Lesson Plans and Assignments

*Testing Day = Friday
Video Skill Assessments =  Thursdays


September 17 - 22, 2017

Intermediate, Proficient and Advanced Theater
Obj./Essential Question-
I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
A.C.1.2 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.

Bell Ringer- What is pantomime? Work in character groups (Moms, Mary’s, Lisa’s, Strangers) to synchronize pantomime/physicality. 


Sequence of Instruction- 

Class Work – Intermediate and Proficient - Block/perform week three in Fearful Symmetry. Advanced – Block/perform Autumn Leaves week three 

Class Work – Perform/discuss 

Summary Activity- Class Work – Perform/discuss 

Weekly Voc. Words- Physicality, pantomime, subtext

Beginning Theater
Obj./Essential Question-
B.C.1.1 - Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
B.C.2.1 - Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.

Bell Ringer- Warm up – Team Building/ Concentration - Theater Games

Sequence of Instruction-

Class Work – Foot Scenes

Group Work – Foot Scenes; practice, perform, discuss.

Summary Activity-

Class Work – Foot Scenes; practice, perform, discuss.

Weekly Voc. Words- observation, concentration, and characterization; physicality


Intermediate, Proficient and Advanced Dance

Obj./Essential Question- 
I.CP.1.2 - Create dances that use a variety of forms (such as AB, ABA, canon, rondo, theme and variation, retrograde, chance) for organizational structure. 
P.CP.1.2 - Analyze musical compositions and structural forms as a basis for choreographing dances. A.CP.1.2 - Create dance based on an analysis of movement choices and structural forms used in a variety of significant American dance works. 

Bell Ringer- warm up 

Sequence of Instruction- 

Class Work – (Intermediate, Proficient, Advanced) guided practice – dance forms 

Class Work – guided practice – skill development (int – grande jete, prof – straddle leap, adv – switch leap) 

Group Work – (Proficient, Advanced) Jazz/Hip Hop choreography Project (incorporate dance forms); (intermediate) jazz choreography and hip hop 

Class Work – Perform and evaluate Summary Activity- 

Class Work – Perform and evaluate 

Weekly Voc. Words- Jazz dance technique/vocabulary, dance forms


May 1 - 5, 2017

Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - ACT 2


3rd period - "Heathens" 


4th period - "All of Me" 

Advanced Theater
Obj./Essential Question-  
I.CU.2.2 - Use production conventions, such as blocking or style, as given by directors or as indicated by playwrights.
P.CU.2.2 - Analyze the interrelationships of theatre roles.
A.CU.2.2 - Integrate conventions and structures of theatre when creating formal or informal theatre productions.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Review ACT TWO

Class Work – Perform and evaluate

Summary Activity- 
Perform and Evaluate – Testing Friday on ACT TWO

Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements


Advanced Dance
Obj./Essential Question- 
I.C.1.3 - Identify health issues, strategies, and tools affecting the health, well-being, and care of the dancer’s body.
P.C.1.4 - Create interdisciplinary projects integrating dance and other disciplines.
A.C.1.3 - Explain the impact of lifestyle choices, self-concept, cultural media, and social environment on dancers.
Bell Ringer- Warm up Jazz or Modern Technique

Nutrition Project – Keep a food journal documenting everything you eat. Analyze your diet against the FDA’s Food Pyramid. Create a Chart/Poster that illustrates your findings. A written analysis should be attached which includes three goals for improving your eating habits.
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie, Me and My Baby); Contemporary

Group Work – 80’s Project – (Advanced) Use a variety of dance forms in creating choreography. “Walk This Way” – Layla and Grayce (tap); “Purple Rain” – Julia and Laken (contemporary); “Welcome to the Jungle” – Dina (Jazz) (Proficient) Forms and Elements Projects; (Intermediate) Forms and Elements Project and refine technical skills (kick ups, illusion rolls, calypso leaps, tour jete’s, soutenu tours, piques, airplane/attitude turn, body swings)

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday on contemporary partner work (meaning abstract)

