technical theater ii - neptune.k12.nj.us · 19/05/2020 · neptune township school district...
TRANSCRIPT
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Technical Theater II Curriculum
Grades 9-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
October 30, 2019 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Dorothea L. Fernandez, President
Laura G. Granelli, Vice President
Brady M. Connaughton Nicole M. Green
Jerome H. Hubbard Jason A. Jones
Mark A. Matson Michelle A. Moss
Donna Puryear Antonio Lopez, Neptune City Rep.
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent of Schools
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Sally A. Millaway, Ed.D.
Director for Curriculum, Instruction & Assessment
Kathleen M. Skelton
Director of Special Services
Lakeda Demery-Alston
Supervisor of Humanities & ESL
Stacie Ferrara, Ed.D.
Interim STEM Supervisor
Charles Kolinofsky
Supervisor of Data & Information
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Ed.D., Early Childhood Center
Joshua Loveland, Gables
James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Janelle Williams, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Arlene M. Rogo, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Jennifer C. Joseph, Principal
Titania M. Hawkins, Ed.D., Vice Principal
Kevin McCarthy, Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities
DEPARTMENT CHAIRPERSONS
Kelly Baldino
Juan Beltran
Dawn Reinhardt
Nicole Sanyigo
Tara L. Stephenson
Karen Watt
Hillary L. Wilkins
NEPTUNE TOWNSHIP SCHOOL DISTRICT
TECHNICAL THEATER II
CURRICULUM
Table of Contents
Acknowledgements ............................................................................................................i
District Mission Statement ............................................................................................... ii
District Educational Outcome Goals .............................................................................. iii
Course Description........................................................................................................... iv
Curriculum
Unit Title Page
Pacing Guide………………………………………………………………………….…1
Unit 1: Intermediate Design .............................................................................................. 2
Unit 2: Intermediate Scenery Construction ..................................................................... 14
Unit 3: Intermediate Finishing Techniques..................................................................... 26
Unit 4: Basic Hand Props, Costumes & Makeup ............................................................ 38
Unit 5: Intermediate Lighting Production ....................................................................... 50
Unit 6: Intermediate Sound Production .......................................................................... 63
Unit 7: Intermediate Design Project ............................................................................... 76
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Technical Theater II
Acknowledgements
The Technical Theater II Curriculum guide was developed for Neptune High School through the
efforts of Robert J. Eirich, Neptune High School Theatre Teacher, in cooperation with Karen Watt,
Department Chairperson for the Visual and Performing Arts, and under the guidance of Sally A.
Millaway, Ed.D., Director of Curriculum, Instruction and Assessment.
Mr. Eirich is to be commended for his dedication in formatting this curriculum into UbD format
and his expertise in the area of Arts Education. It is our hope that this guide will serve as a valuable
resource for the staff members who teach this course and that they will feel free to make
recommendations for its continued improvement. Also, it is our hope that this guide will support
and advance the Performing Arts in our school district.
The Technical Theater II Curriculum guide was written in alignment to the New Jersey Student
Learning Standards (NJSLS) for Visual and Performing Arts. This curriculum guide is also aligned
to the 2014 National Core Arts Standards.
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NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare students for a life-
long learning process in a complex and diverse world. It is with high expectations that our
schools foster:
• A strong foundation in academic and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
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Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent and critical readers, writers, speakers, listeners, and viewers who can
comprehend, respond to, and produce across multiple modalities.
Develop mathematical skills, understandings, and attitudes to apply to the types of
problem-solving and mathematical discourse that are needed to be successful in their
careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Demonstrate proficiency and responsibility in utilizing and producing technology in an
ever-changing global society.
Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
Become globally responsible citizens with a high degree of literacy in civics, history,
economics and geography.
Develop a respect for their own and different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and
effective communication, with a focus on character development.
Understand and practice the skills of family living, health, wellness, and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts, and feelings.
Develop career awareness and essential technical and workplace readiness skills, which
are significant to many aspects of life and work.
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TECHNICAL THEATER II
CURRICULUM
COURSE DESCRIPTION
(5 credits)
The philosophy of the Technical Theater II curriculum is to foster a student centered learning
environment, allowing students to gain and use their knowledge scene design and construction, lighting, and
audio. The course's essential goal is to further teach the learner towards more challenging operation,
management, and maintenance of the various theatre systems, while promoting safety, critical thinking, and
communication skills across the entire curriculum perspective. An additional goal is to continue to infuse
real life task applications in order to develop marketable skills and spur students to become lifelong learners.
The Technical Theater II curriculum offers opportunities that provide a variety of activities that
enable students to further understand and master the intricacies of theater systems and their related
environments, as well as the ability to investigate and research, and put that knowledge into concise practice.
The students will acquire and demonstrate a working knowledge of the particular processes and develop a
mature level of professionalism that will enable them to increase their marketable skill base in many areas,
as well as a career in the arts.
