This unit has six lessons that you can use in the first week of your middle school program. What do you do in the first week? The most important elements are creating routines such as journal prompts, opening and closing circles, and giving strong feedback; creating an ensemble and ensemble-building games; and introducing a Weekly Ensemble Rubric.
Students will define and build ensemble as a group, learning specific ways they can SAY YES and BE SAFE in class. They will understand the daily grading system and the basic routines of class. Finally, students will learn to give strong feedback by connecting specific evidence from performance to the Rubric language.
The overview provides an outline of the lessons in this unit, as well as the weekly ensemble rubric assessment tool.
In this first lesson at the start of a new year, students learn daily classroom routines, participate in a name game, and complete a successful journal entry reflecting on circle discussion. They will begin to interact with the Weekly Ensemble Rubric through the journal element.
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 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 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 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.
3 Posters designed for the drama classroom, to support the Ensemble Building and Class Norms objectives.
TH:Pr5.1.6.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
6.TH:Pr5.a - Recognize how acting exercises and techniques can be applied to a drama/theatre work.
C.1.B - develop and practice theatre preparation and warm-up techniques.
C.1.K - identify and recognize the importance of safe theatre practices.
C.2.B - explore creativity as it relates to self and ensemble.
C.1.A - apply theatre preparation and warm-up techniques effectively.
C.5.B - recognize theatre as an art form and evaluate self as a creative being.
demonstrate trust by becoming comfortable, physically and emotionally, with others
focus concentration on one task at a time
meet deadlines and follow through on individual and group commitments
offer and accept constructive criticism, given specific guidelines, with a desire to improve
recognize the purposes of and participate in warmup activities
concentrate on the task at hand
demonstrate effective use and management of time
demonstrate self-discipline, self-direction and a sense of responsibility
demonstrate trust by becoming comfortable with others, physically and emotionally
display consideration and respect for self and others
make effective decisions or choices
offer and accept constructive criticism with a desire to progress
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Interpret and communicate ideas using symbols and elements to express meaning through the arts