Weekly Voc. Words-
dance technique, choreography
Beginning Dance


Obj./Essential Question- 
B.CP.1.4 - Use collaborative and cooperative skills to contribute constructively to the creation of dance.
B.C.1.3 - Explain how health and nutrition enhance dance ability.
Bell Ringer- Warm up (Jazz)

Nutrition Project – Keep a food journal documenting everything you eat. Analyze your diet against the FDA’s Food Pyramid. Create a Chart/Poster that illustrates your findings. A written analysis should be attached which includes three goals for improving your eating habits.
Sequence of Instruction-
Class Work – Center and Across the Floor Skills; Review choreography (jazz, contemporary, hip hop, musical theater)
Class Work – guided practice – Musical Theater choreography
Class Work – (Proficient level assistant dancers) incorporated lyrical interpretation into movement phrasing.
Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing on Friday “All of Me”

Weekly Voc. Words-

Dance nutrition

April 24 - 28, 2017

Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - ACT 1


3rd period - "Heathens" Partner Work 


4th period -  Musical Theater, "I"ve Had the Time of My Life"

Intermediate, Proficient and Advanced Theater
Obj./Essential Question-  
I.CU.2.2 - Use production conventions, such as blocking or style, as given by directors or as indicated by playwrights.
P.CU.2.2 - Analyze the interrelationships of theatre roles.
A.CU.2.2 - Integrate conventions and structures of theatre when creating formal or informal theatre productions.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Review ACT ONE

Class Work – Perform and evaluate

Summary Activity- 
Perform and Evaluate – Testing Friday on ACT ONE
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements
Advanced Dance
Obj./Essential Question- 
I.DM.1.3 - Apply technical skills from a variety of dance forms to enhance performance.
P.DM.1.3 - Understand how articulation of movement and the use of movement vocabulary from a variety of sources support the development of dance technique. 
A.DM.1.3 - Monitor the use of anatomy, body organization, body skills, and dance technique to refine dance performance.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie, Me and My Baby); Contemporary

Group Work – 80’s Project – (Advanced) Use a variety of dance forms in creating choreography. “Walk This Way” – Layla and Grayce (tap); “Purple Rain” – Julia and Laken (contemporary); “Welcome to the Jungle” – Dina (Jazz) (Proficient) Forms and Elements Projects; (Intermediate) Forms and Elements Project and refine technical skills (kick ups, illusion rolls, calypso leaps, tour jete’s, soutenu tours, piques, airplane/attitude turn, body swings)

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday on contemporary partner work (meaning abstract)

Weekly Voc. Words-
dance technique, choreography



Beginning Dance


Obj./Essential Question- 
B.CP.1.4 - Use collaborative and cooperative skills to contribute constructively to the creation of dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – Center and Across the Floor Skills; Review choreography (jazz, contemporary, hip hop, musical theater)
Class Work – guided practice – Musical Theater choreography
Class Work – (Proficient level assistant dancers) incorporated lyrical interpretation into movement phrasing.
Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing on Friday “All of Me”

Weekly Voc. Words-

Lyrical interpretation, counter balance and weight sharing



April 3 - 7, 2017

Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - "When Velma Takes the Stand" 


3rd period - "Heathens" Partner Work and "Me and My Baby"


4th period -  Proficient PBL Project - contemporary "All of Me"

Intermediate, Proficient and Advanced Theater


Obj./Essential Question-   I.CU.2.1  - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.
P.CU.2.1    - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.
A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.
I.A.1.1 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.
A.A.1.1 - Differentiate the plot structure, pacing, given circumstances, and character development within plays from a variety of theatre genres.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”, “A Little Bit of Good,” scene 9 “Roxie” and scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane” – Learn “Velma Takes the Stand” and “Razzle Dazzle”

Class Work – Perform and evaluate

Summary Activity-  Class Work – Perform and evaluate – testing Friday on “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane”
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements
Advanced, Proficient and Advanced Dance
Obj./Essential Question-  
I.CP.1.3 - Generate aesthetic criteria for creating and evaluating dance.
P.CP.1.3 - Use aesthetic criteria to evaluate and revise choreography.
A.CP.1.3 - Monitor the use of personal aesthetic criteria to guide the creative process in dance.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction- Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie, Me and My Baby); Contemporary
Class Work – Guided practice – musical choreography, “Razzle Dazzle”
Peer Work – Dance Criticism – rubric evaluation of peers and self.