Prerequisite: Successful completion of Technical Theater I
Note: For reasons of safety and liability, the number of students for each section must be limited
to 12 students per section. Further, all students enrolled in this course must pass a written safety
exam and demonstrate ability of safe shop practices (personal safety/tool/material use) in order
to remain in the course. Students who are unable to pass the Safety Exam/Demonstration after
their second attempt will be placed into another course of study.
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1
TECHNICAL THEATER II
Pacing Guide
Suggested
Timeframe
Activity Notes
2-3 weeks Intermediate Design SW learn the fundamentals of design- shape,
size, texture, and color in relation to set
designs and scenery elements. Technical
Theater I elements will be reviewed.
3-4 weeks Intermediate Scenery
Construction
The student will gain further knowledge,
understanding, and practice of scenery
construction from a historical and
architectural perspective.
2-3 weeks Intermediate Finishing
Techniques
Students will learn the importance of how
many various details enhance the entire
production.
2 days Midterm Exam consists of Theater-creation project, as
well as critique of artistic work
1-2 weeks Basic Hand Props, Costumes &
Makeup
SW be introduced to the fabrication of hand
props, costumes, and make-up. SW also
learn the importance of how these supporting
detail elements enhance the entire
production.
1-2 weeks Intermediate Lighting
Production
SW use the controllable qualities of light and
lighting instruments to design more advanced
stage area modeling techniques and special
lighting effects.
1-2 weeks Intermediate Sound Production Students will learn a more advanced use of
audio in the theater for enhancement, music,
and sound effects (FX).
3-4 weeks Intermediate Design Project SW learn the seven Design Process Steps-
Commitment, Research, Analysis,
Questioning, Incubation, Implementation,
and Evaluation, and implement these steps
into their Final Project.
2 days Final Exam Exam consists of Theater-creation project, as
well as critique of artistic work
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Unit Plan Title Unit 1: Intermediate Design
Suggested Time Frame 2-3 weeks (10-15 85 minute- Learning Sessions)
Overview / Rationale
The student will learn the fundamentals of design- shape, size, texture, and color in relation to set
designs and scenery elements. They will then extrapolate these concepts towards an
understanding of what creates style through historic periods. Students will begin to understand
the balance between design continuity and innovation.
During this unit, students will review all elements of safety, completing the standard safety
exam. They will also familiarize themselves with the basic skills learned in Technical Theater I
(hand/power tool use, materials handling, and shop clean up procedures). The culminating
activity in this unit will be to create pictorial variations of an established set design using all
design/style elements learned.
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
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National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
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TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
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Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
TH:Re9.1.I
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• What elements encompass design?
• What creates style?
• What makes style periods change?
• Why may stylization achieve a better result
than historical accuracy?
• Why is there color?
• Why does color have such a powerful
effect on human emotions?
• Why is safety so paramount?
Enduring Understandings:
Students will be able understand that…
• Evaluative methods are critical to the
completed design.
• Historical research includes socio-
economic background as well as style
characteristics.
• Stylization may be more effective than
historical accuracy.
• The combination of design elements
creates a particular style or period.
• Color is a powerful design element.
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Knowledge:
Students will know…
• The process for evaluating design elements.
• Analyzing historical information is
essential to understanding a particular style
or period.
• Historical information may be stylized to
create a particular effect.
• Use of color creates a dominant design
element.
• The defining, descriptive terminology of
color.
• The difference between additive and
subtractive properties of colors in light and
pigment.
• Emotional meanings of color.
Skills:
Students will be able to…
• Integrate information from historical
research into a design.
• Devise solutions to overcome historical
or research information inconsistent
with the production concept.
• Duplicate elements (shape, color,
texture, etc.) of a particular style or
period.
• Stylize elements of a particular style or
period.
• Apply specific and appropriate colors
for required designs and settings.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
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Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration E CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Making Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
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8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“Designer’s Detailed Drawings” by Daniel A. Ionazzi, “The Stage
Craft Handbook”- Better Way Books
Style Study- How Styles Change/Evolve
• How Nostalgia Influences Design
Supporting Text pages Shop Tips, The Design Process
Teacher Resources
Texts:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets: Department Generated Safety Study Guide
Design Starter Template
Style Elements Template
Additional Teacher Resources: Pictorial Exemplars of style/color periods
Pictorial Exemplars of design techniques
Internet/Media Resource Center research
Color drawing materials
Measuring templates/materials
Hand tools: Screwdriver, chisel, hammer, tape measure, combination square, bar clamp,
C clamp, framing square, nail set, hack saw, crosscut saw
Power tools: drill, jigsaw, circular saw, miter saw
Materials; 2’’ x 4’’, 1’’ x 3’’, plywood
Videos: YouTube: “3 ways to create a space that moves you, from a Broadway set designer
David Korins”
“Behind the Scenes of Wicked: Creativity in Set Design”
“Minimalist Magic -- The Work of Set Designer Katrin Brack | Arts.21”
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
Class discussion
Written Assessments such as tests and quizzes
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Examples of student work demonstrating (trends toward) mastery
Student demonstration
Reflective Writing samples
Summative Assessments:
Reflective Writing samples
Student self-critique
Peer constructive technique
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
1- TW review/discuss shop safety.
