Graphic organizers are excellent ways to help students visualize information. They provide opportunities for students to take notes on important facts and ideas that pertain to the lesson being taught. Concept maps, a type of graphic organizer, allow students to use their previous knowledge and experiences to form connections between new information. They are easily modified and students feel comfortable using them because they are not overly-complicated. The following concept map was made for a lesson on Commedia dell'arte, the 15th century form of Italian Theatre. It asks students to chose 4 words to describe each of the character stock types of the genre. Preceding the concept map is an actual lesson plan that the map would be used for.
“The Birth of Comedy: Exploring the Emergence of Commedia dell’arte in the 15th Century”
Name: Justin Whitt | Date: October 1st, 2010 |
Curriculum Content: Theatre | Grade/Level: 9th |
TN State Learning Accomplishments: http://www.state.tn.us/education/curriculum.shtml · 5.1- Understand, compare, and contrast various genres and periods of dramatic literature. · 8.1- Understand dramatic conventions and theatre genres throughout history. · 8.2- Discover and explore historical motifs and themes. | |
NETS-S Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm · 1c-use models and simulations to explore complex systems and issues. · 3b-locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. | |
NETS-T Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm · 1a-a. promote, support, and model creative and innovative thinking and inventiveness. · 2a-design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. · 3d-model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. | |
TN State Computer Technology Learning Accomplishments: http://www.state.tn.us/education/ci/computer/index.shtml · 3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity. · 5.1-Students use technology to locate, evaluate, and collect information from a variety of sources. | |
Essential Question: What were the characteristics Commedia dell’arte’s main characters and how are they relevant to modern entertainment? | |
Concept Map Integration Plan: Prior to the lesson, the instructor will create a concept map in PowerPoint that is blank except for the names of five of the major characters found in Commedia dell’arte. After discussing these types of characters during class, students will work in pairs to brainstorm the characteristics of each character and fill in the blank concept maps that have been handed out. The class will then have a discussion as a whole on the major attributes of these stock characters. When this activity is complete, students will have a graphic organizer that provides a straightforward study tool and simplifies the main ideas of the lesson. | |
Brief description of the Instruction Plan: The lesson will begin with students viewing a short clip of a Commedia dell’arte performance (there are several to choose from on websites such as Youtube). Following the video clip, the teacher will briefly discuss how the genre emerged from Italy in the 15th Century. The teacher will then give a short lecture on the various characteristics of Commedia dell’arte and ask students to comment on how these characteristics were used during the clip viewed at the beginning of class. Following the discussion of the background of the genre, the instructor will discuss the stock character types of Commedia dell’arte, which will be accompanied by a PowerPoint slideshow displaying photographs and drawings of each character. The teacher will then distribute the premade concept maps and students will work in pairs to complete them. The entire class will then discuss the characters and students will be asked to name modern Hollywood actors or characters that are comparable to those found in Commedia dell’arte. Finally, students will be given the homework assignment of researching the characters further and writing a short (2-3 pages) scene using these characters. The scenes will be read in class following day . | |
Additional Technology Integration to be Used: This lesson plan will require the use of a computer with internet access and PowerPoint software (to create a concept map and a visual aid slideshow). A way to project the slide show such as a Smart Board or projector will also be required. | |
Description of the ‘relative advantage’ of all technology being used in this lesson: Rather than pass around photographs, a slideshow allows all students to view the photographs and drawings at once. It is also something that can be loaded to a class website or blog that allows student access when they are not in the classroom. Using PowerPoint to make the concept map ensures that it is clean and legible which is essential if students are expected to use it as a study guide. Using PowerPoint also allows for the concept map to be easily modified for future lessons. The use of the computer to show a video clip effectively demonstrates what is being studied in a way that is beneficial to visual learners. Students who are unable to grasp the main concepts of Commedia dell’arte during a lecture should be able to at least form some connections through visual presentation. | |
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