Unit Plan

General Overview:
Unit and grade: OZ 8
Focus: Set Design
School: G.S. Lakie Middle School
Timeline: 7 classes
Times: 50 minutes Monday Tuesday Thursday, 40 minutes on Wednesdays, 30 minutes on Friday

Overview:
Students will be given the chance to explore and learn basic set design within the context of the wonderful world of Oz. They will
be asked to create a basic render to give them some ideas and start the creative process going into model making. They then
will be tasked with designing a small basic set of their own based on an Oz location of their choice, applying what they have
learned so far and adding a bit of their own creative flair to possibly be applied in the final production.

Rationale:
I wanted to give students a chance to learn a bit about design philosophy when working on creating a set for a show. This unit
gives them a chance to apply it in a fun way where they can be as creative as they want and possibly have their ideas show up
in the final product of OZ. It also gives them another chance to look at other areas of Drama that might interest them in the near
future when they are in high school or thinking about post secondary.

Resources/Materials:
Scene design Rendering & Media by Menhai Ma
Drama Notebook Printable Set Models
Calendar:
Monday Tuesday Wednesday Thursday Friday

October 3rd October 4th: October 5th: October 6th: October 7th:
Bumped Question of the Question of the Question of the Question of the
day: Have you day: What is your day: Who is your day: What do you
ever been to a favorite ice favorite OZ like most or least
drama show cream? character and about the wizard
before? why? of OZ?
Activities:
Activities: - Whatever was Activities: Activities:
- Basic overview not finished last - Lecture on - Lecture on
of stage design class can be research for our scaling and how it
basics such as: discussed here. renders and why it is important when
Stage directions is important to looking at a render
- Discussion with gather inspiration as well as taking
Sightlines students based for our work and ideas from one
around why brainstorming medium to the
Parts of a stage backstage and the before we get to next.
creation aspect of work on them.
Things to consider drama is just as - Hand out Render
when designing a important as the - Research class Rubric and what is
set such as time actors with to get inspiration expected of them.
period, location, examples from for their render as
possibly script Beetlejuice and well as a - Render Work
functions, props Wicked worksheet for day.
that need to be them to complete.
wheeled off and - Prep and what to - Laptop carts will
on, flown in, bring for the next - Laptop carts will be provided just in
symbolism on set, class to begin their be provided for case students
lightning, show work as well as us them to start need them for any
don’t tell, etc. meeting in the art brainstorming last minute
room. ideas and look up research at the
Outcomes: research on beginning of class.
1-5 - Selection of what appropriate sites.
OZ sets students' Outcomes:
scenes they want Outcomes: 6 - 11
to create. 1-5

Outcomes:
1-5

October 10th: October 11th: October 12th: October 13th:

No school No school Question of the Question of the
day: What is one day: What do you
design element think is essential
you are excited to for your set?
 possibly try in this
class? Activities:
- Work period
Activities:
- Quick refresher Outcomes:
lecture on scaling 6 - 11
for students.

- Work period for

Render work.

Outcomes:
6 - 11

October 17th: October 18th: October 19th: October 20th: October 21st:
Question of the Question of the Question of the No class No class
day: Why is day: What do you day: What are
lighting so enjoy some alternative
important to a set? designing/making? ways rather than
paper can you use
Activities: Activities: to make items?
- Last work period - Students will be
for renders given the final Activities:
project handout - Work day for
Outcomes: sheet and explain final project.
6 - 11 how scale works
within their mini - Discussion with
sets and what to students at the
consider when end of class what
building items to fit ideas they have
in it based on their considered when
renders such as designing their
height. models and what
progress they
- Work period for have made.
final projects.
Outcomes:
- Students should 12 - 16
be focusing on
details of their sets
or starting to
create smaller
pieces for it.