Class Work – Perform and evaluate

Summary ActivityClass Work – Perform and evaluate – testing Friday on contemporary partner work (meaning abstract)

Weekly Voc. Words-
dance criticism
Beginning Dance
Obj./Essential Question-  
B.CP.1.3 - Understand the role of improvisation in creating dance choreography.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction- Class Work – Review choreography (jazz, contemporary, hip hop, musical theater)
Class Work – guided practice – counter balance and weight sharing/partnering
Partner Work - counter balance and weight sharing/partnering
Class Work – (Proficient level assistant dancers) incorporated lyrical interpretation into movement phrasing.
Class Work – Perform and evaluate

Summary ActivityClass Work – Perform and evaluate – testing on Friday “All of Me”

Weekly Voc. Words-

Lyrical interpretation, counter balance and weight sharing

March 20 - 24, 2017


Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - 
scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane”

3rd period - "Roxie"


4th period -  “Hymn for the Weekend"



Intermediate, Proficient and Advanced Theater


Obj./Essential Question-   I.CU.2.1  - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.
P.CU.2.1    - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.
A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.
I.A.1.1 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.
A.A.1.1 - Differentiate the plot structure, pacing, given circumstances, and character development within plays from a variety of theatre genres.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”, “A Little Bit of Good,” scene 9 “Roxie” and scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane” – Learn “Velma Takes the Stand” and “Razzle Dazzle”

Class Work – Perform and evaluate

Summary Activity-  Class Work – Perform and evaluate – testing Friday on “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane”
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements


Intermediate, Proficient and Advanced Dance
Obj./Essential Question-  
I.R.1.1 - Use accurate terminology to describe how elements of movement and choreographic structures are used to communicate ideas in dances.
P.R.1.1 - Analyze how the major movement ideas, elements, and structures of dances are developed to create meaning.
A.R.1.2 - Analyze how the major movement ideas, elements, and structures of dances are developed to create meaning.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction- Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie, Me and My Baby); Contemporary


Group Work – Contemporary project – Review dance phrasing which uses dance elements to communicate meaning (high = superior, low = interior; strong = superior, light = inferior; fast = chaotic/crazy, slow = calm/controlled)

Class Work – Perform and evaluate

Summary ActivityClass Work – Perform and evaluate – testing Friday

Weekly Voc. Words-
dance elements (levels, energy, time)


Beginning Dance
Obj./Essential Question-  
B.R.1.1 - Explain how elements of movement and choreographic structures are used to communicate ideas in dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction- Class Work – Review choreography (jazz, contemporary, hip hop, musical theater)
Class Work – guided practice – what is lyrical interpretation? Demonstrate lyrical interpretation through movement phrasing.
Class Work – (Proficient level assistant dancers) incorporated lyrical interpretation into movement phrasing.

Class Work – Perform and evaluate

Summary ActivityClass Work – Perform and evaluate

Weekly Voc. Words-

Lyrical interpretation

March 27 - 31, 2017

Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - "When Velma Takes the Stand" 


3rd period - "Heathens" Partner Work and "Me and My Baby"


4th period -  Proficient PBL Project - contemporary "All of Me"

Intermediate, Proficient and Advanced Theater


Obj./Essential Question-   I.CU.2.1  - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.
P.CU.2.1    - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.
A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.
I.A.1.1 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.
A.A.1.1 - Differentiate the plot structure, pacing, given circumstances, and character development within plays from a variety of theatre genres.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”, “A Little Bit of Good,” scene 9 “Roxie” and scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane” – Learn “Velma Takes the Stand” and “Razzle Dazzle”

Class Work – Perform and evaluate

Summary Activity-  Class Work – Perform and evaluate – testing Friday on “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane”
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements
Advanced, Proficient and Advanced Dance
Obj./Essential Question- 
I.CP.1.3 - Generate aesthetic criteria for creating and evaluating dance.
P.CP.1.3 - Use aesthetic criteria to evaluate and revise choreography.
A.CP.1.3 - Monitor the use of personal aesthetic criteria to guide the creative process in dance.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie, Me and My Baby); Contemporary
Class Work – Guided practice – musical choreography, “Razzle Dazzle”
Peer Work – Dance Criticism – rubric evaluation of peers and self.