2- TW review/discuss measuring.
3- T/LW discuss the concept of safety and connect via lecture, Q & A,
demonstration, & practice. (D)
4- LW practice various measuring techniques up to 1/16’’ of an inch.
(D)
5- LW practice measuring techniques. (D)
6- TW review shop work processes- locations of tools/ materials,
clean up.
7- TW re-introduce The Design Process
8- LW develop an understanding of style via exemplar research. (D)
9- LW successfully pass Safety Exam.
10- LW review/practice safe shop procedures.
11- LW apply cooperative work techniques. (D)
12- T/LW discuss the responsibility, necessity, and value of cooperative
work practices.
(D) denotes ‘differentiation’
Suggested
Learning
Activities
• Complete safety exam.
• Collect information for design situations through historical
research.
• Create a three-color variation study for an interior room design.
• Devise three possible solutions for a conceptual design problem.
• Define the compositional elements of a set piece or costume from
an earlier time period.
• Stylize a set piece or costume from an earlier time period.
• Practice measuring.
• Practice hand/power tool use.
• Practice material handling/ shop clean up procedures.
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Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
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Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
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Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
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Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
14
Unit Plan Title Unit 2: Intermediate Scenery Construction
Suggested Time Frame 3-4 weeks (15-20 85 minute- Learning Sessions)
Overview / Rationale
The student will gain further knowledge, understanding, and practice of scenery construction
from an historical and architectural perspective. They will learn about types and application of
hardware and millwork. They will improve their skills in the use of tools, materials, and
fabrication by assisting with set construction needs for the Spring Musical. They may construct,
as needed, a door or window flat (with trim), a basic parallel, and/or other specialized units of
scenery.
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
15
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
16
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
TH:Re9.1.I
17
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• Why are proper building techniques
important to the construction of stage
sets?
• Why is accurate completion of each
step in the construction process so
important?
• Why is having a strong work ethic an
essential quality?
• Why are special construction details
(millwork) important to the completed
unit?
Enduring Understandings:
Students will be able to understand that…
• Cooperation and teamwork are critical
to successful completion of a task.
• Following procedures leads to superior
results.
• Specific skill sets and tools are required
when working with various types of
materials.
• All materials have a predetermined
tolerance level that should never be
exceeded.
18
Knowledge:
Students will know…
• Each individuals contribution to the
overall work is essential.
• Basic forms and uses of metal.
• Basic forms and uses of plastic.
• How to select appropriate fasteners,
adhesives, and hardware for a task.
• Construction methods of specialized
types of flats.
• Types and uses of basic millwork
components.
Skills:
Students will be able to…
• Work independently to complete a task.
• Work cooperatively to complete a task.
• Follow oral and written directions to
complete a task.
• Build a specialized flat.
• Build a stage platform.
• Apply simple millwork components to
a stage set.
• Maintain a clean and orderly work
area.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
19
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Making Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
20
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“Taking Your Production to the Next Level” by Jacob Coakley-
Stage Directions Magazine, September 2016
“Best Stage Set Construction Techniques”, Various- Pinterest
Supporting Text pages Tools and Materials, Types of Joinery, Drafting the Design
Teacher Resources
Texts:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets: Miter saw angles
Drawing Set Pieces
Additional Teacher Resources: Pictorial/actual examples of joinery techniques
Pictorial/actual examples of hardware
Pictorial/ actual examples of millwork/ trim
Pneumatic tools/fasteners
Power tool use video clips
Hand/power tools
Set construction materials
Videos: YouTube:
“Constructing Massive Stage Sets”
“Millwork and Commercial Interiors”
“Design Secrets from the Hit Broadway Show She Loves Me”
“Architectural Millwork”
“Theatrical Carpentry”
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
Class discussion
Written Assessments such as tests and quizzes
Examples of student work demonstrating (trends toward) mastery
Student demonstration
Reflective Writing samples
Summative Assessments:
Reflective Writing samples
Student self-critique
Peer constructive technique
21
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
TW review/discuss shop safety.
TW demonstrate power/hand tool use.
T/LW discuss the concept of safety and connect via lecture, Q & A,
demonstration, & practice. (D)
LW cont. practice, towards mastery, various hand/power tool use.
(D)
TW continue accurate measuring techniques/practice same. (D)
TW introduce millwork components. (D)
LW create millwork component drawings. (D)
LW cont. shop work processes- locations of tools/ materials, clean
up.
TW introduce various wood species/specific uses.
LW practice cooperative work techniques. (D)
T/LW review PAC systems. (D)
T/LW discuss the responsibility, necessity, and value of cooperative
work practices.
D denotes differentiation in instruction.
Suggested
Learning
Activities
Intro to hardware.
Intro to wood species.
Intro to millwork.
Build model and/or full-size specialty flats.
Build a stage platform.
Install windows, doors, or trim to a stage set.
Miter/install trim/casing.
Screw/nail fastening practice/use.
Brad/staple gun practice/use.
