TEACHER: Jakeline Dominguez & Dulce Roque DATE: 10/2/2017

OBJECTIVE: TEKS: 117.315. Theatre, Level I, 2A GRADE LEVEL: High school theatre level 1 (grade 9)
/ 115.32. Health 1, Grades 9-10, 6A

Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish

Students are expected to demonstrate proper voice projection through safe use of the voice and body considering the
effects of health behaviors on body systems
[TEKS: 117.315 (2) A, Creative expression performance. The student interprets characters using the voice and body
expressively and creates dramatizations. The student is expected to (A) demonstrate safe use of the voice and body /
115.32 (6) Health behaviors. The students assesses the relationship between body structure and function and personal
health throughout the lifespan. The is expected to (A) examine the effects of health behaviors on body systems]

Materials/Resources/Equipment Needed:

pencils/pens, informational worksheets, diagrams, laptop/Kahoot technology device, bucket, tennis ball, post its

Instructional delivery (What information is essential for the student to know before beginning and how will this skill
be communicated to students? This is the section where you explicitly delineate how you will present the lesson.
Direct instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)
The lesson will be presented through a series of small, interactive group activities to help students understand the idea of proper voice

projection.

In each learning center there will be a different portion of the lesson presented, the learning centers are to be presented as follows:

Group A1 and A2: Breathwork

Group B1 and B2: Posture

Group C1 and C2: Consumption

Anticipatory Set (ENGAGE): (Before you dig intothemeatofyourlessonsinstruction,setthestageforyour

students by tapping into their prior knowledge and giving the objectivesacontext. Whatactivitieswillyou
use to focus students on the lesson for the day?)
ESTIMATED INSTRUCTION DURATION: 2 MINUTES

TOOLS: Tongue Twisters, Table Labels, Group Number Assignment Slip, On-screen Time, Powerpoint, Projector

TASKS: Get Ready for Talking group warm up activity, short class discussion

STRATEGIES: As students walk in they will be presented with a slip containing group number assignment
(A1,A2,B1,B2,C1,C2) and a tongue twister.
Students are to repeat tongue twister with their group for a total of 1 minute

Discuss with the students discuss how they think the tongue twister activity correlates to proper voice projection

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive little
explanation and few terms at this point, because they are to define the problem or phenomenon in their own words.
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided Practice:
(Under your supervision, students are given the chance to practice and apply the skills you taught them through the
instructional delivery)
ESTIMATED INSTRUCTION DURATION: 10 minutes

TOOLS: Projector, on-screen timer, powerpoint, breathwork video (https://youtu.be/0Ua9bOsZTYg), posture

handouts, markers, consumption survey and answer key, pens, pencils,
TASKS: rotate within three groups to introduce breathwork, posture, and consumption. in timed sectors.

STRATEGIES: GROUP WORK : students will remain with given groups for the following activities.

Group A1 and A2:

(1 MIN) PART 1 - Breath Work : students will be prompted to present what they think are proper breathing techniques
(2 MIN) PART 2:Breathwork: interactive video, students will be shown breathing techniques (https://youtu.be/0Ua9bOsZTYg)

Group B1 and B2
(1 MIN)PART 1: Posture: students will be given two different posture model images (proper and improper and not identified yet),
students are to identify what they think is wrong with each of the postures presented
(2 MIN)PART 2: Posture: demonstrate proper posture, the students within each group are to help each other correct their posture

Group C1 and C2:

(1 MIN)PART 1: Consumption : students will be given a list style survey where they are to identify what they think are proper
consumption items before performance
(2 MIN)PART 2: Consumption : answer key will be provided key will include, correct answers and explanations of why each item is
beneficial or not.

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they have
mastered the skill without teacher guidance.)

ESTIMATED INSTRUCTION DURATION: 2 minutes

TOOLS: index card, prompt, powerpoint, projector, pencils, Performance/Trivia tabs

TASKS: Students will show their understanding by forming a sentence about covered consumption material. As students
prepare their sentence, we will also hand out tabs which will read either Performance or Trivia
STRATEGIES: Have students write down their sentence on an index card.
Students will be presented the following prompt: Tell me what you would or would not consume 24 hours before a
performance, why or why not?

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have learned the
objective FORMATIVE.)
ESTIMATED INSTRUCTION DURATION: 7 minutes

TOOLS: Tennis Ball, prepared sentence cards, performance/trivia tabs, powerpoint, projector, timer (5 sec per trivia
question), trivia answer key
TASKS: Tennis Ball toss to check for understanding with either trivia questions, or student demonstration.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Strategies: Standing in a circle, students are to toss tennis ball at random. Depending on the Trivia/Performance tab each
individual has previously received their prompt when catching the ball with vary.
PERFORMANCE: students will perform the sentence they formed using proper voice projection/posture.
Trivia: trivia question will be displayed on projector - student has five seconds to answer question.
Featured Trivia Questions:
Why should we avoid dairy before a performance?
How far apart should your feet be in anatomical position?
T/F: Energy drinks are a good drink choice before a performance
What makes good posture?
T/F: Breathe from your chest before you begin talking

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the
lesson by giving the lesson concepts further meaning for your students?)

ESTIMATED INSTRUCTION DURATION: 2 minutes

TOOLS: powerpoint, previously prepared sentence card, pencil

TASKS: students are to answer prompt as closing activity

STRATEGIES: answer following prompt on the back of their previously prepared sentence card, they are to submit this for

review. How do you think breath work, posture, or consumption vary between dance performers and actors?

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)