Fall 2014

Name: Ashley Williford

Grade Level: 9-12
Unit: Greek Theatre
periods)

Ed 444 Lesson Plan Format (FALL 2014)

School: DHS
Number of Students in Class: 20
Lesson Duration: 120 minutes (two class

1. Colorado Academic Standards: Theatre

Standard 1: Create
Concept 1: Technical elements of theatre in improvised and scripted works.
Prepared Graduate Statement: Use a variety of methods, new media, and technology to
create theatrical works through the use of the

creative process for performance, directing, design, construction, choreography, playwriting,

scriptwriting, and dramaturgy
Create drama and theatre by interpreting and appreciating theatrical works, culture, and
experience through
scenes and scenarios, improvisation, creating environments, purposeful movement, and
research
Evidence OutcomesD: Identify appropriate stage properties and costumes for a given production
Standard 3: Critically Respond
Concept 1: Contemporary and Historical context of drama.
Prepared Graduate Statement: Demonstrate an understanding and appreciation of
theatre history, dramatic structure, dramatic literature, elements of style, genre, artistic theory,
script analysis, and roles of theatre practitioners through research and application.
Evidence OutcomesB: Research, evaluate, and synthesize cultural and historical information to support
artistic choices.

2. Objective(s):
By the end of this lesson students will apply previous knowledge on acting and
technical styles by completing a worksheet.
By the end of the lesson students will be able to associate an emotion to a mask
with the help of their peers by looking at different types of Greek masks.
3. Learning Target(s):
I can make an authentic (as close as possible) Greek mask for my final
performance.
I can associate the use of Greek masks with Greek acting and technical styles.
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Fall 2014

I can work with my peers to associate an emotion with multiple Greek masks.

4. Assessments:
Formative Assessment:
Exit Ticket: The formative assessment will be the worksheet from the
interactive lesson (explained below).
Summative Assessment:
Take Home Quiz: Since this lesson reflects on a lot of prior knowledge
that was obtained from other lessons, the summative assessment that the students will
engage in is a take home quiz consisting of 10 questions.
5. Materials: Worksheets, Power point, White board, Writing utensils, cleaning materials (for
after making masks), mask models and step by step guides for making a mask (for those that
need this), and mask materials (clay, wood, linen, papier-mch, paint, any organic materials
available to me).
6. Essential Questions or Big Picture Statement:
How do the Greek technical styles influence the need for masks?
How do the Greek acting styles influence the need for masks?
How have the origins of Greek Theatre influenced the need for masks?
7. Introduction/Anticipatory Set:
Anticipatory Set: Once the students have taken a seat I will put on a Greek mask and start
performing a Greek monologue from one of the plays we have already studied. The
monologue will be a comedy in order to get the students engaged and laughing.
Introduction/Background of the lesson:
This lesson will be taking place towards the end of the unit and leads up to the students final
project (creating a Greek scene to perform). At this point the students will have prior
knowledge of Greek acting and technical styles. This lesson will incorporate an Interactive
Lecture that promotes student discussion as we go through the power point and worksheet
SIMULTANEOUSLY as a class. The power point and worksheet will relate information to
the students prior knowledge from previous lessons in the unit. Most of the information will
develop through the discussions that are created by the questions on the work sheet and the
amount of input from the teacher will depend on how much the students relate back to
previous lessons/knowledge.
8. ****Step-by-Step Lesson Process
Step One: The lesson will start with the anticipatory set (see above for description). (5
Minutes).
Step Two: The students will start the Looking to Infer activity with Greek masks (see under
step by step process for details). (30 Minutes).
Step Three: This step is the start of the power point interactive lecture that will take up the
remaining of the first day of this lesson. The worksheet that the students will be completing
will be a FORMATIVE ASSESMENT and will be an exit ticket. The worksheet will also
represent a CHECK FOR UNDERSTANDING and GUIDED PRACTICE. This represents
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Fall 2014