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday on contemporary partner work (meaning abstract)

Weekly Voc. Words-
dance criticism
Beginning Dance
Obj./Essential Question- 
B.CP.1.3 - Understand the role of improvisation in creating dance choreography.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – Review choreography (jazz, contemporary, hip hop, musical theater)
Class Work – guided practice – counter balance and weight sharing/partnering
Partner Work - counter balance and weight sharing/partnering
Class Work – (Proficient level assistant dancers) incorporated lyrical interpretation into movement phrasing.
Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing on Friday “All of Me”

Weekly Voc. Words-

Lyrical interpretation, counter balance and weight sharing

March 20 - 24, 2017


Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - 
scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane”

3rd period - "Roxie"


4th period -  “Hymn for the Weekend"



Intermediate, Proficient and Advanced Theater


Obj./Essential Question-  
I.CU.2.1  - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.
P.CU.2.1    - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.
A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.
I.A.1.1 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.
A.A.1.1 - Differentiate the plot structure, pacing, given circumstances, and character development within plays from a variety of theatre genres.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”, “A Little Bit of Good,” scene 9 “Roxie” and scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane” – Learn “Velma Takes the Stand” and “Razzle Dazzle”

Class Work – Perform and evaluate

Summary Activity- 
Class Work – Perform and evaluate – testing Friday on “I Can’t Do It Alone”, scene 11 “My Own Best Friend”, “I Know a Girl”, “Me and My Baby”, “Mr. Cellophane”
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements


Intermediate, Proficient and Advanced Dance
Obj./Essential Question- 
I.R.1.1 - Use accurate terminology to describe how elements of movement and choreographic structures are used to communicate ideas in dances.
P.R.1.1 - Analyze how the major movement ideas, elements, and structures of dances are developed to create meaning.
A.R.1.2 - Analyze how the major movement ideas, elements, and structures of dances are developed to create meaning.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie, Me and My Baby); Contemporary

Group Work – Contemporary project – Review dance phrasing which uses dance elements to communicate meaning (high = superior, low = interior; strong = superior, light = inferior; fast = chaotic/crazy, slow = calm/controlled)

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday

Weekly Voc. Words-
dance elements (levels, energy, time)


Beginning Dance
Obj./Essential Question- 
B.R.1.1 - Explain how elements of movement and choreographic structures are used to communicate ideas in dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – Review choreography (jazz, contemporary, hip hop, musical theater)
Class Work – guided practice – what is lyrical interpretation? Demonstrate lyrical interpretation through movement phrasing.
Class Work – (Proficient level assistant dancers) incorporated lyrical interpretation into movement phrasing.

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate

Weekly Voc. Words-

Lyrical interpretation


March 13 - 17, 2017


Assignments and Testing!

Friday is Arts Wing Testing Day!

1st period - Scene 8 "I Little Bit of Good" and "Roxie"


3rd period - PBL Forms and Elements project



4th period -  Musical Theater choreography


Intermediate, Proficient and Advanced Theater


Obj./Essential Question-  
I.CU.2.1  - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.
P.CU.2.1    - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.
A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.
I.A.1.1 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.
A.A.1.1 - Differentiate the plot structure, pacing, given circumstances, and character development within plays from a variety of theatre genres.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”, “A Little Bit of Good,” scene 9 “Roxie” and scene 10 “I Can’t Do It Alone”, scene 11 “My Own Best Friend”; Learn choreography and blocking for Act 2, Scene 1 “I Know a Girl,” “Me and My Baby” and “Mr. Cellophane”

