Lesson 4 Lesson Title: Romeos Gotta Move Lesson Author: Shanda Veatch Grade Level: 6, 7, 8 Subject Area: Theatre

Time Allotted for the Lesson: 1-2 class periods Short Description of Lesson: Students will be led through the interactive web pages in order to learn how to write down blocking choices. Classroom Layout and Grouping of Students: This unit will take place in an open theatre classroom. Students will be led through the graphics by the instructor through whole group instruction. Students will be working in paired groupings in order to complete the written and performing portions of this lesson. State Curriculum Standards met in this lesson: EALR 1 The student understands and applies arts knowledge and skills in theatre Component 1.1: Understands and applies arts concepts and vocabulary. Component 1.2: Develops arts skills and techniques. EALR 2 The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in theatre. Component 2.1: Applies a creative process in the arts (dance, music, theatre and visual arts.) (Identifies, explores, gathers, interprets, uses ideas, implements, reflects, refines, presents) Component 2.2: Applies a performance process. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, exhibits, produces, reflects, and selfevaluates) Component 2.3: Applies a responding process. (Engages, describes, analyzes, interprets, and evaluates) EALR 3 The student communicates through the arts (dance, music, theatre and visual arts). Component: 3.1: Uses the arts to express and present ideas and feelings.

Component: 3.2: Uses the arts to communicate for a specific purpose. Component: 3.3: Develops personal aesthetic criteria to communicate artistic choices. National Education Technology Standards for Students (NETSS) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Instructional Objective(s): Each instructional objective [learning outcome] for this lesson should identify the A, B, C and D.(Activities are NOT learning outcomes). 1. Students will demonstrate understanding of stage directions by verbally identifying the locations on the stage when prompted by the teacher 2. Students will view written stage directions and effectively communicate them to a team partner. 3. Students will, upon hearing spoken stage directions, properly execute these blocking movements. Materials, Resources and Technology: 1. Computer with broadband internet connection 2. Web based instructional materials 3. Computer projector 4. Projector screen 5. Speakers for audio portion of youtube video 6. Administrative access to youtube.com 7. Printed copies of Romeos Monologue for each student, available on the homepage 8. Writing utensils for each student Web Addresses needed for this lesson: 1. http://edtech2.boisestate.edu/veatchs/506/506%20homepage.htm

2. http://edtech2.boisestate.edu/veatchs/506/Romeo/Romeohome.html 3. http://www.youtube.com/watch?v=G1pCGK6TuYE Students Present level of Performance and Knowledge: Students will need to have completed lessons 1,2 and 3 in this unit before beginning this lesson. Each lesson introduces material that is necessary for the completion of the tasks to come. Instructional Procedures Lesson Set: In order to communicate in the theatre, it is important for everyone to use the same language. This is especially important in directing actors on stage. Once a director has decided where he or she wants his or her actor to move on stage, how does he record this so that it can be recalled by both the director and the actor for future reference? This requires that scripts be marked in a sort of theatrical shorthand. Students will be using these stage directions throughout the year in their Theatre class. So far, students have been involved in interactive exercises through improvisation. The stage terminology has been used for all instruction in the class. Students will be directing scenes using this same terminology at the conclusion of this unit. Techniques and Activities: 1. Introduce the Concepts visual. Explain to them that this graphic includes the monologue by Romeo from Act 2 Scene 2 in Romeo and Juliet. 2. Tell them that Shakespeares scripts included very little in the way of stage directions. This requires that the director and the actors work out all blocking for every scene. 3. Distribute copies of Romeos Monologue to students and ask for a volunteer to read through the monologue with the class as everyone follows along. 4. Display the Concepts visual. Read the stage directions provided in the graphic. Discuss where each of these places would be on the stage. Click each link in the script in order to demonstrate each position the actor must take for each blocking choice. 5. When completed, play the youtube video of the actor performing this scene for an audition at Oregon Shakespeare Festival. 6. On the blanks provided in the monologue worksheet, have students work in pairs to fill in what they think would be a good blocking choice for Romeo to make. Display the graphic Mental Models and Near Transfer for reference purposes as they complete the worksheet. 7. Each pair of students performs their version of Romeos blocking for the class. The partner pairs may choose one person to perform the monologue with the blocking choices; one person can read the monologue while the other pantomimes the movements for the audience, or both may read the monologue and perform the monologue together or tag team. Lesson Closure:

Instructor will lead students in a discussion about which staging choices were most effective and why. Adaptations for Special Learners: Students will be working in pairs. This will give students who have a more difficult time with reading, or ELL learners to pair with a student with greater fluency. Roles may be adapted to suit the learners reading level as well. Supplemental Activities: Extension and remediation: Students will be given the chance to review the material upon conclusion of this lesson, as well as ask for clarification throughout this process. Assessment/Evaluation: There will be a formal assessment at the end of this lesson. Students will demonstrate their understanding based upon discussion participation, as well as demonstrating understanding by performing the monologue for the class. Student Products: The written Romeos Monologue, as well as a performance of the monologue by the paired group.