic structure to a story and create a
drama/theatre work.
8. TH:Pr4.1.4. (a)
○ Modify the dialogue and action to change the story in a drama/theatre
work
9. TH:Pr4.1.I. (a)
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○ Examine how character relationships assist in telling the story of a

drama/theatre work.
10. TH:Pr5.1.3. (a)
○ Participate in a variety of physical, vocal, and cognitive exercises that can
be used in a group setting for drama/theatre work.
11. TH:Pr6.1.8. (a)
○ Perform a rehearsed drama/theatre work for an audience.
12. TH:Cr.8.1. (c)
○ Student will Justify personal aesthetics, preferences, and beliefs through
participation in and observation of a drama/theatre work.
13. TH:Cn11.2.II. (a)
○ Formulate creative choices for a devised or scripted drama/theatre work
based on theatre research about the selected topic.
14. TH:Pr6.1.2. (a)
○ Contribute to group guided drama experiences (e.g., process drama,
story drama, creative drama) and informally share with peers.

B. Generative Topic: What is the focal concept or skill of the unit?

1. In this unit students focus on developing a strong foundational understanding
of improvisation for performance and well researched perspective on the
different jobs/ creative theatrical positions that are held in production.
C. Topical Essential Question(s): What question(s) to students will guide their exploration
and activities in the unit?
1. What does it mean to improvise?
2. How can Improv serve us both on and off stage?
3. What guidelines should we follow when performing improvisational theatre?
○ How can rules and limits actually aid us in creating dramatically
successful moments, events and/ or performances?
4. Who are the key players of production team?
5. What are the different roles we can hold when working on a theatrical work?
○ What are the responsibilities for each role?
6. How can we work together to use an improvisational approach in creating a
theatrical work?
D. Summative Assessment: How will you assess students’ learning at the end of the unit?
Students will complete the following major assignments for assessment:
1. Improvisation Test (Written Test)
2. 5 Person Scene (Rubric for Performance)
3. Technical Job execution (Rubric for job execution at time of Performance)
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4. Reflection Essay (Turned in following unit’s conclusion to reflect on process

and experience)

II. Content of the Unit

A. Content and Skills: What do you know about what you are planning to teach?
By the end of the unit, Students will:
1. Know and use Principles of Directing – 5 basic levels, focus, direction, grouping,
dynamic target
2. Adapt Dramaturgical research to create overall vision
3. Apply Principles of design – Balance, Emphasis, Movement, Pattern,
Repetition, Proportion, Rhythm, Variety, Unity to create stage pictures
4. Experiment with Visual Composition
5. Apply Principles of design – Balance, Emphasis, Movement, Pattern,
Repetition, Proportion, Rhythm, Variety, Unity
6. Produce Character creation through: Character Analysis, Research, Physicality,
Vocalization
7. Demonstrate Character development through: Physical Choices and Vocal
Choices
8. Explore history and culture through the application of research and dramaturgy
9. Apply research and dramaturgy to a self-scripted piece
10. Develop an original concept for a scripted piece and apply the basic techniques
of storytelling
11. Analyze and demonstrate the structure of drama through
improvisation/playwriting
12. Develop a scripted piece through self-direction
13. Investigate specific jobs in the theatre and the expectations associated with each
job on the production team
14. Apply an understanding of how to produce a play collaboratively including:
budgeting, management, design sessions, rehearsals, acting and directing
15. Develop a concept for a scripted piece or work of theatre and apply the basic
techniques of storytelling and self-direction
16. Analyze and demonstrate the structure of drama through the acting. directing
and designing of a play
17. Produce Character creation through: Character Analysis, Research, Physicality,
Vocalization
18. Demonstrate Character development through: Physical Choices and Vocal
Choices
19. Refine Visual Composition of a set design or lighting design
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20. Evaluate and Create lighting and lighting design and include concepts of:
Storytelling, emotional feel of the play and time
21. Refine Technical design elements – Set, lighting and sound

The above skill sets are largely reflective of what is found in the Framingham High School Theatre Arts
Curriculum Map for Acting One.

B. Rationale: Why teach the unit?

1. The skills developed through exploring improvisation and theatrical
collaboration, allow for Linguistic, Spatial, Bodily-kinesthetic, Interpersonal,
and Intrapersonal growth that will serve you in any context inside or out of
theatre (i.e. entering the workforce, developing relationships, researching and
presenting, personally reflecting to improve individual sensibilities etc.).

