Technical Theater

Unit: Selection Teachers: Lisa Mota & Leah

McVeigh
Topic: Selection Dec. 5, 2013, Period 8

Overview
Students will discuss their preliminary design sketches in groups and then Materials
work together to present one unified design to the class that the group will The following materials will be
move forward with. distributed to each group.

Essential Questions / Aim  Copies of Class Agenda

 How can we combine our individual ideas to create a unified class  Copy of Final Concept
design?
Statement Worksheet
 What do we need to communicate to the other design teams at this
early stage?  Blank Paper

Objectives Assessment
 Students will share their sketches and concept statements with their
peer groups. Teachers will monitor small group
discussions of sketches and concepts
 Groups will discuss all ideas to create one unified concept. for success.

 Class will hold a production meeting to discuss initial thoughts.

Homework/Follow-Up
Students Will Be Able To:
Students will complete any
 Students will be able to present clear, thoughtful concept statement to unfinished classwork.
their peers.

Activities Vocabulary
1. Do Now (5 min): Students select roles within peer groups and Selection, sketch, synthesize, production
familiarize themselves with the day’s agenda. meeting.
2. Individual Ideas and Research (10 min): Students take turns
discussing their design concepts and research with the rest of the
group
3. Group Selection (20 min): Work together to create a UNIFIED
DESIGN CONCEPT AND PRELIMINARY SKETCH.
4. Production Meeting (Remainder of Period): Each design
department will take w turn discussing their concepts and sketches
with the group.

Unit: Selection Topic: Selection 1

 Content Standards
Blueprint Strands: Students work in groups and independently as
designers, applying a multifaceted understanding of design concepts and
processes.
-Work imaginatively within the limits of available resources in the pursuit of
a unified theatrical design.
-Engage in regular, effective, and responsible communication with fellow
designers.

CCLS Math Capacities

-Make sense of problems and persevere in solving them.
-Construct viable arguments and critique the reasoning of others.
-Model with mathematics.
-Look for and make use of structure.
CCLS ELA Capacities
-Demonstrate Independence.
-Respond to varying demands of audience, task, purpose, and discipline.

DOK: Level One: Recall elements and details of story structure, such as
sequence of events, character, plot, and setting.
Level Three: Support ideas with details and examples.
Apply a concept in other contexts

C-DOS
3a3 - Personal Qualities, students demonstrate independence
3b1 - Foundations: demonstrate a solid base of knowledge/skills
3b2 - Communications: Demonstrate the reading, writing, listening, speaking,
graphic, and multimedia skills necessary to participate effectively.

Unit: Selection Topic: Selection 2