Shop cleanup and organization assignments.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans
22
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
23
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
24
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
25
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
26
Unit Plan Title Unit 3: Intermediate Finishing Techniques
Suggested Time Frame 2-3 weeks (10-15 85 minute- Learning Sessions)
Overview / Rationale
Students will develop the skills required for the application of various finishes. They will
discover how to use brushes, rollers, and texture tools to create faux finishes that accurately
resemble actual surfaces. Students will also learn the preparation, mixing, clean up, storage, and
disposal of finish types. They will learn that diligent practice will lead to a repeatable technique
in creating the required look of scenery types. Students will learn the importance of how
'dressing the set' and completing the final details enhance the entire production.
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
27
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
28
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
TH:Re9.1.I
29
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• How do various finishes contribute to
the production concept?
• Why is critique of work important?
• Why is adherence to a discipline critical
to achieving a desired result?
Enduring Understandings:
Students will be able to understand that…
• Cooperation and teamwork are critical
to successful completion of a task.
• Following procedures leads to superior
results.
• Specific skill sets and tools are required
when working with various types of
materials.
• All materials have a predetermined
tolerance level that should never be
exceeded.
30
Knowledge:
Students will know…
• Paint and solvents are hazardous
materials that must be handled safely.
• Various types of finishes.
• Various types of finish applicators.
• Finish application techniques for
specific effects.
• The basics of color mixing and the use
of an integrated color wheel.
• Hue-value and hue-tone relationships.
Skills:
Students will be able to…
• Select an appropriate method of paint
application to create various finishes
and textures.
• Determine the appropriate tool for the
required application.
• Paint scenery and/or stage components
for desired textures and effects.
• Mix paint for color matching and
shading.
In this unit plan, the following 21st Century Life and Career skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management E CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
31
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Making Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
32
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“Painting the Scene” by Sean O’Skea, Dramatics Magazine-
Educational Theatre Association, November 2017
Supporting Text pages Painting Techniques, Texturing, Faux Marble Techniques
Teacher Resources
Texts:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets: Faux Painting Practices
Creating Perspectives
Supporting Teacher Resources:
Sample color wheel
Pictorial painting techniques/finishes
Finishing materials- paints, stains, varnishes, polyurethane
Finishing Tools- Brushes, rollers, texture tools, trays, buckets, rags
Shop tools
Color charts
Finishing materials clean-up checklist
Videos: YouTube: “Painting Faux Wood for Theater - Scenic Art”
“Scenic Painting Techniques”
“Faux Marble Creative Painting Techniques”
“THE JOY OF SETS: Theatrical Scenic Painting Unleashed”
“Scenic painting in theatre”
“Theatrical Painting Techniques”
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
Class discussion
Written Assessments such as tests and quizzes
Examples of student work demonstrating (trends toward) mastery
Student demonstration
Writing samples
Summative Assessments:
Writing samples
Student self-critique
33
Peer constructive technique
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
TW review/discus materials safety.
LW acquire painting skills via lecture, Q & A, demonstration, &
practice. (D)
LW cont. practice, towards mastery, with painting/finishing
techniques. (D)
LW create various sample set painting depictions.
LW cont. shop work processes- locations of tools/ materials, clean
up.
LW cont. to practice safe shop procedures.
LW practice cooperative work techniques. (D)
T/LW review/implement materials handling clean up. (D)
LW demonstrate proficiency with paint application tools. (D)
T/LW discuss the responsibility, necessity, and value of cooperative
work practices.
D denotes differentiation in instruction.
Suggested
Learning
Activities
Select a setting from a play from which to create a painter’s
elevation.
Practice faux painting techniques- texture, shading, marbling,
stippling/spattering.
Practice using brushes, rollers and other forms of paint application.
Practice safe and appropriate clean-up of shop and tools.
Practice safe and appropriate disposal of waste.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
34
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
35
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
36
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population 8- Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
9- Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
10- Role Play-students create or participate in role playing situations or Reader’s Theater
11- Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
12- Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
13- Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
14- Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
15- Think Pair Share Write
16- Think Talk Write
17- Think Pair Share
18- Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
19- KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
20- Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
37
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
38
Unit Plan Title Unit 4: Basic Hand Props, Costumes, and Make Up
Suggested Time Frame 1-2 weeks (5-10 85 minute- Learning Sessions)
Overview / Rationale
The learner will begin to develop the skills needed to complete various supporting elements for
performance. They will be introduced to the design, style, and fabrication of hand props,
costumes, and make-up. Most important, students will learn the importance of how these
supporting detail elements enhance the entire production and performance.
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
39
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
40
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
TH:Re9.1.I
41
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• How may stereotyping be useful or
destructive?
• Why may stylization achieve a better
result than historical accuracy?
• How may the needs of the actor affect
costume or makeup design?
• What are some factors that must be
addressed when designing/building a
prop?
Enduring Understandings
Students will be able to understand that…
• Recognizable stereotypes can be useful.
• Hand properties, costumes, and makeup
are essential tools for the actor.
• Costumes and makeup provide
historical, psychological, and objective
information about a character.
• Stylization is frequently employed.
• Practical considerations may also
define artistic designs.
