LESSON PLAN

Waiting for the Parade

Chantel Martin
CURR 311
Aynne Johnston
December 4, 2014
[email protected]

Daily Lesson Plan

Miss Martin

2014

Learning Expectations for the Field Trip

I expect students to gain an appreciation for the elements of a live production through this trip.
They will be able to experience first-hand the atmospheres which are created throughout the
production and will gain a better understanding about how to effectively enhance those atmospheres
through the use of lighting. The students will be expected to pay close attention to the lighting
design in this production and will determine which moments were effective and why.

How will I evaluate the students?

The students will have a project to complete in the class directly following this field trip which will
be assessed through the rubric found in BLM 1.2.

Why this class?

As Grade 11 University/College students they will be moving into a more in-depth look of theatre
from a drama based style of learning. This is a lead in activity to get them thinking about other
elements of theatre apart from performance and this field trip will allow them to visualize how all
aspects of theatre fit together. Grade 11 is a great class for this lesson so they can continue to work
on extending their knowledge about technical and design aspects of theatre over the next two years
and discover what works best for them.

Steps to Planning a Field Trip

Get permission to go on the school trip from the schools principle

Obtain school boards standardized permission form to go home to parents
Book group rated tickets for the same evening and collect students money
Book a bus to take on the trip
Send information letter home to parents, request contact information and ensure they know
the correct departure and pick-up times
Determine whether you need to get medical information from the parents/guardians of each
student or whether it will be provided by the office
Have an alternative arrangement for students who are not financially able to go on the trip
Make sure all of the money is collected, you have all of your documentation with you and
that accurate attendance is checked throughout the trip

Daily Lesson Plan

Miss Martin

2014

Date:
December 4, 2014
Class:
Gr. 11 University/ College
Class Length: 76 Minutes
Course:
Drama
Overview & Purpose
This activity will challenge the students creativity and will assess
their understanding of how to create effects through lighting.
Communication, group dynamics and technical ability will all be
assessed through this activity.

Prior Knowledge Needed

-understanding of lighting
areas
-function/uses of different
lights
-how to create a mood with
lighting colours
-how to hang lights
-knowledge of how to work a
lighting board

LEARNING GOALS:
Learning Goal
Work cohesively with a small group while
portraying traits of an active listener and
providing creative input.

Coded Expectation
B1.3 analyze and evaluate the aesthetic and
technical aspects of drama works of diverse
genres and styles

Establish an effective design that emulates

the example provided, and clearly relays the
tone of the scene.

B2.2 identify ways in which drama can influence

personal growth, relationships with others, and
aesthetic judgment

Demonstrates a thorough knowledge of how C1.3 demonstrate an understanding of

to hang and program lighting instruments.
production and promotion roles, practices, and
terminology

LEARNING SKILLS:
Responsibility
Self-regulation
Independent Work

Collaboration
Initiative
Organization

Notes:
Will need a theatre space with a low lighting grid and 3-4 lighting instruments
(preferably Fresnels) for each group. If the space is tall, you must ensure that you
have taught proper ladder safety to your students. Students should be broken up into
groups of 3 or 4, so in the class of 25 you will have 8 groups. If you have fewer
instruments you can either have larger groups or have this activity take place over
two days.

Daily Lesson Plan

Miss Martin

2014

BRIEF DESCRIPTION OF OVERALL LESSON:

-students will be given an image of a lighting moment from Waiting for the Parade
-the class will be put into small groups and must work to re-create the design in the
image
-the groups must deal with creating an effective replication of the colour and tone
-the groups must also hang and program their own lights
-the groups will present to the class who will provide feedback on the designs
-teacher will assess with rubric

Daily Lesson Plan

Time
Segment
(minutes)
5
Hook

6-8

Assessment for
Learning:

10

Delivery of New Ideas:

45

Learning Tasks:

