4. Guide groups of students to use the Pursuing an Objective Flow Chart to achieve an assigned objective. 5. Guide groups to practice and perform their scenes. Guide a reflection after each group using their Pursuing an Objective Flow Chart. Criteria-based teacher checklist: Makes physical and vocal choices simultaneously. 6. Guide reflection. Criteria-based reflection: Reflects on how a character’s objectives are connected to his or her feelings. Day Two 1. Lead students in a warm-up of first using general characters and “Statues,” feelings, then using characters and feelings from the selected story. 2. Lead students in filling out the Pursuing an Objective Flow Chart for the main character (Rob in The Tiger Rising). 3. Introduce the theater technique of Divide the into groups and “Tableau.” guide each group to create two tableaux based on the Pursuing an Objective Flow Chart. 4. Guide groups to present their tableaux and reflect. peer assessment and process assessment: Uses posture, gesture, and facial expression choices to communicate a specific person in a tableau. Day Three Guide students to work in pairs on the Pursuing an Objective Flow Chart. 1. Criteria-based teacher checklist: Records an objective, actions, obstacles, and a result on the Pursuing an Objective Flow Chart. 2. Guide students to create one tableau of the character overcoming one of his/her obstacles. 3. Guide students to present their tableaux and reflect. Criteria-based teacher checklist, peer assessment and reflection: Uses posture, gesture, and facial expression choices to communicate a specific
4. Guide groups of students to use the Pursuing an Objective Flow Chart to achieve an assigned objective. 5. Guide groups to practice and perform their scenes. Guide a reflection after each group using their Pursuing an Objective Flow Chart. Criteria-based teacher checklist: Makes physical and vocal choices simultaneously. 6. Guide reflection. Criteria-based reflection: Reflects on how a character’s objectives are connected to his or her feelings. Day Two 1. Lead students in a warm-up of “Statues,” first using general characters and feelings, then using characters and feelings from the selected story. 2. Lead students in filling out the Pursuing an Objective Flow Chart for the main character (Rob in The Tiger Rising). 3. Introduce the theater technique of “Tableau.” Divide the into groups and guide each group to create two tableaux based on the Pursuing an Objective Flow Chart. 4. Guide groups to present their tableaux and reflect. peer assessment and process assessment: Uses posture, gesture, and facial expression choices to communicate a specific person in a tableau. Day Three 1. Guide students to work in pairs on the Pursuing an Objective Flow Chart. Criteria-based teacher checklist: Records an objective, actions, obstacles, and a result on the Pursuing an Objective Flow Chart. 2. Guide students to create one tableau of the character overcoming one of his/her obstacles. 3. Guide students to present their tableaux and reflect. Criteria-based teacher checklist, peer assessment and reflection: Uses posture, gesture, and facial expression choices to communicate a specific
Character-Objective-Overcoming-Obstacles.docx