DRAFT: This module has unpublished changes.

ART DEPARTMENT

LESSON PLAN

 

NAME            Beth Reardon

SCHOOL       BHS

GRADE         All Levels

 

CONTENT OBJECTIVES:


Enduring Understanding

Student will understand that...

One always has an objective and employs tactics.

People do things for a reason, to get what they want.

Objectives and tactics are at once universal and individual, varied and infinite.

Students will know that tactics and objectives are the driving force in any conflict or scene.

Tactics are directly tied to motives, needs, and desires.

 

Skills & Knowledge

Students will be able to…

-          Identify objectives and tactics in a scene

-          Employ objectives and tactics in scene work and improv

-          Perform a scene with clear objectives, obstacles, and tactics with a 

           partner or group

-          Examine critically a character’s views and motives

 

LITERACY OBJECTIVES:

SPEAKING:

To convey one’s thinking in complete sentences

To participate in class discussion or a public forum

To make an oral presentation to one’s class, one’s peers, one’s community

To respond to what one has read, viewed or heard

To communicate in a manner that allows one to be heard and understood

To debate an issue

To interpret a passage orally

READING:

For content (both literal and inferential)

To gather information

To comprehend an argument

To determine the main idea of a passage

To understand a concept and construct meaning

To expand one’s experience 

 

INTERDISCIPLINARY CONNECTION:

Objectives and tactics are observable in all human behavior.  Objectives and tactics are the foundation of literature and characters.  Objectives and tactics are always at play in history in motives, decisions, movements etc. 

 

AGENDA:

Warm-up—Bomb & Shield

Follow-up challenge—Baby Crying

Discussion-- Introduction of Objectives & Tactics

Examples—Improvised scenes using clear (and opposing) objectives

Performance Task—Partner scenes: blank scenes with objectives

 

 

VISUAL RESOURCES:

Popcorning ideas on the board, connections drawn etc.

Student examples acted out through imrovisation

Blank scenes handed out to each student

 

 

ASSESSMENT: Along with the PERFORMANCE RUBRIC students will also be evaluated on the following:

 

Were their lines memorized? Did they portray a clear objective and clear tactics? Did they create a strong, believable scene using the text provided?

 

For Discussion: We have an objective every minute of our waking lives, some mundane, some primal, some extraordinary- throw out any objectives a person might have--

(money, food, attention, love, etc…)

Ok, now how do you go about getting what you want?

 

Scenario: You want to go out Friday night but your mother says “no”.            What do you do?

(Sneak out, Lie, ask the other parent, bargain, beg, do extra chores, etc…)

 

Scenario: You see a person you like, you want to get their number- what do you do (this is good for escalation of tactics; First you might make eye contact, then you might smile, then you could ‘accidentally make contact’, then introduce yourself, followed by a charming joke or pick-up line etc…)

 

Improv Starters:

 

Two Friends find a wallet on the ground, one wants to return it the other wants to keep it.

 

A mother and daughter are shopping for the prom dress, Daughter wants a certain dress and the mother says “no way”

 

A skydiving instructor has a 100% success rate and needs to keep it that way, the 1st time skydiver is suddenly terrified and will not jump

 

Three friends are lost in the woods- one says west, the other east, the third insists on staying put

 

One friend got a haircut that they love and can’t wait to show off, their friend knows the haircut is awful and doesn’t want to let the friend humiliate him\herself but doesn’t want to hurt their feelings

DRAFT: This module has unpublished changes.