Class Work – Perform and evaluate

Summary Activity- 
Class Work – Perform and evaluate – testing Friday on “A Little Bit of Good,” “Roxie” and “My Own Best Friend”

Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements


Intermediate, Proficient and Advanced Dance
Obj./Essential Question- 
I.CP.1.4 - Generate components of a creative process for choreographing and presenting dance.
P.CP.1.4 - Use a defined creative process to plan, create, revise, and present dance.
A.CP.1.4 - Generate innovative solutions to movement problems with personal choreography and the choreography of others.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie); Contemporary
Group Work – (Intermediate, Proficient, Advanced) Forms and Elements PBL - Review Augmentation, diminution, splicing, canon and transposition; bound and free flow energy. Create choreography that demonstrates sudden and sustained time. Part 1 - reflect on what has been created thus far, determine if all requirements have been met successfully and appeal to the chosen standard of aesthetics. Part 2 – add partnering (counter balance, weight share, lifts, etc…)

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday on forms and elements PBL *** project is to be complete

Weekly Voc. Words-
(augmentation, diminution, splicing, canon, transposition), element of energy (bound and free flow, light and strong, sudden and sustained), dance analysis, partnering (weight share, counter balance, lifts)
Beginning Dance
Obj./Essential Question- 
B.DM.1.3 - Execute technical skills from a variety of dance forms.
B.DM.1.2 - Use time, space, weight, and flow in performing dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – guided practice – Review Classical Jazz, contemporary technique and hip hop choreography.
Class Work – guided practice – musical theater choreography
Class Work – (Proficient level assistant dancers) Contemporary technique/choreography (elements – time, space and weight and flow)
Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – test on hip hop PBL Friday

Weekly Voc. Words-
Musical theater, contemporary, jazz, hip hop; elements – time, space and weight and flow)



March 6 - 10, 2017


Assignments and Testing!
Friday is Arts Wing Testing Day!

1st period - Scene 8 "I Little Bit of Good" and "Roxie"
"Analysis - Written Reflection" due Friday

3rd period - PBL Forms and Elements project


4th period -  Hip Hop PBL project


Intermediate, Proficient and Advanced Theater
Obj./Essential Question-  
I.CU.2.1  - Understand theatre etiquette that is appropriate for a variety of theatrical spaces, styles, and genres.
P.CU.2.1    - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.
A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.
I.A.1.1 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
P.A.1.1 - Analyze full-length plays in terms of plot structure, pacing, given circumstances, and character development.
A.A.1.1 - Differentiate the plot structure, pacing, given circumstances, and character development within plays from a variety of theatre genres.
Essay – Written Reflection (Analysis)
Prompt: Differentiate the plot structure, pacing, given circumstances, and character development between Chicago the movie (Netflix) and Chicago the Musical (stage version – your script)

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”, “A Little Bit of Good,” and scene 9 “Roxie”

Class Work – Perform and evaluate

Summary Activity- 
Class Work – Perform and evaluate – testing Friday on “A Little Bit of Good” and “Roxie”
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements


Intermediate, Proficient and Advanced Dance
Obj./Essential Question- 
I.CP.1.4 - Generate components of a creative process for choreographing and presenting dance.
P.CP.1.4 - Use a defined creative process to plan, create, revise, and present dance.
A.CP.1.4 - Generate innovative solutions to movement problems with personal choreography and the choreography of others.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About, We Both Reached for the Gun, Roxie); Contemporary

Group Work – (Intermediate, Proficient, Advanced) Forms and Elements PBL - Review Augmentation, diminution, splicing, canon and transposition; bound and free flow energy. Create choreography that demonstrates sudden and sustained time. Part 1 - reflect on what has been created thus far, determine if all requirements have been met successfully and appeal to the chosen standard of aesthetics. Part 2 – add partnering (counter balance, weight share, lifts, etc…)

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday on forms and elements PBL *** project is to be complete

Weekly Voc. Words-
(augmentation, diminution, splicing, canon, transposition), element of energy (bound and free flow, light and strong, sudden and sustained), dance analysis, partnering (weight share, counter balance, lifts)