III. Knowledge of Students: Why does knowing your students matter?

A. There are two sections of Acting one that will be receiving this unit:
1. A class of fewer than 10 students grades 9-12 with varied socio-cultural
backgrounds, including a few English Language Learners.
○ This group benefits from explicit instruction, and small group work
allowing for clear and structured individual support by instructor
whenever necessary. All students seem to do well when working with
any other student. There are 2-3 students who tend not to engage as
much unless heavily prompted while the rest of the class tends to engage
very readily.
2. A class of 25 students grades 9-12 with varied socio-cultural backgrounds,
including several students with special needs, and several English Language
Learners.
○ This group tends to do well with explicit instruction and lots of
modeling prior to jumping into a task, students also tend to prefer
opportunities to express themselves through performance more than on
paper. All students seem to collaborate well with other students but
extra care must be given to ensure optimal focus for students (i.e. some
students will tend not to be productive when placed together for a
project or scene). Further, transition time must be very well planned in
order to avoid losing focus and the risk of digression.
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IV. Overview of Lesson

Lesson # Curriculum/ Content Measurable Lesson Teaching activities of the

Standard(s) Objective(s) Assessment lesson
(Warm-up activities
everyday)

1 6b, 11a, 13a Improv Vocab Day SWBAT: Completion of ➢ Warm-up- Zip-
Investigate and in Class vocab Zap-Zop
instruct one project (Kahoot, ➢ Groups mine for
another about key Mini Scenes) vocab in books
terminology focusing on
relating to small chunks
improv. ➢ Groups teach/
share the vocab
they were
responsible for
with peers
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2 1c, 3c, 5a, 6b, Saying Yes/ Giving SWBAT: Participation ➢ Warm-up- What
14a and Receiving offers Start unpacking and engagement are you doing?
what it means to in class ➢ Discuss: What
“Say Yes” in the exercises/ does it mean to
context of discussion to “say yes”?
improvisation/ follow. ➢ Yes, and…
Performance. ➢ Three headed
monster

3 1c, 6b, 10a Observation Skills SWBAT: Students will be ➢ Warm-up- Who
Begin honing formatively started the
their observation assessed on motion?
skills for practical practicing and ➢ Discuss: Why is
application in beginning to it important to
performance. demonstrate be observant in
target skills improv?
through ➢ Line-ups order,
participation in re-order
classroom ➢ Mill and seethe
activities. reflect on
movement of self
and of another.

4 1c, 3c, 6b, 9a, Listening and SWBAT: Practicing and ➢ Warm-up- Pass
10a Responding Quickly deliver demonstrating energy or Bing
responses, to target skills bang bong
carefully received during ➢ Steal the keys
stimuli, that are classroom without
both appropriate activities/ someone hearing
and creative classroom and ➢ 30 seconds
group rambling with
discussion. partner (Not
listening)
○ Discuss
briefly
➢ Mirror Speech

5 1c, 3c 5a, 6a, Showing, not telling SWBAT: Participation in ➢ Warm-up-

Tristan Burke Date: 09/30/19

6b, 7a, 8a, 9a, Start sharing warm-ups and Dumb Crambo
10a, 13a, 14a information class activities ➢ Gibberish/
about character, and intermittent English
and given informal ➢ Create short
circumstances by discussion of scenes (30s-
“showing” and activities. 1min)
not “telling”. ➢ Recreate scenes
without text.
➢ Reflect and
Conclude

6 2b, 4b, 5b Jobs and SWBAT: Group Students will meet and
responsibilities of Discuss and conversations discuss their assigned
production team present about the and role with others of the
members. key presentations. same role assignment
responsibilities of and present to the class.
their assigned FOR A GRADE
production role.