a guided practice because we will go over the worksheet (the worksheet represents the
questions on the power point and is a different way for the students to take down information
in a non-note format) as a class as we SIMULTANEOUSLY work through the power point.
As the class goes through the slides the teacher will facilitate the discussions that are started
with the guiding questions on the slides. As the class engages with the discussion the teacher
will ask questions such as why do you think that and how is this done in order to
encourage them to elaborate on the information. The teacher will also randomly select another
students to also elaborate on the information. To wrap up the lesson I will have students write
on a piece of paper what they learned today, what they are confused about, and any questions
they may have (this will only take a few seconds). Anything that is not finished during this
lesson will roll over into the students mask making time the next day. (25 Minutes).
Step Four: This step will be the start of day two of the lesson. The students will get almost the
entire class period to create their own mask for their Greek scenes (this is part of the final
project that they will have been building up to the last half of the semester). Students will be
provided with all the materials they will need to make and organic mask (clay, wood, linen,
papier-mch, etc). This will be an INDEPENDENT PRACTICE and as the students are
working I will help out where I am needed in the classroom and answer questions. I will also
be walking around to make sure students are completing their masks. What they do not finish
is homework (The students will be allowed to check out the materials). (55 minutes).
Step Five: This will be the closing step of the lesson. The students will be assigned to
complete a take home quiz for home work that will have 10 questions about Greek masks and
their usefulness in this type of theatre, this is the SUMMATIVE ASSESMENT. The
questions will require the students to reflect back to previous lessons and incorporate that
content into the current content and how the previous content (acting styles and technical
styles) had influenced the use of masks. (5 Minutes).
Looking to Infer Greek mask activity:
I will bring 5 Greek masks into class and break the students off into 5 groups. I will have five
tables set up with a mask on each table. Each group will get a chance to look at all the masks
while they complete the rotation of the five tables. While the groups are at the tables each
student will be given a worksheet with questions (see worksheet for questions) that they will
be required to answer about each mask. The students will have to write down their answers
and turn in their worksheet at the end of the activity for participation. The students will have 3
minutes at each table. Since this is a group activity everyone in the group must agree on the
answers that they will be sharing with the class, however I will encourage to disagree and
write down their disagreements for me to read. After the students have finished the rotations
the groups will get 3 minutes to tell the class their findings.
ACCOMODATIONS:
Students that missed class: Anyone that misses class will have access the power
point online and will be required to complete the worksheet on their own. They will still be
required to create a Mask using the organic materials because they will need it for their final
project. The students can either stay after school to make the mask if they would like my help
or I would let them borrow the materials so that they can make them at home.
Students with learning disabilities: Since I am unfamiliar with lesson planning
around students with disabilities and or learning disabilities I will check with the disabilities
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Fall 2014

teacher to see if this project is something they will be able to do (depends on disabilities). If
the disabilities teacher thinks this is something that is achievable no changes will be made. If
the disabilities teacher thinks that there needs to be accommodations I will make such
accommodations that she/he sees fit in order to make the lesson achievable for the student.
I will also supply the students that need help with models of handmade masks that I will create
and step by step instructions on how to create the masks.
DIFERENTATION: This lesson promotes differentiation because I am using multiple hands
on activities and it is very interactive based. At no point in the lesson are the students just
sitting there and listening. The anticipatory requires the students to get up and move around
and work with each other and create mini discussions by deciding on their answers. The
interactive lecture is guided by questions that encourage the students to engage in student
discussions facilitated by the teacher. Then the students get to actually create their own masks
which encourage creativity in the classroom!

Things I have changed: I have fixed my standards and moved my prepared graduate statement
up. I have narrowed down my objectives and learning targets. I have included pictures into my
slide show. I have made the color coding much easier to read. I have tweaked my differentiation
and accommodations slightly to ensure they are clearer. I have tried to be more specific in my
descriptions because everyone seemed confused on the guided practice and that the slideshow
will happen simultaneously as the worksheet. I have also tried to not overload my students in this
lesson. I tried to make it simple and informative at the same time! I have also changed the quiz to
a take home instead of an online, incase students have no access to internet at home.

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Ihaveall
therequired
information

Fall 2014

studentsshouldmaster,andthen
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outcome(s)theirlessonwilladdress.
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SMARTObjectives
Allobjectivesanswerthequestion:
Whatwillstudentsknowand/orbe
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AllobjectivesareS.M.A.R.T.
Specific,Measureable,Attainable,
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LearningTarget(s)
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Meetsall
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65points
Meetssome
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Meetsfew
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3points
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2points
Meetssome
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10points
Meetsfew
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54points

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Assessment(s)

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Measurable
Clearlyanswers:Whatwill
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Materials
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EssentialQuestion(s)orBig
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76points

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TotalScore
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Fall 2014

bystatingwhatbigideasor
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StepbyStepLessonProcess
Listsexactstepsinlesson
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Indicateswhereandhowinlesson
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2018points
Meetsall
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highlevel;
clear

1715points
Meetssome
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uneven;less
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14andbelow
Meetsfew
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98points

7points

Includesappropriateformsof
differentiation,suchashowlesson
willbeaccessibleandrelevantto
allstudents,whereyouwill
includeadditionalsupportfor
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98points
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Fall 2014
activities

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HolisticAlignment

Thestandards,objectives,learning
target,andessentialquestionsare
allaboutthesameskillsand
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Theassessmentmeasuresthose
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useful,relevantandinterestingto
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109points
Meetsall
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highlevel;
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87
Meetssome
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TOTALEARNEDonlessonplan:65/75
POINTSDEDUCTEDforerrorsingrammar,spelling,andconventions:
0PointsDeducted
57.5PointsDeducted
12PointsDeducted
34PointsDeducted
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TOTALSCORE:72/75

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