Part 2 - Video-Enhanced Lesson Plan
- Instructor's Name: David "B" Bernheim
- Lesson Title: What's In a Name?
- Introduction: Prior to Class - Acting students have been exploring developing character. They will be in groups of four. Each has been assigned a main character in I Never Saw Another Butterfly by Celeste Raspanti. Each will have already completed a Character Analysis of their specific character. Lesson: Born and raised in the South, words like "wash" and "mirror" can give me away if I am not meticulous with my pronunciation. I have watched with chagrin this play being performed all across the South. What I hated was hearing a Southern drawl from stage. Beautiful words and names were butchered because performers and directors cut corners. You will not. In this lesson, you will work to perfect a stage English dialect (aka British) to use as a base dialect. (Stage English is recognized as a default dialect when characters are from another country. We will eventually work to perfect a dialect suitable for this performance.) However, you will have to use knowledge transfer to discover how to pronounce certain names. Much of your detective work is done if you use your character analysis and the skills taught in the videos.
- Content Area/Grade Level: Theater 9th - 12th grade learners
- Objectives: Using first the dialect videos, students will study a Stage English dialect and be able to perform their character's lines with 90% accuracy. Students will research and perform all proper names in the script with a 95% accuracy to character's homeland. Students will create a characterization that is believable (sans costume, makeup, and other tech aspects.) Students will create scenes using multiple characters, performing 30-45 sec excerpts to demonstrate their acquired knowledge.
- Standards Addressed:
9 – SL.9-10.1, SL.9-10.2; RL.9-10.7
10 – SL.10.1, 10.2; RL.9-10.7
11/12 – SL.11-12.1, 11-12.2, 11-12.3, 11-12.4, 11-12.5; W.11-12.6; RL.11-12.7
9-12 – ICTS.2.1.1, 2.1.2, 3.1.4
Colorado Standards for Arts and 21st Century Skills
Theatre – Create, Perform & Critically Respond
21st CS – All (Critical Thinking & Reasoning, Information Literacy, Collaboration, Self-Reflection, & Invention)
- Relative Advantage: The videos offer a comparison from two women who present solid examples of both primary types of real world English usage. Furthermore, the TEN BBC videos offer not only excellent examples in smaller units, BBC offers activities that will help the students practice as they learn. They may explore all of the other nine in any order they wish. The videos and the companion BBC extra help will allow students to perfect their diction at their own pace and sequence.
- Timeline: Students will have 5 - 1 hour blocks of class time. Unit starts on Monday and presentations start the following Monday.
- Materials:
- Character Analysis Worksheet
- Critique Skills and Offering Criticism
- Raja
- Honza
- Slavic names
- Script - I Never Saw Another Butterfly
- Computer Lab computers (20 x 4 periods)
- Writing Lab Laptops (25 on cart) as backup
- Library iPads in the conference room (25) as backup
- Student would use their own Google+ account created at start of year
- Videos - (See attached)
Primary Differences
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Vowel Sounds
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10 BBC Videos for Speaking English - Click Play All, please
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BBC 2 Short Vowel Sounds - just in case you missed Play All
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BBC 3 Short Vowel Sounds continued
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BBC 4 Short Vowel Sounds continued
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BBC 5 Short Vowel Sounds continued
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BBC 6 Short Vowel Sounds continued
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BBC 7 (You Guessed It!) Short Vowel Sounds continued
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BBC 8 Short Vowel Sounds continued
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BBC 9 Consonants
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BBC 10 Consonants continued
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Grouping Strategies: Students will be divided by learning style - visual, auditory, kinesthetic and logical, so one of each style is represented on each team. If not, will balance as close to that ideal as possible.
Assessment: Will be using a rubric while watching their performances and observing their critique of classmates and self analysis. Further assessment will be of their blog and their Google Docs revisions, also using a teacher-built rubric.
Adaptations for Learners with Special Needs: Most of the videos are CC enabled. Students can create via text to voice or voice to text. Students can create an avatar and record their screen from Second Life. Teacher will make accommodations that fit their specific need, to include building a R.A.F.T. lesson to help them process this experience..
References:
Colorado Arts Standards. (n.d.). Retrieved July 8, 2014, from http://www.cde.state.co.us/coarts/statestandards#Drama
Cooperative Learning: Great Grouping Strategies for Your Classroom. (n.d.). Retrieved July 7, 2014, from http://www.dailyteachingtools.com/cooperative-learning-grouping.html
Overview of College and Career Readiness Common Core Standards. Retrieved July 7, 2014, from http://www.sde.idaho.gov/site/common/ELAcore/ccss.htm
Assessment: Will be using a rubric while watching their performances and observing their critique of classmates and self analysis. Further assessment will be of their blog and their Google Docs revisions, also using a teacher-built rubric.
Adaptations for Learners with Special Needs: Most of the videos are CC enabled. Students can create via text to voice or voice to text. Students can create an avatar and record their screen from Second Life. Teacher will make accommodations that fit their specific need, to include building a R.A.F.T. lesson to help them process this experience..
References:
Colorado Arts Standards. (n.d.). Retrieved July 8, 2014, from http://www.cde.state.co.us/coarts/statestandards#Drama
Cooperative Learning: Great Grouping Strategies for Your Classroom. (n.d.). Retrieved July 7, 2014, from http://www.dailyteachingtools.com/cooperative-learning-grouping.html
Overview of College and Career Readiness Common Core Standards. Retrieved July 7, 2014, from http://www.sde.idaho.gov/site/common/ELAcore/ccss.htm