42
Knowledge:
Students will know…
• Basic craft techniques to fashion hand
props.
• The nature of character and decorative
costume design.
• Production concept considerations for
costuming
• Devise practical considerations for
costuming and makeup.
• Design makeup to project the a
characters features.
• Types of makeup and basic application
techniques.
Skills:
Students will be able to…
• Design selected hand props.
• Create a costume chart.
• Design costume layouts for productions
and costume sketches for specific
characters.
• Apply base and highlighting makeup
for a given character type.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management E CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
43
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Making Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
44
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“Construction Techniques” by Thurston James, “The Theater
Props Handbook” Better Way Books
“Costume Design” by Melanie Blood, SUNY London Theatre
Seminar (internet)
“Relating the Makeup to the Character” by Richard Corson,
“Stage Makeup”, 8th Edition, Prentice Hall
Supporting Text pages Properties, Construction Techniques
Teacher Resources
Texts:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets:
Hand Prop Design Template
Create a Costume
Additional Teacher Resources: Sample costume plot
Orthographic Projections of hand props designs
3-view drawing examples of props/costumes
Painting materials- brushes, rollers, trays, rags, tape
Construction materials- wood, muslin, glue, screws, nails
Shop tools
Stage make up kits
Selected video exemplars
Videos: YouTube:
“Working in the Theatre: Prop Masters”
“How to Make Stage Props”
“How to Make TREES for Theater - Set Design”
“ Making Styrofoam look like brick/stone - Shrek theater build”
“Working In The Theatre: Costumes”
“How a Costume Designer Creates an Iconic Look”
“Stage Make Up 101”
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
45
Class discussion
Written Assessments such as tests and quizzes
Examples of student work demonstrating (trends toward) mastery
Student demonstration
Reflective Writing samples
Summative Assessments:
Reflective Writing samples
Student self-critique
Peer constructive technique
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Description
T/LW discuss the creation of props/costumes via lecture, Q & A,
demonstration, & practice. (D)
LW create hand prop designs. (D)
TW introduce The Costume Plot. (D)
LW practice hand prop fabrication.
LW continue shop work processes- locations of tools/ materials,
clean up.
LW cont. to practice safe shop procedures.
LW practice cooperative work techniques. (D)
T/LW review tool use/ clean up procedures. (D)
LW demonstrate proficiency with lighting, sound system. (D)
T/LW discuss the responsibility, necessity, and value of cooperative
work practices.
D denotes differentiation in instruction.
Suggested
Learning
Activities
Fabricate a hand prop.
Design and complete a costume chart.
Draw costume layouts and sketches from selected plays and
characters.
Experiment with various styles during makeup practice sessions.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
46
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
47
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
48
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population 21- Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
22- Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
23- Role Play-students create or participate in role playing situations or Reader’s Theater
24- Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
25- Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
26- Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
27- Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
28- Think Pair Share Write
29- Think Talk Write
30- Think Pair Share
31- Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
32- KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
33- Corners Cooperative Learning Strategy:
49
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
50
Unit Plan Title Unit 5: Intermediate Lighting Production
Suggested Time Frame 1-2 weeks (5-10 85 minute- Learning Sessions)
Overview / Rationale
This unit comprises further development in the ability to use stage lighting to enhance a
production. Students will use the controllable qualities of light and lighting instruments to
design more advanced stage area modeling techniques and lighting effects. They will review the
scientific elements of stage lighting, the use of color, lighting instruments/controls, and
procedural safety. Students will improve their operational ability of the lighting control console,
grouping various lights into sub-masters and creating cross fades. They will also learn how to
create lighting effects through the combination of modeling, gobos, and color gels. Students will
fabricate and test gobos for specified moods. They will also learn to create an advanced light
plot and instrument schedule for a hypothetical stage play. Students will learn that appropriately
designed lighting effects enhance the performance and support the production concept.
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
51
National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
52
TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
53
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
TH:Re9.1.I
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• Why is light crucial to a theatrical
production?
• How can the manipulation of light affect a
subject?
• Why is it important to understand the
distribution of light?
• How do specials and other lighting effects
enhance the performance?
Enduring Understandings:
Students will be able to understand that…
• Lighting system safety procedures and
practices must be strictly adhered to at
all times.
• The appropriate distribution and
manipulation of light are essential to
creating theatrical effects on stage.
• Lighting effects are used to enhance the
performance of the actors.
54
Knowledge:
Students will know…
• Ohm’s Law and the Power Formula.
• The importance of gauge and capacity
of wire.
• The job responsibilities of a lighting
designer.
• The use of lighting plot and instrument
schedule.
• A/B fader dimmer control techniques.
• How the direction of light affects the
face of an actor.
• How light effects create mood.
Skills:
Students will be able to…
• Solve hypothetical output and input
voltage problems.
• Read a lighting plot and instrument
schedule.
• Refine various ‘looks’ by manipulating
the direction of light.
• Program dimmer control board for A/B
fader dimmer control.