- Before the class

finishes, discuss
with students how
they are doing and
what progress
they have made
so far.
 Outcomes:
12 - 16

October 24th: October 25th: October 26th:

Question of the Question of the Question of the
day: What are day: What are you day: What did you
some alternative most proud of in think about this
items that might your model? unit?
make effective to
scale items for Activities: - Showcase at the
your model? - Work day for end of the class
final projects. about everything
Activities: students have
- Work day for Outcomes: done. Students
final project. 12 - 16 will also be
discussing with
Outcomes: peers about the
12 - 16 choices they have
made when
designing.

Outcomes:
12 - 16

Stage 1: Desired Results

General Outcomes (in full):
● GOAL III To develop an appreciation for drama and theater as a process and art form.

Understandings: Essential Questions:

Big picture/ideas after you have These address more specifically how you will
unpacked the outcomes achieve the big picture/ideas

- Students will understand the basics of stage design. - What terms do students need to know when designing a
stage/set?
- Students will be able to research and apply based
on an already established location in OZ. - What is important to research when creating a set?

- Students will be able to create and apply basic set - How will students design and create a set based on a
design to a model and add their own creative ideas particular location from Wizard of OZ?
to it.
Specific Outcomes (in full): Prior understandings…
Students will be able to…
Possible Drama design classes prior to this
Awareness
The student will be able to: Possible Drama experiences in lights, sound, etc.
1. Recognize the basic terminology associated
with the component being studied.
2. Demonstrate understanding of the basic
functions of the component being studied.
3. Show awareness of the importance of Where does this lead? (Future outcomes in the same
research. course, following grade-level classes, etc.)
4. Show awareness of available resources
pertaining to the component being studied; Possible interest in it as a hobby, high school, or post
e.g., supplies, libraries and theatre companies. secondary application.
5. Demonstrate understanding of the various
conventions of the component being Application to the final product of OZ
studied.

Readiness
The student will be able to:
6. Demonstrate understanding of the importance
of planning and organization.
7. Select a project appropriate to the component
being studied.
8. Demonstrate understanding of the use of
colour, shape and texture to achieve a desired
effect.
9. Use sketching to explore ideas for the project.
10. Demonstrate understanding of and use
appropriate methods and tools for designing the
project; e.g., makeup charts, cue sheets,
working drawings.
11. Arrange and sequence time, ideas,
information, materials and/or personnel for
achievement of the project.

Application
The student will be able to:
12. Demonstrate understanding of and apply
appropriate regulations, procedures and
precautions to ensure safe working conditions.
13. Determine and acquire necessary supplies or
substitutes to construct the planned project.
14. Use appropriate tools and skills to assemble
or construct the planned project.
15. Use the project.
16. Demonstrate the integration of technical
theater with other disciplines in order to
enhance dramatic communication.
 Stage 2: Assessments
Participation and discussion with
Learning Title
Teacher.
Render Final Set design Project
Outcomes Type (Formative/Summative) F S S
Weighting 0% 30% 70%

Awareness
X X
1-5

Readiness
X X
6 - 11

Application
X X
12- 16

NOTE: X’s indicate the outcomes I am assessing for each as these projects can hit all of these outcomes.
 Assessment FOR Assessment OF
Assessment Tool Brief Description Learning Learning

Participation and Students will participate in discussion with the teacher which
will help inform if they are grasping the core understandings
classroom
of the unit. These conversations will be done during class X
discussion with and help provide students with understandings of the core
teacher material.

Students will create a basic flat render on the design of their

choice to start to get the ideas rolling on what their final
model will look like. These renders will include a bit of color
Basic render and serve as a backbone for the model making process and X
be expected to be accurately portrayed when they move on to
their mini sets.

Students will be designing a mini set based on a number of

locations from the wizard of OZ. These locations will be
chosen by the student and will have to create elements to fit
Final set design
in the given space that make sense based on their chosen X
Project location. They will have a number of classes to work on this
project, so students will be encouraged to make the most out
of their time and design a set based off their own vision.