Miss Martin

2014
Description

Have a few lights of your own set up to set a

particular mood for when the students enter the
space. Have the students all lie down on their
backs with their eyes closed. As a group they
must count to 25, allowing each member of the
class to only speak once. This will help draw in
their focus and concentration skills for the class.
We will recap on the elements of lighting design
they have learned so far in a class discussion.
Then we will focus on how to set certain moods
with lighting by discerning what colours and
textures in the lighting the students would use.
As a class discuss the production of Waiting for
the Parade that they saw the previous evening at
T.I.P with regards to the lighting design.
-How did the lighting set the tone for the show?
-What were the most memorable lighting
moments?
-What lighting moments didnt work so well?
Etc.
Students will be given an image of a lighting
moment from the show that they will have to
recreate.
-Split class into groups of 3 (with one group of
4, see below in differentiated instruction)
-they will be given 3-4 fresnels to work with and
access to all of the gels
-they must formulate a design that will
accurately emulate the given design in their
groups
-they must hang and program the lights into the
board

Assessment as
Learning:
Instructional
Strategies:
Notes on Instructional
Strategies:

Resources
-pre-set lighting

-could potentially use

a gel swatch book for
referencing colours
-class will have had
to have seen the play
the evening before
this class

-image of the cloud

design from the
show (BLM 1.1)
-access to a lighting
grid
-Fresnels
-gels and gel
swatches
-assigned circuits for
each group
-lighting board

*Teacher can facilitate the lighting board and

maintaining order, perhaps only give groups
about 5 minutes each to program their lights.
Otherwise students should take responsibility
for organizing themselves/ their groups time.
Teacher will walk around the groups as the
students plan and then execute their designs,
providing feedback and teaching as needed.
Demonstration
Direct teaching
Group work
Hands-on activity
Will be taking notes on how each student
functions within their group dynamic. The
hands on learning vs. the pre-planning nature of
the design and the creative elements will cater to
multiple types of learners.

-notebook if
handwritten notes
are preferred over
mental ones

Daily Lesson Plan

10
Assessment of
Learning:

5-8

Miss Martin
2014
Students will present their lighting design to the
class after successfully hooking up and
programming their plot. Through this
presentation they will demonstrate their
knowledge of both basic design and technical
elements.
Wrap Up/End of class: The class will judge how close to the original
design the final products are and will score each
one out of 10 for design. Students will take
down their lights at the end of this class or the
beginning of next class depending on time.
Teacher will assess the students based on the
rubric (BLM 1.2)

DIFFERENTIATED INSTRUCTION AND/OR ACCOMMODATIONS:

Adjust the complexity of the task and the level of support provided
This student will need more support so I will put them into the group of four that we will have and make
sure that they are with one of the best team-players/supporters in the class. This will help form a
comfortable and safe feeling group for this student to work in.

REFLECTION/NOTES:

Daily Lesson Plan

Miss Martin

2014

BLM 1.1

Shannon Currie, Anita Wittenberg, Janet Michael, Andrea Houssin and Deb Drakeford. Photos provided by Western
Canada Theatre, 2014. Photography by Barbara Zimonick.

http://www.1000islandsplayhouse.com/waiting-for-the-parade/

Daily Lesson Plan

Miss Martin

2014

BLM 1.2
Stage Design : Lighting Rubric
Students Names:

The design captures

the essence of the
topic by including
several details that
accurately reflect the
provided image.

The design
somewhat captures
the essence of the
topic by including a
few details that
reflect the provided
image.

The design is based

on the logical
principles of design,
but has little
reflection of the
provided image.

Details which
capture the essence
are missing from the
design.

complete,
interesting, and
completely justified
rationale for their
design concept.

Student turns in a
complete, interesting
design concept and
rationale, but the
rationale needs to be
expanded.

Student turns in a
complete design
concept, but lacks a
rationale.

Student turns in a
partial design
concept.

Group
Participation

Helps group stay

focused and
contributions greatly
helped the group
achieve its goals.

Participates in group Participates in group

activities willingly,
activities. Did not
contributing some
distract others.
valuable work and/or
suggestions.

Energy

Is quite enthusiastic Shows enthusiasm

about the project and and focus most of
stayed focused on
the time
the project at all work
times.

CATEGORY
Design details

Design concept Student turns in a

Does not participate

willingly AND/OR
distracts others from
their task.

Student works but

Student rarely works
sometimes loses
unless reminded or
focus, becomes
nagged.
frustrated, OR needs
frequent reminders.

http://rubistar.4teachers.org/index.php?screen=NewRubric