• Design a more complex lighting plot
using ‘’specials’.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
55
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration E CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
56
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“How to Create Lighting Effects with Color” by David Henry-
LearnStageLighting.com
“Lighting Effects”, by Various- Theatrecrafts.com
Supporting Text pages The Light Plot, Electronic Cue Programming, Types of Lighting
Instruments
Teacher Resources
Text:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets: Light Plot Template
Designing a Circuit
Additional Teacher Resources:
• Video clip exemplars of lighting effects
• Light Plan Template
• Lighting Term list
• Gobo Pattern Exemplars
• Gobo fabrication materials
• Lighting instruments (Leko, Par, Strip Light)
• ETC lighting console
• PAC Instrument Schedule
• "How to Create a Light Plot"
• "The Science of Light"
Videos: YouTube:
“Working in the Theatre: Lighting Design”
“Stage Lighting Basics”
“The Role of Lighting in Theatre” | Donald Holder | TEDxBeaconStreet
Stage Lighting Basics “What do different lights do?” Tutorial
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
Class discussion
Written Assessments such as tests and quizzes
Examples of student work demonstrating (trends toward) mastery
Student demonstration
57
Reflective Writing samples
Summative Assessments:
Reflective Writing samples
Student self-critique
Peer constructive technique
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
TW review/discuss safety with regard to lighting/electricity.
T/LW discuss the concept of lighting design and connect via
lecture, Q & A, demonstration, & practice. (D)
LW cont. practice installation and use, towards mastery, of various
lighting instruments. (D)
LW create lights plots for a multi-set production. (D)
LW cont. shop work processes- locations of tools/ materials, clean
up.
LW practice aiming/gelling Lekos. TW advise/guide as necessary.
LW practice cooperative work techniques. (D)
LW hone ETC use skills via demonstrating submaster creation. (D)
T/LW review PAC systems. (D)
LW demonstrate proficiency with lighting various stage areas with
selected lighting instruments. (D)
D denotes differentiation in instruction.
Suggested
Learning
Activities
Practice aiming light on predetermined stage area or actor(s) to
create an effect.
Practice creating certain ‘looks’ using A/B fader dimmer controls.
Create a complex light plot and instrument schedule.
Practice using light effects to create a specified mood/tone.
Complex modeling practice with light.
Design and create a complex plan/sectional view light plan.
Design and fabricate specified gobos/lighting effects.
Practice circuiting and creating submasters.
Create A/B cross fades.
Discuss/review lighting terms.
Discuss/review the scientific qualities of stage light and color.
58
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
59
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
60
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population 2- Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
3- Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
4- Role Play-students create or participate in role playing situations or Reader’s Theater
5- Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
6- Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
7- Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
8- Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
9- Think Pair Share Write
10- Think Talk Write
11- Think Pair Share
61
12- Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
13- KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
14- Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
62
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
63
Unit Plan Title Unit 6: Intermediate Sound Production
Suggested Time Frame 1-2 weeks (5-10 85 minute- Learning Sessions)
Overview / Rationale
Students will learn a more advanced use of audio in the theater for enhancement, music, and
sound effects (F/X). They will review how sound is produced, know the basic elements of
acoustics, and be able to apply these concepts in hypothetical practice situations. Students will
employ the use of various types of microphones for specific requirements. They will learn how
to set up and operate monitor speakers and the intercom system. Students will create an
advanced mic schedule, practice patching audio channels, and better their ability to balance and
equalize (EQ) voices. The culminating activity will be to implement all the system components
for a hypothetical predetermined "Concert Venue".
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
64
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
65
b. Shape character choices using given circumstances in a drama/theatre work.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
66
TH:Re9.1.I
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• Why is acoustic balance an
impossibility?
• Why are there so many variables to
sound production for a theatrical
venue?
• How are various sound producing
methods used to create a desired effect?
• Why is appropriate vocal enhancement
and balance critical to the performance?
Enduring Understandings:
Students will be able to understand that…
• Microphones have different
applications for different venues.
• Appropriate application of music and
sound F/X enhances a performance.
• Improper handling or use of sound
equipment may damage the audio
system or its components.
• Voice equalization is a delicate balance
of the sound spectrum.
• Appropriate vocal enhancement is
critical to the production.
67
Knowledge:
Students will know…
• Functions of sound equalization.
• Workings of a theater sound system.
• Appropriate application of microphone
types.
• Function of a graphic equalizer.
• Function and operation of a patch
panel.
Skills:
Students will be able to…
• Utilize the EQ for appropriate sound
quality.
• Set up combinations of sound
equipment for various venues.
• Balance sound quality between
combinations of wireless and corded
microphones in various locations.
• Set up microphones for appropriate
applications.
• Record to a cassette/CD via the audio
system.
• Devise appropriate uses for music or
sound F/X.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
68
Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration E CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
69
8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“The 5 Most Common Wireless Mistakes” by Lisa Mulcahy-
Stage Directions Magazine, March 2017
“Amazing Sound F/X You Can Make” by Christian Cawley,
Stage Directions Magazine, October 2016
Supporting Text pages Equalizers, Mic Patterns, Acoustics, Controlling Feedback
Teacher Resources
Texts:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets: The Mic Schedule Template
Sound F/X internet search template
Audio Channel Patch Template
Additional Teachers Resources:
Music exemplars
Sound F/X CD's
PAC Sound System
Mics/ cables/stands
Behringer X32 Audio Console
Sound System Diagrams
Videos: YouTube:
“Live Sound 101: Introduction”
“Theater Sound System”
“Mixing musical theater- Sound design tips and techniques.”