Beginning Dance
Obj./Essential Question- 
B.DM.1.3 - Execute technical skills from a variety of dance forms.
B.DM.1.2 - Use time, space, weight, and flow in performing dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – guided practice – Review Classical Jazz, contemporary technique and hip hop choreography.
Class Work – guided practice – musical theater choreography
Class Work – (Proficient level assistant dancers) Contemporary technique/choreography (elements – time, space and weight and flow)
Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – test on hip hop PBL Friday

Weekly Voc. Words-
Musical theater, contemporary, jazz, hip hop; elements – time, space and weight and flow)

February 27 - March 3, 2017


Assignments and Testing!
Friday is Arts Wing Testing Day!

1st period - Scene 8 "I Little Bit of Good" and "We Both Reached for the Gun"

3rd period - PBL Forms and Elements project, "We Both Reached for the Gun"


4th period -  the element of space (Contemporary)

Intermediate, Proficient and Advanced Theater


Obj./Essential Question-  
I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
A.C.1.1 -Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”,“When You’re Good to Mama”, scenes five, six and seven, “All I Care About”. Learn blocking and choreography for scene 9 “Roxie” and 10 “I Can’t Do It Alone.”

Class Work – Perform and evaluate

Summary Activity- 
Class Work – Perform and evaluate – testing on scene 8
Weekly Voc. Words-
choreography, blocking, characterization, non-verbal expression/physicality, vocal elements



Intermediate, Proficient and Advanced Dance


Obj./Essential Question- 
I.DM.1.2 - Compare the following pairs of concepts: bound and free flow, strong and light weight, sudden and sustained time, and direct and indirect space.
P.DM.1.2 - Discriminate between qualities of space, time, weight, and flow in dance sequences.
A.DM.1.2 - Integrate the use of time, space, weight, and effort in dance.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About); Contemporary –body swings, calypso, illusion fall, lasso turn

Group Work – (Intermediate, Proficient, Advanced) Forms and Elements PBL - Review Augmentation, diminution, splicing, canon and transposition; bound and free flow energy strong and sudden and sustained. Create choreography that demonstrates strong and light weight.

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate

Weekly Voc. Words-
Technique, dance vocabulary, dance forms
(augmentation, diminution, splicing, canon, transposition), elements (energy – bound and free flow, sudden and sustained, strong and light weight)

Beginning Dance


Obj./Essential Question- 
B.DM.1.2 - Use time, space, weight, and flow in performing dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – guided practice – Review Classical Jazz technique/choreography.
Class Work – guided practice – Contemporary technique; review space
Class Work – (Proficient level assistant dancers) teach hip hop choreography.

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing on Friday on hip hop.

Weekly Voc. Words-

Space (levels, facings, pathways)


February 20 - 24, 2017


Assignments and Testing!
Friday is Arts Wing Testing Day!

1st period - Scene 8 "I Little Bit of Good" and "We Both Reached for the Gun"

3rd period - PBL Forms and Elements project


4th period -  the element of time (Contemporary)


Intermediate, Proficient and Advanced Theater
Obj./Essential Question-  
I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
A.C.1.1 -Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
I.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression appropriately to theatrical texts, such as monologues and scenes.
P.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression to develop characters.
A.C.1.2 - Use voice to create character dialects.
Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey”,“Cell Block Tango”, “When You’re Good to Mama”, scenes five, six and seven, “All I Care About”. Learn choreography/blocking, scene and song for scene eight, “A Little Bit of Good”, and “We Both Reached for the Gun”. *Think about how dialect and emotion in vocal development can enhance characterization and plot.

