MYP unit planner

Unit title Whose Line Is It Anyway

Teacher(s) Denise Schulte

Subject and grade level Theatre , Grade 9

Time frame and duration 5 Week Creative Cycle September 3 – October 5, 2012

Stage 1: Integrate significant concept, area of interaction and unit

question

Area of interaction focus Significant concept(s)

Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?

Human Ingenuity – Creativity The student will show: A thorough

understanding of the topics covered.
Improvisation is all about creating scenes
Subject specific terminology and
and lines in terms of acting. But, in life,
knowledge should be used in a more
improvisation is helpful while giving
complex way.
presentations, or even having daily
conversations with peers, family, adults. The student is: Highly competent in
applying improvisational (Verbal) skills.
The student’s final performance reflects a
high level of proficiency and creativity.
The Student will: Describe, evaluate and
analyse the work done by
self/peers/famous performers, and will be
able to identify and suggest areas for
improvement. The student should respond
well to feedback.
The student will be able to create
improvisational scenes while implementing
a plot (exposition, rising action, conflict,
falling action and denouement)
The student will understand: the
importance of improvisational skills on
stage as well as in the real world. They will
maintain a high level of interest and
personal engagement in their work and
initiative, enthusiasm and commitment.

MYP unit question

How will learning how to create improvisational techniques help me in

high school, college, the workplace and in life?
Assessment (formative and summative)
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?

- Vocabulary Quizzes
- Journal entries (Reflections, Critiques, Play/Script)
- Student Participation
- Participation in oral critique of work by peers following performance
- Performance
- Summative Assessment: Long-Form Improv. Based on what happens After “Happily Ever After” in
Fairy Tales.

Which specific MYP objectives will be addressed during this unit?

Criterion A: Knowledge and Understanding

- Demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,
historical and personal contexts.
- Demonstrate knowledge and understanding of the elements of the art form studied, including
specialized language, concepts and processes
- Communicate a critical understanding of the art form studied in the context of their own work.
Criterion B: Application
- Develop an idea, theme or personal interpretation to a point of realization, expressing and
communicating their artistic intentions.
- Apply skills, techniques and processes to create, perform and or present art.
Criterion C: Reflection and Evaluation
- Reflect critically on their own artistic development and processes at different stages of their work
- Evaluate their work
- Use feedback to inform their own artistic development and processes
Criterion D: Personal Engagement
- Show commitment in using their own artistic processes
- Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks
- Support, encourage and work with their peers in a positive way
- Be receptive to art practices and artworks from various cultures, including their own

Which MYP assessment criteria will be used?

1.) Student research and planning in Journal (Criterion A)

2.) Student process in the Journal and theatrical production (criterion B)
3.) Student critique and reflection in the Journal and oral critiques (Criterion C)
4.) Student personal engagement through performance(Criterion D) .
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry

Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?

The student will learn and understand the origins of improvisation as well as how to effectively use these
techniques and then they will be able to understand the effect that these theatre practices have on
today’s performances and how improvisation can be used in real life situations.

(1) Perception., The student is expected to:

The student develops concepts

about self, (A) Use emotional and sensory recall for improvisation;

human relationships, and the (B) develop and practice theatre preparation and warm-up techniques;

environment, using elements (C) employ stage movement and improvisation consistently to express thoughts,

of drama and conventions of feelings, and actions;

theatre. (E) define and give examples of theatrical conventions (time, setting, fourth wall,

visual elements); and

(F) analyze and describe the interdependence of all theatrical elements.

(2) Creative The student is expected to:

expression/performance.
(A) demonstrate safe use of the body;

The student interprets characters,

using the voice and body (D) improvise, write, and refine scenes, and vignettes to convey meaning to the
expressively, and creates audience.

dramatizations.

(3) Creative The student is expected to:

expression/performance. (C) define the director’s role as a unifying force, problem-solver, interpreter of

script, and collaborator;

The student applies design, (E) perform the roles of actor, ensemble member, and director in production decision

directing, and theatre making and collaborates with others to produce theatre with a unified production for

production concepts and skills. public performance; and

 (4) Historical/cultural The student is expected to:

heritage.

(A) portray theatre as a reflection of life in particular times, places, and

The student relates theatre to cultures; and

history, (B) relate historical and cultural influences on theatre and analyze the roles of

society, and culture. live theatre, film, television, and electronic media in American society.

(5)Response/evaluation. The student is expected to:

The student responds to and (A) analyze and apply appropriate behavior at various types of live

evaluates performances;

theatre and theatrical (B) develop appropriate theatre vocabulary to apply the concepts of

performances. evaluation (intent, structure, effectiveness, value) to live theatre, film,

television, and electronic media in written and oral form with precise and

specific observations;

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Organization: Time management including using time effectively in class, keeping to deadlines
Collaboration: Working in groups – including delegating and taking responsibility to adapting to roles,
resolving group conflicts, demonstrating teamwork. Accepting others – including analysing others’ ideas,
respecting others’ points of view, using ideas critically, Personal challenges – including respecting cultural
differences, negotiating goals, and limitations with peers and with teachers.