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
Class discussion
Written Assessments such as tests and quizzes
Examples of student work demonstrating (trends toward) mastery
70
Student demonstration
Reflective Writing samples
Summative Assessments:
Reflective Writing samples
Student self-critique
Peer constructive technique
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
TW review/discuss appropriate use of audio system.
T/LW discuss the concepts of audio production via lecture, Q & A,
demonstration, & practice. (D)
LW continue to practice, towards mastery, use of the Behringer
audio console. (D)
LW apply mic schedules for hypothetical venues. (D)
LW acquire proficiency towards audio processes- locations of
inputs, appropriate mic types.
LW practice setting up/balancing mics. TW advise/guide as
necessary. (D)
LW continue to apply safe shop procedures.
LW practice cooperative work techniques. (D)
LW hone presentational skills via demonstrating submaster
creation. (D)
T/LW discuss the responsibility, necessity, and value of cooperative
work practices.
D denotes differentiation in instruction.
Suggested
Learning
Activities
• Creating advanced mic schedules.
• Audio console/channel practice.
• Microphone selection/ set up for hypothetical venues.
• Multiple mic set up with EQ balancing.
• Set up/ balance/ strike for "The Concert".
• Record audio from the stage.
• Patch various audio channels.
• Set up and employ the use of monitor speakers.
• Set up the intercom system.
• Create a sound F/X or music background CD.
71
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
72
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
73
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population 15- Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
16- Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
17- Role Play-students create or participate in role playing situations or Reader’s Theater
18- Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
19- Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
20- Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
21- Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
22- Think Pair Share Write
23- Think Talk Write
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24- Think Pair Share
25- Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
26- KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
27- Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
75
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
76
Unit Plan Title Unit 7: Intermediate Design Project
Suggested Time Frame 3-4 weeks (15-20 85 minute- Learning Sessions)
Overview / Rationale
Students will implement all the knowledge and skills learned throughout the course in
preparation of their final project. They will learn the seven Design Process Steps (Commitment,
Research, Analysis, Questioning, Incubation, Implementation, and Evaluation), and implement
these steps in preparing their Final Project. Students will select a scene from a play and design a
set for that scene. They will research and write a synopsis of the play and their particular scene,
and locate renderings of various productions. Next, they will create a series of thumbnail
sketches based on their design ideas, and follow with a formal plan view (to scale), elevation,
and rendering drawings of their set design. Students will also create a corresponding light plan
and microphone schedule to accompany their design. When these are accomplished, students
will then fabricate a model of their set design. Finally, students will present their entire portfolio
to the class, fielding and answering design solution questions from the group.
Stage 1 – Desired Results
Established Goals:
New Jersey Student Learning Standards for Visual and Performing Arts
1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.C.1 Create plays that include well-structured plots and subplots, clear thematic intent,
original characters, and technical theatrical elements appropriate to a variety of theatrical
genres.
1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,
sustained vocal technique, and clearly motivated actions.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown may impact
perceptions of its significance/meaning.
77
National Core Art Standards for Theatre
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Envision/Conceptualize
TH:Cr1.1.I
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a
drama/theatre work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop
TH:Cr2.1.I
a. Explore the function of history and culture in the development of a dramatic concept through a
critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and
explore their interdependent roles in a drama/theatre work.
Anchor Standard 3: Refine and complete artistic work.
Rehearse
TH:Cr3.1.I
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging
conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or
scripted drama/ theatre work.
Artistic Strand: Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Select
78
TH:Pr4.1.I
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Prepare
TH:Pr5.1.I
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre
performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre
production.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Share, Present
TH:Pr6.1.I
a. Perform a scripted drama/theatre work for a specific audience.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Reflect
TH:Re7.1.I
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic
choices.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret
TH:Re8.1.I
a. Analyze and compare artistic choices developed from personal experiences in multiple
drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a
drama/theatre work.
79
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of
a drama/theatre work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate
TH:Re9.1.I
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art
forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Empathize
TH:Cn10.1.I
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a
drama/theatre work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Interrelate
TH:Cn11.1.I
a. Explore how cultural, global, and historic belief systems affect creative choices in a
drama/theatre work.
Essential Questions:
• Why is a production concept
necessary?
• What is the relationship between a
production concept and a script?
• How does a production concept lead to
a physical set?
• How is the physical set related to the
performance?
• How does the scenic design function to
support the performance?
Enduring Understandings:
Students will be able to understand that…
• Theatrical design is the plan for a three-
dimensional realization of a
playwright’s ideas.
• Theatrical design is integral to the
production theme or concept.
• There are multiple design elements
contributing to the production concept.
• Technical theatre is an interdisciplinary
artistic endeavor.