Class Work – Perform and evaluate

Summary Activity- 
Class Work – Perform and evaluate – testing on Friday

Weekly Voc. Words-
choreography/blocking/physicality, characterization; vocal elements

Intermediate, Proficient and Advanced Dance
Obj./Essential Question- 
I.DM.1.2 - Compare the following pairs of concepts: bound and free flow, strong and light weight, sudden and sustained time, and direct and indirect space.
P.DM.1.2 - Discriminate between qualities of space, time, weight, and flow in dance sequences.
A.DM.1.2 - Integrate the use of time, space, weight, and effort in dance.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction-
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango, All I Care About); Contemporary –body swings, calypso, illusion fall, lasso turn

Group Work – (Intermediate, Proficient, Advanced) Forms and Elements PBL - Review Augmentation, diminution, splicing, canon and transposition; bound and free flow energy, strong and light weight. Create choreography that demonstrates sudden and sustained time.

Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate – testing Friday on forms and elements PBL

Weekly Voc. Words-
Technique, dance vocabulary, dance forms
(augmentation, diminution, splicing, canon, transposition), elements (energy – bound and free flow, strong and light weight), (time – sudden and sustained)



Beginning Dance
Obj./Essential Question- 
B.DM.1.2 - Use time, space, weight, and flow in performing dance.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – guided practice – Review Classical Jazz technique/choreography.
Class Work – guided practice – Contemporary technique; learn movement phrasing that demonstrates time (full, half, ¼, double).
Class Work – (Proficient level assistant dancers) teach hip hop choreography.

Class Work – Perform and evaluate – test Friday

Summary Activity-
Class Work – Perform and evaluate

Weekly Voc. Words-
Time (full, half, ¼, double)

February 13 - 17, 2017


Assignments and Testing!
Friday is Arts Wing Testing Day!

1st period - Scene 4 "When You're Good to Mama",  Scene 5,  Scene ,  Scene 7 "All I Care About"
* Chicago Civics PBL - Due Friday, February 17, 2017

3rd period - "Cell Block Tango" and "All I Care About" (Musical Theater)

4th period - " Hymn for the Weekend" (Contemporary)


Intermediate, Proficient and Advanced Theater
Obj./Essential Question-  
I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
A.C.1.1 -Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
I.CU.1.1 - Use theatre arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence.
P.CU.1.1 - Understand the role of theatre arts in United States history as a means of interpreting past eras within an historical context.
A.CU.1.1 - Interpret theatre arts from personal, cultural, and historical contexts.
Prohibition PBL Project: See attachment for guidelines

Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work - Review choreography/blocking, scene and song for scene one – “All That Jazz”, “Funny Honey” and “Cell Block Tango”. Learn choreography/blocking, scene and song for scene four – “When You’re Good to Mama”, scenes five, six and seven, “All I Care About”.
Class Work – Perform and evaluate
Summary Activity- 
Class Work – Perform and evaluate

Weekly Voc. Words-
choreography, blocking, characterization


Intermediate, Proficient and Advanced Dance
Obj./Essential Question-  
I.CP.1.1 - Create dances that vary the use of dance elements and use simple choreographic principles and structures to fulfill choreographic intent.
P.CP.1.1 - Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria.
A.CP.1.1 - Create dances using appropriate movement choices; choreographic principles, structures, and processes; and production elements to fulfill choreographic intent and meet aesthetic criteria.
I.DM.1.1 - Understand how anatomical concepts can be used to improve alignment, balance, strength, flexibility, and endurance in dance.
P.DM.1.1 - Execute the integration of anatomy, body organization, and body skills in dance.
A.DM.1.1 - Use dynamic alignment, articulation of movement, and aesthetic criteria to refine dance movement.
Bell Ringer- Warm up Jazz or Modern Technique
Sequence of Instruction- Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango); Contemporary –body swings, calypso, illusion fall, lasso turn

Group Work – (Intermediate, Proficient, Advanced) Review Augmentation, diminution, splicing and canon. Create choreography that demonstrates transposition (to perform a movement of one part of the body with a different one).

