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In this second lesson, students continue to practice classroom norms and interact with a second element of the Weekly Ensemble Rubric: SAY YES. Students will role-play a column of the SAY YES category of the Weekly Ensemble Rubric in small groups via a performance task.

In this third lesson, students continue to practice classroom norms and interact with a third element of the Weekly Ensemble Rubric: BE SAFE. Students will role-play a column of the BE SAFE Rubric in small groups via a performance task.

In this fifth lesson, students continue to practice classroom norms and continue to practice giving strong feedback. In the performance task, students will practice giving strong feedback by giving a specific suggestion for improvement.

In this third improvisation lesson, students will practice accepting offers, building on offers, thinking quickly and giving STRONG OFFERS in improvisation exercises. Students will also give written and verbal peer feedback using language from the Improvisation Rubric.

In this fourth improvisation lesson, students will participate in a mock improv assessment in small groups. They will also give partners written feedback on the entire Improvisation Rubric. Students will learn the exercise that will be used for their final improv assessment.

In this first improvisation lesson, students will work with the definitions of the key vocabulary terms by adding their own offers to improvised exercises and accepting and building on peer offers. Students will also give written and verbal peer feedback on the first row (ACCEPTING AND BUILDING ON OFFERS) row of the Improvisation Rubric, using language such as “improvisation” and “offers.”

In this second improvisation lesson, students will practice accepting offers, building on offers, and thinking quickly in improvisation exercises. Students will also give written and verbal peer feedback on the second row (QUICK THINKING) of the Improvisation Rubric, using language from the Rubric.

In this fourth lesson, students continue to practice classroom norms and are introduced to the concept of feedback. In the performance task, students will give peers strong feedback by using language from the Weekly Ensemble Rubric.

In this fifth improvisation lesson, students will learn the definition of “projection.” With partners, they will practice quick thinking, improv, and volume in performance. Afterward, students will give verbal feedback on the Improvisation Rubric and the VOLUME section of the Vocal Clarity Rubric.

In this sixth improvisation lesson, students will practice in partners quick thinking, improv, and enunciation in performance. Afterward, students will give verbal feedback on the Improvisation Rubric and the ENUNCIATION section of the Vocal Clarity Rubric.

In this seventh lesson, students will practice their skills for the Lesson 8 test using a tongue twister (from Gilbert and Sullivan) as well as the improv game. Students will self-assess, and give/receive peer feedback.

In this final lesson for this unit, students will participate in the improv game Hitchhiker as part of a peer and teacher assessment on the Improvisation Rubric.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict. In pairs, students will improvise a short scene in which each character has an objective that conflicts with the other character’s objective.

In this sixth lesson, students continue to practice classroom norms and continue to practice giving strong feedback. In the performance task, students will give peers strong feedback through using body language and vocal tone to encourage and show eagerness for peers to improve.

In this lesson, we’ll look at how we use physical clues to help the audience infer a specific setting for a scene. Students will improvise a short, silent, pantomimed scene in small groups that shows a clear setting – using gestures and movements only.

In this lesson we’ll look at how verbal and nonverbal clues communicate relationship to an audience. Students will improvise a short scene in pairs that shows a clear relationship between two characters using clue words and body language/expressions.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict. Students will take an objectives quiz to demonstrate their understanding of objectives, conflict, and stakes. This could be graded as a daily work grade or an assessment, and will give you a snapshot of students’ current understanding.

In this lesson, students will use a variety of methods they’ve learned so far to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Brainstorm Sheet to plan out their partner scene for assessment.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.