LESSON PLAN TEMPLATE SET Program

Teacher Candidate__Joyce Jacox_________________________________________________________________

Grade Level _10th____ Subject/Content:____Theater____Title
_Pantomimine______________________________________
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.

Students:

Total #__32__

Males: _9_____

Females:__23__

Ethnicity: White: __26_ Hispanic/Mexican: __3___ African American:__1____

Asian: ___1_
Native American:___1___ Other: ____

Exceptionalities-One boy has a cognitive disability, but he fully participates and brings his
fun personality to the class. He may need assistance with testing because his writing
abilities are poor. Another boy seems to have a bit of ADD. Keeping him active is going to
be important.

WALK-AWAY (what do I want students to know, understand, and be

able to do?) They should know the mechanics of creating a successful
pantomime. They will be able to start creating on their own and asking
for tips to remind them about effective movement.
Include: Big Ideas/ Essential Questions
State Standard/Objectives
Acting-Sensory & Emotional

Content Walk-Away: Unpacked Curriculum

Creating Comfortable movement that creates a characters age, attitude,
and personality.
Discovering pantomime with objects that have specific Characteristics
such as size, weight, level, texture, and temperature.

Big Ideas
Gestures, Facial Expressions, Movement,
The 5 senses, Characteristics of Objects,
observation
Essential Questions
Who has made a living as a pantomimer?
Why is pantomime useful in my acting?
Who are the people in your life that you
can observe their characteristics and
utilize that information?

Reading/Language Content Walk-Away:

Writing down a pantomime from beginning to end with all the
characteristics discussed.
Researching Famous Professionals in this area and what they do that is
most successful.

ASSESSMENT EVIDENCE (formative/summative checks for learning)

How can a human become an object?

What does the character want?

Modifications/Accommodations (ELL,

(Match the Content Walk-Away)

IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Asking questions and calling on students to ask them specifically a
question. Requesting volunteers for activities
Content Walk-Away Evidence (Summative): They produce a pantomime
with the concepts given like facial expression, specific movement, and
gestures. They can be creative in using objects with specific
characteristics like size, weight, level, texture, and temperature.
Language Walk-Away Evidence (Summative): They can watch one
anothers pantomimes and suggest to them ideas with the correct
terminology of what would be better to add. They can write down their
critiques.

ACTIVE LEARNING PLAN

Activate Prior Knowledge/Experiences

I tell them a personal story about observation. Someone shares something
they observe from a teacher in the school.
Focus Lesson (I do it) I do a mini Pantomime for them to demonstrate the
fun and intensity of acting without speaking. I do a Prezi on the information
they need to create their own project.
Guided Instruction (We do it) I give guidelines to volunteers and they
improvise their own demonstrations in front of the class. I catch one student
by surprise by using live snakes in his improvisation. Im looking for a
genuine response to demonstrate an example of real facial expression and
movement.
Collaborative/Cooperative (You do it together) They work in groups to
make a silent scene. We talk about what it has and what it is missing.
Individually I give them 1-2 critiques in front of the class, so they all can
learn with each person.
Independent (You do it alone) I give an assignment to create a 2 minute
pantomime with a guide paper and Rubric. The pantomime must have 1
movement, 1 gesture, 1 specific expression, and an object with special
characteristics.
Summarization/Closure-Ask for questions, have them take quiz on the
information presented in the Prezi.
Revisit Essential Questions

Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
I ask a student to share something from
their imagination that we can use as a
pantomime example.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
-Good Hook, Good Prezi, Good movie examples

Problems-Leaving out the audience students who had already participated, I thought they
would like to watch, but that was a bad idea to let them do whatever they wanted for 3 min
while other students were preparing their skits. I need to watch the time! There was not
enough time for post-test. During activity students went too far away, I left to get them back. I
should never leave the students unattended. My objective became unclear in the prop activity.
The students didnt understand the purpose.
I used a questionable object (My Sons pet snakes). Not Fool proof because the snake could do
something surprising and there may be students who react negatively to live snakes. Luckily
they liked them for the most part.
I need to Watch student activity at all times
I need constantly see how much Time is left
I need to always be asking myself if what I am doing is meeting the objective.
I need to be able to turn a longer activity into a shorter activity if necessary

9
8
7
6
5
Pre-Test
4

Post Test

3
2
1
0
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526272829303132

Pre-Test

Post Test

7.5

7.5

7.5

7.5

5.5

Joyce Jacox
Assessment Analysis
Summary
The students knew almost nothing on the pre-test and had learned almost everything on the Post-test.
Student #1 has a cognitive disability and wrote a lot of unreadable words on the post-test. His test is
shown in the examples. He scored the lowest score, but maybe a spoken test would have been more
beneficial for him. Some might say that my test was too easy, since so many students got 100%. I will
keep that in consideration for future tests. In my defense for the simplicity of the test, when students
are clean slates in a content area it may be effective to give them an easy test, so that they gain
confidence in the subject and the motivation to keep learning.
Evidence of learning
The Pre-tests were blank and the Post tests were full of answers. The Majority of the students scored
above 88% on the Post-tests. There were two scores that were lower than 70%. Those two scores
belong to the exceptional students. There was no difference in scores between the males and females of
the class.
Explanation of Assessment
The objective was to get students to understand movement and sensory emotional aspects of
pantomime. The test asks for basic understanding of terminology in the subject of pantomime acting.
The questions require them to list answers in the The test asks for comprehension in facts like of the
history of pantomime and current aspects of it. Students were able to pay attention to the presentation
and participate fully by volunteering and working in groups together. They laughed, gave feedback, and
created which is why the information stuck with them for the test. The students were given the exact
same pre-test as post-test.
Discussion of Validity
My mentor teacher said my test was good. After grading the tests I found that #4 was an ambiguous
question that was answered incorrectly the same way by the majority of students. The answer they
gave wasnt wrong, but it wasnt what I was looking for. This tells me that I taught the information in
such a way that created a misconception for the students. That question was given as a freebee as long
as they wrote something. The amount of time I gave the students to finish the test was not sufficient, so
for some who did not score high it may have been a time constraint.
Evaluation of Core Standards
Standard- Acting, Sensory/Emotional. The test asks for knowledge of terminology, characteristics, and
facts related to the Core Standard. They also demonstrated their abilities to act, call upon their senses,
and express basic emotions in scenarios in front of the class as an activity.