Unit 5 Theatrical Design P-Scale Assessment Lesson Plan

Lesson title: Theatrical Design P-Scale Assessment Unit: Theatrical Design
Standards this lesson addresses:

(all applicable: state, district scope/sequence, ELPS, CCR, national, school, and/or network)
(3) Creative expression: production. The student applies design, directing, and theatre production concepts
and skills. The student is expected to:
(A) determine specific technical elements to provide a safe setting and to support character and action in
improvised and scripted scenes;
(B) create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity
appropriate to specific performances;
Objective(s) for student learning:

(frame this in terms of the observable outcome of what students will be able to do using Bloom’s taxonomy – same as the” “know/skilled at” UbD
Stage 2 section)
We will be able to assess our knowledge of Theatrical Design by reviewing and testing our learning so that
we are aware of what we learned and what we may still need extra practice on.
Assessment Evidence:
(How will you know students met the objective? performance task(s) and/or other evidence such as quizzes, tests, academic prompts)
Students will complete a P-Scale assessment.

P-Scale assessment.
P-Scale assessment with accommodations.
Understanding(s) & Essential Question(s) this lesson addresses:
How do we create theatrical elements?
Marzano’s Dimensions of Learning:

(How are you going to address the specific areas of Marzano’s D1 and D5? Be specific.)
D1 Positive Attitudes and Perceptions about Learning:

I will greet them at the door before class. I will welcome them and ask them about their days. I will make sure to address
all students and will frequently move around the room during instruction to check on students in all quadrants of the
room.
D5 Productive Habits of Mind:

Students will continue practicing the classroom norms that they had a hand in creating in class and will learn
these habits from a theatre perspective as we learn the spaces of theatre. I will remind them to be open
minded and willing to embrace new information and learning and to be sensitive to other students’ learning
and levels of knowledge.
(Check to indicate what additional purpose(s) (D2, D3, D4) this lesson addresses. Briefly explain how this purpose is accomplished in the lesson.)
D2 Acquiring and Integrating Knowledge:
D3 Extending and Refining Knowledge:
D4 Using Knowledge Meaningfully:
Instructional Activity/Student Learning Experiences:

- PEDAGOGY: Write out process/steps below. Name specific strategies you are using and write out all of the steps of the
strategy.
- CURRICULUM: Write out the curriculum/content - what exactly are you teaching?
Note: you should integrate the pedagogy and curriculum together and write chronologically - don’t write separate sections for
each. And write the following segments in chronologically as well!
- OPENING: How will you open the lesson? This may include following the strategy’s steps -- or if there are not specific
opening steps have an intentional opening to the lesson (ex. anticipatory set/hook, advance organizer, review).
- CHECKING FOR UNDERSTANDING: How will you checking for understanding throughout the lesson? Write this out
specifically – when and how. It will happen more than once - it should be happening often.
- CLOSING: This is not your assessment - this is how are you providing curricular, intellectual and/or social and emotional closure to the
learning experience of this lesson. Examples could include how are you circling back to your objectives, looking ahead to what’s coming
next, reviewing, asking a provocative question to consider, connecting back to the opening.
Cue:
(5 mins) Success starter: What are three words that you would pick to describe yourself? Why did you pick
those words?
(5 mins) Opening:
I will greet students at the door and help direct them to their seats. They will start thinking about the success
starter. This will be displayed on the presentation. I will call on some volunteers and draw popsicle sticks for
their check in question. We will read the learning target. Graphic Organizer.
(10 mins) Warm Up: Who started the movement?

Invite the group to sit in a circle. Introduce the activity: In this game we will ask someone to be the
‘Investigator’ and they will leave the room. While they are gone, I will choose someone else to be the
‘Leader.’ The ‘Leader’ will do simple arm and body movements that everyone will follow. Then we will bring
the ‘Investigator’ back into the room, they will stand in the center of the circle and they will have three
guesses to figure out whom the ‘Leader’ is. Choose an ‘Investigator’ and have them leave the room. For the
first round, select yourself as leader; this is a good way to model the game especially for younger players.
Start the movements and keep up a consistent stream of motion, such as tapping the head, snapping fingers,
waving arms, etc., changing occasionally while the rest of the group follows along. Invite the ‘Investigator’
back into the room. Remind students that whatever the Leader does, everyone in the circle must copy exactly,
so that everyone is always doing the exact same thing. The ‘Investigator’ stands in the middle of the circle,
observes the group, and makes three guesses to try to figure out who the ‘Leader’ is. Afterwards, a new
‘Investigator’ is selected to leave the room, and the game repeats with a new ‘Leader.’ Play continues until
everyone has a turn in one of the roles.
What strategies did you use to keep the Investigator from guessing the Leader?
What strategies did you use as Leader to avoid being found out?
How do we use these same strategies in theatrical design?
Today we will reflect on our theatrical design learning.
(15 mins) Kahoot Review: Theatrical Design?

Get ready to review our learning with a Kahoot Review!
We will pause after each question and address student misconceptions in class.
Kahoot Review:
https://create.kahoot.it/share/design-p-scale-assessment-review/dde9a46c-f0c6-4f8b-a0b2-b56d01d4bb06
Do:
(20 mins) P-Scale Assessment
We will review the P-Scale for Design.
Students will be able to demonstrate their understanding of theatrical design through a P-Scale assessment.
P-Scale assessment.
P-Scale assessment with accommodations.
Review:
(5 mins) Closing: We will review the learning target.
Today we worked on building our theatre classroom community, reviewed our learning, and demonstrated
our knowledge of theatrical design by engaging in a theatrical design P-Scale Assessment.
I hope you’re proud of the growth you’ve shown, because I sure am!
Exit Ticket: What is one thing you learned about this unit that you could explain to someone else? What
would you say to them about it?
Differentiation:
(Identify the learner preferences such as MI and LS that are specifically considered as well as any differentiation for readiness and interest.)
Students will be able to draw their variations of the designs in whichever way they please, appealing to
interest. They can be as detailed or as simple as they would like them to be.
Accommodations/Modifications:
(How are you going to accommodate the unique needs of specific students? examples: accommodating language learners and modifying for special
education students… Be specific. Listing students by name can help to ensure that you are recognizing and meeting their individual needs.)
I will have two sets of P-Scale assessments. One will be chunked with sentence starters.
Materials and Resources:

(student and teacher materials, including technology, material resources, human resources, or community resources)
Printed Graphic Organizers

Printed designer sheets
Printed vocab words

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Lesson title: Theatrical Design P-Scale Assessment Unit: Theatrical Design

Standards this lesson addresses:

Objective(s) for student learning:

Students will complete a P-Scale assessment.

Understanding(s) & Essential Question(s) this lesson addresses:

How do we create theatrical elements?

Marzano’s Dimensions of Learning:

D1 Positive Attitudes and Perceptions about Learning:

D5 Productive Habits of Mind:

Instructional Activity/Student Learning Experiences:

(10 mins) Warm Up: Who started the movement?

(15 mins) Kahoot Review: Theatrical Design?

Materials and Resources:

Printed Graphic Organizers

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