Class Work – Perform and evaluate

Summary ActivityClass Work – Perform and evaluate

Weekly Voc. Words-Technique, dance vocabulary, dance forms
(augmentation, diminution, splicing, canon, transposition)


Beginning Dance
Obj./Essential Question- 
B.CP.1.2 - Create dance sequences that vary the use of dance elements, use simple choreographic structures, and use choreographic principles to fulfill choreographic intent.
B.DM.1.1 - Use whole body movements, strength, flexibility, endurance, and proper alignment to develop dance technique.
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – guided practice – Classical Jazz technique;
Class Work – guided practice – Contemporary technique - dance form – sequential phrasing
Class Work – (Proficient level assistant dancers) teach hip hop choreography.
Class Work – Perform and evaluate

Summary Activity-
Class Work – Perform and evaluate

Weekly Voc. Words-

Technique, dance vocabulary (grapevine, 3 step turn, pivot, kick-ball-change, lindy, jazz square, spiral roll, chasse, battement turn, body swings, pique, body/knee fall, helicopter) dance forms (canon, ABA, retrograde, sequential phrasing)
February 6 - 10, 2017

Assignments and Testing!
Friday is Arts Wing Testing Day!

1st period - "Funny Honey" and "Cell Block Tango"
* Chicago Civics PBL - Due Friday, February 17, 2017

3rd period - "All That Jazz" (Musical) and "Heathens" (Contemporary)

4th period - Proficient choreograpy/hip hop PBL Project

Intermediate, Proficient and Advanced Theater -
Obj./Essential Question-   I.C.1.1 - Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs.
P.C.1.1 - Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including size, weight, and rate of movement.
A.C.1.1 -Use non-verbal expression and physical self-awareness to communicate movement elements and characterization, including differentiation between multiple characters.
I.CU.1.1 - Use theatre arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence.
P.CU.1.1 - Understand the role of theatre arts in United States history as a means of interpreting past eras within an historical context.
A.CU.1.1 - Interpret theatre arts from personal, cultural, and historical contexts.
Prohibition PBL Project: See attachment for guidelines
Bell Ringer-
Warm up – body and voice
Sequence of Instruction-
Class Work -  Review choreography/blocking, scene and song for scene one – “All That Jazz” and two, “Funny Honey”; Learn choreography/blocking, scene and song for scene three – “Cell Block Tango”
Class Work – Perform and evaluate
Summary Activity-  
Class Work – Perform and evaluate
Weekly Voc. Words-
choreography, blocking, characterization


Advanced Dance

Obj./Essential Question- 
I.CP.1.1 - Create dances that vary the use of dance elements and use simple choreographic principles and structures to fulfill choreographic intent. 
P.CP.1.1 - Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria. A.CP.1.1 - Create dances using appropriate movement choices; choreographic principles, structures, and processes; and production elements to fulfill choreographic intent and meet aesthetic criteria. I.DM.1.1 - Understand how anatomical concepts can be used to improve alignment, balance, strength, flexibility, and endurance in dance. 
P.DM.1.1 - Execute the integration of anatomy, body organization, and body skills in dance. A.DM.1.1 - Use dynamic alignment, articulation of movement, and aesthetic criteria to refine dance movement. 

Bell Ringer- Warm up Jazz or Modern Technique 

Sequence of Instruction- 
Class Work – (Intermediate, Proficient, Advanced) guided practice – Classical Jazz technique (Bob Fosse – All That Jazz, Cell Block Tango); Contemporary – spiral roll, body swings, calypso, illusion fall 

Group Work – (Intermediate, Proficient, Advanced) Review Augmentation. Create choreography that demonstrates Diminution. (to make an action smaller, or to do it in such a way as to take less time; to decrease in time or space 

Class Work – Perform and evaluate 

Summary Activity- 
Class Work – Perform and evaluate 

Weekly Voc. Words- 
Technique, dance vocabulary, dance forms (augmentation, diminution, splicing)


Beginning Dance
Obj./Essential Question- 
Bell Ringer- Warm up (Jazz)
Sequence of Instruction-
Class Work – guided practice – dance form – retrograde
Class Work – (Proficient level assistant dancers) teach hip hop choreography.
Class Work – Perform and evaluate

Summary Activity- 
Class Work – Perform and evaluate 


Weekly Voc. Words- Technique, dance vocabulary (grapevine, 3 step turn, pivot, kick-ball-change, lindy, jazz square, spiral roll, chasse, battement turn) dance forms (canon, ABA, retrograde)

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