Technology Infused Lesson Plan

 UNIT TITLE: Ghost (Physical Theatre)

LESSON TITLE:  Exploring Character Relationships Through Physical Theatre


EDUCATIONAL OBJECTIVE: Students will demonstrate their ability to create character relationships with physical theatre by creating tableaux based off of two characters from Ghost.


STANDARDS: 

  • TH:Cr.1.1.5 a. Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work.

  • TH:Pr4.1.6. b. Experiment with various physical choices to communicate character in a drama/theatre work. 

  • TH:Pr4.1.5. b. Use physical choices to create meaning in a drama/theatre work. 


MATERIALS NEEDED:

  • Projector

  • Slips of paper with two characters written on each: Ghost and Coach, Ghost and Lu, Ghost and Mom, Ghost and Patina (Make duplicates so that there are enough papers for the class to be partnered up in two’s)

  • Container for the students to draw the papers out of

  • Access to a cell phone  (one per group)

  • Phone tripod (provided by classroom)

  • A copy of Ghost


 HOOK: PREPARING FOR LEARNING

  • Using the projector, show students a couple of short film clips with no dialogue that convey a very clear relationship.  


Video clips:

https://youtu.be/yNIAv34eVRk

(2:05-end)

 

https://youtu.be/20W6zwMRC_s 

(0:42- end)


  • After each video discuss with the students:

  • What was the relationship between the two characters?

  • How could you tell?


  • Then, show a couple of still images from a film and ask the same questions.  Discuss with the students the power of gestures and positioning in theatre to tell a story. 


Images:

     https://images.app.goo.gl/rnMLxHvRcpPtgcUy7

 

 

https://images.app.goo.gl/FFCy8PXFswVbjQY29

 

 

  • NOTE: If the projector fails to work, do a different activity in which you embody different emotions and students guess which emotion you are physically portraying.  Divide the class into two teams and keep track of points to encourage participation. Examples: pride, excitement, fear, anger, shyness, confidence, stress, etc.



TEACHING PRESENTATION: DIRECTING THE LEARNING

  • STEP 1: TRANSITION/DIRECTIONS

  • Have the whole class come out onto the space.  Explain the following activity and the definition of tableau.  (“A group of silent, motionless figures used to represent a scene, theme, or abstract idea or an important moment in a narrative.”)


  • STEP 2: CLASS ACTIVITY (Disney Tableaux)

  • The teacher shouts an iconic Disney movie out to the class (Lion King, Cinderella, Sleeping Beauty, etc.)

  • As the teacher counts down slowly from 20, the students discuss and work together to create a tableau by freezing in different poses to create one big picture that depicts a key moment from that film.

  • When the teacher finishes the countdown, all the students freeze in their position and the teacher takes a picture before shouting out the next film.

  • NOTE: If the class is too large, divide them in 2-3 groups for this activity.


  • STEP 3: TRANSITION

  • Tell the students to take their seats and screencast the images on the projector for them to see their group tableaux.  


  • STEP 4: DISCUSSION 

  • What do you think of the final results?

  • Any specific elements that make it easy to identify the scenes being portrayed?

  • What was challenging about making the tableaux?

  • How can frozen positions successfully tell a story without words?


  • STEP 5: GUIDED PRACTICE 

  • Students get into pairs and take a slip of paper from the container, one per partnership.  The paper consists of the names of two characters from the book Ghost. (NOTE: Before they partner up, make sure at least ONE person in each group has a phone for taking pictures with.  If one phone per partnership cannot be done, give a group or two a class iPad to use for this activity).

  • With their partner and using the book, students will locate and discuss key moments in the book that these two characters have together and write them down (at least 5).  They will discuss why they’re significant and how the relationships between the two characters develops throughout the story.

  • The teacher will be going around to assist students and to hear the reasoning for their choices.


  • STEP 6: GROUP PRACTICE:

  • In their partnerships, students will create tableaux of the key scenes or moments they identified.  Using a phone and a tripod (or iPad), they will take pictures of their tableaux.  Both students must be in each picture and each position must have clear physical significance that relates to the character, the relationship, and the story. 

  • After taking the pictures, students will observe their final tableaux and discuss these questions in their partnerships:

  • What are effective physical choices we made that describe the characters?

  • What are effective physical choices we made that describe their relationship?


  • NOTE: Remind students that their tableaux do not need to be literal!  They can be abstract presentations of the character relationship.


CLOSURE: REINFORCING THE LEARNING

  • Each partnership will present their 5+ tableaux on the projector one by one.  They will justify their choices to the class by pointing out gestures, facial expressions, positioning, and other elements of each picture and explain how they depict the character relationship they were assigned.  Each group should include at least ONE quote from the book in their presentation to support their choices.


ASSESSMENT:

  • Participation: Students will receive points for participating in all activities and for presenting their final tableaux with their partner to the class.

  • Exit pass: Students will write down 2 things they learned in class today and 1 question they still have concerning this topic.


SUPPLEMENTS:

  • List of two characters from Ghost cut up and put in a container; enough so that each partnership in the class has one.


ACCOMMODATIONS:

  • Student #1: ESL

  • Provide written instruction for the in-class group assignment.

  • Provide a copy of Ghost in their native language if necessary.


  • Student #2: No phone/personal access to technology

  • Use the device of the other students, or if both students have none, use a classroom iPad for taking the pictures.


  • Student #3: Student with disability

  • If the disability requires minimal movement, the student may stay seated for the tableau class activity and group activity

  • If the student has a learning disability, spend extra time with their partnership to ensure they understand the assignment and are staying focused in their discussion.

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