7 4b, 5a, 10a, Group Scene Topic SWBAT: Participation, ➢ Warm-up-

13a, 14a Brainstorm Select a topic for collaborative Bean-bag toss
their five person group discussion (word
scene through and creation of a association
word-association/ list of style)
brainstorming brainstormed ➢ Carousel Igniter
brainstorming a words. ➢ Final Topic
list of words. Selection.
➢ Conclude

8 1a, 1c, 3c, 5a, Tableau Work SWBAT: Each group ➢ Warm-up-
6a, 6b, 7a, 9a, Concretely define should have 5 Tableau game
10a, 13a, 14a the pivot points clear parts with cue cards
of their 5 person (pictures) of ➢ Fairy tale
scene their scene. tableaus (5 to tell
story)
➢ Come up with 5
tableaus for your
scene
➢ Share with class
➢ Conclude
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9 1a, 1c, 3c, 5a, Activating Tableau SWBAT: Participation in ➢ Freeze- Warm-
6a, 6b, 7a, 9a, Begin creating the warm-ups and up
10a, 13a, 14a connecting tissue class activities ➢ Review Grading
of their scenes by and intermittent Criteria
activating informal ➢ Rehearse-
moments between discussion of Improving the
each tableau. activities and parts between
rehearsal. each tableau
➢ Assign HW:
Complete
Design/ Concept
for Scene and
conclude

10 1c, 3c, 5a, 6b, Revisit- Saying Yes, SWBAT: Participation in ➢ Warm-up- Mr.
14a Continue warm-ups and Electricity
Continue Rehearsal implementing class activities ➢ Fortunately,
for Scene their skills of and intermittent Unfortunately
making and informal group-told story
receiving offers in discussion of ➢ Rehearse
the development activities and ➢ Reconvene and
of their scene. rehearsal. conclude.

12 1c, 3c, 6b, 9a, Improv Test SWBAT: Formal written ➢ Warm-up-
10a Demonstrate examination on Twizzle (Jump,
Revisit: Listening knowledge and important unit Clap, Start,
and Responding, understanding of terminology. Stop)
important ➢ Improv Test
Rehearse improvisation Participation/ ➢ Rehearse
unit terminology. Continued ➢ Reconvene and
rehearsal. Conclude
Apply and review
skills of listening
and responding
for application to
scene.

13 1c, 3c, 5a, 6a, Revisit: Showing SWBAT: Participation in ➢ Warm-up- Party
6b, 7a, 8a, 9a, and Not telling, Further explore warm-ups and Quirks
10a, 13a, 14a Rehearse skills of showing class activities ➢ Rehearse
through action, and intermittent ➢ Reconvene and
not telling for informal conclude.
incorporation discussion of
into 5 person activities and
scenes. rehearsal.
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14 1a, 2b, 4b, Rehearse SWBAT: Active ➢ Warm-up- Pass

5b, 6c, 12c, Rehearse, tweak participation in the clap
13a, 14a and practice Rehearsals and ➢ Final Dress
group scenes with intermittent Rehearsal
a focus on informal
smoothly running discussion of
with all technical practice.
elements.

15 11a Perform SWBAT: Students will ➢ Students will

Share and perform their 5 have a few final
perform their Person scenes moments to
work including with technical prepare.
both technical elements. ➢ Perform
designs on stage
and their improv/ FOR A GRADE
acting.

16 11a Perform SWBAT: Students will ➢ Final Groups

Share and perform their 5 will perform
Assign Reflection perform their Person scenes
Paper work including with technical Begin Reflection process
both technical elements. on the entire unit/
designs on stage collaborative project.
and their improv/ FOR A GRADE
acting.

Differentiation: Process and Product may be varied at times to accommodate different learning needs. Additionally,
There will be multiple means of representation and expression so that diverse learners may access course work at any
level.

Over the course of the unit, almost all of gardner’s intelligences are catered to, and there are opportunities for both
introverted and extroverted students to be successful and engage.

A. References for the Teacher, References for the Student: Where did you find your
information and resources? What reference materials/resources will you provide to
students?
Students will reference:
● Classroom theatre textbooks
● Internet sources for research on the different roles for production
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● Printouts of course work assignments

● One another as a resource
● Canvas e-learning platform

V. Reflection after Teaching: What did you learn from teaching the Unit?
A. Looking at Student Performance (Evidence of student learning)
1. To what extent did students meet the objectives of the unit? What is your
evidence?
2. What data sets of student work did you analyze? What did you find?
3. Based on your evidence, what areas of instruction / topics / activities need
revision or elaboration?

B. Looking at Your Teaching (Reflection)

1. What went well? How do you know?
2. What were the challenges?
3. What did you learn (about yourself, students, and content) from teaching the
Unit?
4. What would you do differently?