Reflection: Self-awareness – including seeking out positive criticism, reflecting on areas of perceived
limitation, Self-evaluation – including the keeping of learning journals and portfolios, reflecting at different
stages in the learning process.

Thinking: Generating idea – including the use of brainstorming, planning – including storyboarding and
outlining a plan; inquiring – including questioning and challenging information and arguments, developing
questions, using the inquiry cycle; applying knowledge and concepts – including logical progression of
arguments.
Identifying problems – including deductive reasoning, evaluating solutions to problems

Communication: Informing others – including presentation skills

Learning experiences Teaching strategies

How will we use formative assessment to give students feedback
 during the unit?
How will students know what is expected of them? Will
they see examples, rubrics, templates? What different teaching methodologies will we employ?
How will students acquire the knowledge and practise the How are we differentiating teaching and learning for all? How
skills required? How will they practise applying these? have we made provision for those learning in a language other
than their mother tongue? How have we considered those with
Do the students have enough prior knowledge? How will special educational needs?
we know?

The students will have teacher model Quizzes and Journals. As well as the final
assignments and they will be given rubrics. Improvisation performances,
The knowledge will be applied through This assignment will include modelling, lecture, jigsaw,
performance and quizzes and inquiry. hand-outs and participation.
Prior knowledge will be determined through The students with special educational needs thrive in
inquiry. theatre. It is an opportunity for these students to excel.

Daily Lessons: Day: 6, 7 and 8

Day 1: Watch Whose Line Is It Anyway with Robin Williams.
Journal Prompt: What is Improvisation? Journal Prompt: What did you learn from the show?
Questions: What are the basic principles of Game: Freeze– Students work in Duets and begin to
Improvisation?, What are the things you should improvise. Someone in the audience yells “FREEZE”
not do while improvising?, How can improvisation and the students on stage freeze. The student who
be used in daily life? yells freeze takes the position of one of the students
and the improvisation continues. This goes on until all
Discuss Improvisation.
students have an opportunity to perform.
Game: Student takes an object and turns it into
Review: Vocabulary Words
something else then passes it on.
Discuss the difference between long-form and short-
Individual Improvisation: Student will talk about
form improvisation.
their weekend. They must talk for a minimum of
one minute. They will also learn through peer Picture Improvisation:
and teacher critiques about posture and
Students are divided into groups of 5. They look at a
projection. (Formative Assessment)
picture and then they are given a few minutes to
develop a long-form scene based on the picture
Day 2 and Day 3: Pee/Teacher Critique: Formative Assessment
Journal Prompt: “Improvisation is too good to
leave to chance.” Paul Simon Day 9, 10 and 11
Game: Alphabet Improvisation: Students begin Prompt: "We discovered that not only does improvisation
each duet with a letter of the alphabet provide a way to understand what it takes to be
spontaneous and innovative, but exercises used by actors
Teacher distributes and discusses vocabulary to develop their skill can be adopted by business as a
words means to experience and enhance individual and
organizational capacity to be innovative and responsive."
Teacher Models: Solo improvisation based on
--- Mary Crosson, from an article Improvise to Innovate at
place.
Improv. In bus.
Students will be given a prompt from a place card Vocabulary quiz
and then act out the prompt using only Final Summative Assessment for Improvisation: Students
individual(Solo) . Peer critiques to follow. will work in groups and develop a long term
Formative Assessment. improvisational scene (minimum 5 minutes) entitled
“Happily Ever After” They will pick a Fairy Tale, assign
characters, develop a plot (exposition, rising action,
conflict, climax, falling action and denouement) and then
act out their scenes. Unscripted, of course.
and act out scene.

See Attached rubric.

Day 4 and 5:
Journal Prompt: “Improv. Cures what Ails
Americans.” Jill Adams, Olympic Improv.

Game: Position Improv. Students work in duets.

Student 1 takes a position and then student 2 takes
a complimentary position. They begin the improv.
based on that position. :
Review Vocabulary words.
Duet Pantomime Scenes: Students are given two
cards, one an occupation card and the other a
where card. From there they will create pantomime
scenes.
Peer Critiques: Formative assessment

Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?

Textbook, internet, my personal library.

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects? We talked about plot,
which would work well in the area of Language Arts.
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Yes, the final performance-based assessment was the Silent movie, which was created by writing a story and then acting it out,
base on music. I gave my students a rubric to follow to make sure they met or exceeded criteria descriptors.

Data collection
How did we decide on the data to collect? Was it useful?

Figure 12
MYP unit planner