80
• How do variations of particular design
elements combine into a unified set
design?
• How are the needs of the director and
actors balanced with the limits of time,
budget?
• There is an on-going need to balance
the needs of the director and actors with
the limits of time, budget, and
construction techniques.
Knowledge:
Students will know…
• Steps in the design process.
• The elements available to achieve a
production concept.
• How each design element contributes to
the production concept
• The use of line, shape, size, position,
color and texture as elements of design.
• The organization of harmony, contrast,
variation, and patterns.
• Balance, proportion and center of
interest as it relates to composition and
space.
• The importance of incorporating mood,
spirit, location, period, season and
social economic level in the design of a
set.
Skills:
Students will be able to…
• Assess the practicality of a design
based on the needs of the director and
actors in light of the limitations of time,
budget, and construction techniques.
• Prepare a written design proposal.
• Draw thumbnail sketches.
• Prepare a ground plan, front elevation,
and scaled detail drawing.
• Design a set for a given scene.
• Create a visual representation
• Fabricate a model of a set incorporating
various design elements.
• Use a computer to create thumbnail
sketches and functional drawings for a
set design.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers E/T/A CRP2. Apply appropriate academic
and technical skills.
Money Management E CRP3. Attend to personal health and
financial well-being.
81
Credit and Debt Management E/T/A CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing E CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility E CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting E/T/A CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
E/T/A CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E/T CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration E CRP11. Use technology to enhance
productivity.
X Career Preparation E/T/A CRP12. Work productively in teams
while using cultural global
competence.
Connections to Careers
Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Anchor Standard -R1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support
analysis of what the text says explicitly as well as inferentially, including determining where the
text leaves matters uncertain.
New Jersey Student Learning Standards for History
82
6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of
the Italian city-states as the center of the Renaissance, and the impact on the arts.
Technology Integration
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and
globally.
8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology
resources and assess their potential to address personal, social, lifelong learning, and
career needs.
Student Resources
Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene
Design and Stage Lighting”
Secondary Source
Readings
“The Moulin Rouge Has Arrived in NYC” by Rachel Wallace-
Architectural Digest, July 2019
“Set Design FAQ” Various, Harvard EDU (internet)
Supporting Text pages The Design Process, Implementation of Design, Collaboration
Teacher Resources
Texts:
“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition
“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and
Winston- 3rd Edition
Worksheets: The Design Process Checklist Template
The Scene Design Proposal Template
Scale Drawing Template/ materials
Formal Drawing Template/materials
Light Plan Template
Microphone Schedule Template
Additional Teacher Resources: TED TALKS (video)- “How to TEDx: Design a Stage”
Prior student design exemplars
Thumbnails sketch exemplars
Detail\ drawing exemplars
Model fabrication tools & materials
Videos: YouTube:
“Best Theatre Set Design Images”
“Design Thinking Process”
83
“Working In The Theatre: Scenic Design”
“Designing Theatre: The Comedy of Errors”
“Design Challenge - designing and making a set”
“Simple Interior Set Design - Theatre I”
“Principles of set design lecture video”
Stage 2 – Assessment Evidence
Formative Assessments:
Teacher questioning
Class discussion
Written Assessments such as tests and quizzes
Examples of student work demonstrating (trends toward) mastery
Student demonstration
Reflective Writing samples
Summative Assessments:
Reflective Writing samples
Student self-critique
Peer constructive technique
Student Presentation assessed with a performance rubric
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
TW introduce Design Process Techniques.
TW re-introduce drawing to scale. (D)
SW create plan view of room to scale. (D)
T/LW review/practice safe, proper use of materials. (D)
TW intro. 3 view drawing techniques- plan/2D/3D. (D)
LW practice formal drawing techniques.
TW review basic mic schedule. (D)
TW review light plot creation. (D)
TW review Modeling techniques. (D)
SW implement successful modeling techniques.
LW practice proper time management skills.
LW practice use of planning/execution of a defined procedure. (D)
LW cont. to practice appropriate safety procedures.
LW practice cooperative work techniques. (D)
T/LW discuss the responsibility, necessity, and value of cooperative
work practices.
D denotes differentiation in instruction.
84
Suggested
Learning
Activities
Evaluate a set design using a Design Checklist.
For a given script, brainstorm ideas and draw thumbnail sketches.
For a given script, prepare a written scene design proposal.
For a given script, fashion a detailed plan view, elevation, and color
rendering drawing.
Create one detailed drawing of a set element to scale.
Fabricate a detailed model of the set.
Final project presentation.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the diverse
needs of our students. Teachers should consider this a resource and understand that they are not
limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-
level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - e.g. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
85
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
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Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure: Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving: Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population 28- Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
29- Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
30- Role Play-students create or participate in role playing situations or Reader’s Theater
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31- Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
32- Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
33- Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
34- Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
35- Think Pair Share Write
36- Think Talk Write
37- Think Pair Share
38- Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
39- KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
40- Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
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INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
X Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
X Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
X Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
X Identify who, when, where, or how to seek help for oneself or others when needed
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753
An Affirmative Action Equal Opportunity Employer
2019