Students will understand what each vocal variation is pitch, tempo,

tone and volume. They will consciously use each variation in a group game

then individually when they read a childrens story reading.

childrens book Monster at the End of This Book, dry erase

markers and white board, a number of childrens books for students to

choose from.

game: Master, Master Who Am I?

Start in a Drama circle. Choose one participant to be Master and to be blindfolded. Tell the Master they are to listen carefully and try to identify the owner of the mysterious voice. Choose another member to say the words 'Master, master, who am I?' in a different voice. The blindfolded Master has to guess who is speaking. Continue with different students disguising their voices as they say Master, master, who am I?

Discussion/Instruction Ask students how they disguised their voices. What did

they do specifically? As they answer list their responses on the board in four

columns that will eventually have the four vocal variations as headings

(tempo, pitch, volume and tone). When they have exhausted their answers

put the variation heading over each column.

Have students take notes in journal.

Model read Monster at the End of This Book to class

Discuss Ask students how different vocal variations were used to create different

voices. Point out specific variations on board as they are mentioned or

described. Ask students if they have ever heard voices that dont use one or

a number of variations (monotone speaking, someone who always speaks

very quietly, or very quickly, etc)? Invite the students demonstrate or

describe some of the voices theyve heard.

Guided Practice sit in circle, hand out slips with different characters. Have

students say a line using at least one vocal variation to create character.

Exchange with another student and create a new character with different vocal variations. Continue until all students have had at least 3 turns.

Practice have students choose a couple paragraphs from a childrens story to

present to the class using vocal variations to represent one character.

Present to class. (Performances may go into day 2)

Closer Have each student record in their journal the character they read and the

specific vocal variations they used to create that character and something

they discovered in this experience. If time, ask if any are willing to share

with class.

Students will better understand and perform proper vocal projection (using the diaphragm), through discussion, participating in various projection exercises in the theatre and reflection.

Theatre Arts in Action textbook

Pass the word Exercise:

The teacher starts by saying a word. Each student will say the word using a different vocal variation each time. Words might be whatever, so, really, okay, now, no, sorry, etc.

Transition

Discussion: Ask students, yesterday we talked about . . . ? (answer should include

something to the effect that vocal variations create great characters.

What happens when we cant hear them? Ever been to a show where you

cant hear a character? What was that like? How do actors solve or assure

they are heard especially without body mics?

Instruction pull out Theatre Arts in Education textbooks look at diaphragm

pictures, pg. 30, show on your torso where diaphragm is in abdomen (just below the ribs (almost tucked up under the ribs), push hands down showing how the lungs push the diaphragm down

Game Sit in circle and breathe in for 8, hold 16, breathe out

Discussion Where do you feel that?

Lie on backs with books on abdomen, breathe in, make books move up and down.

Stand up create a noisy breathe inhaling quickly on the count of 3. Create a silent breath inhaling quickly on the count of 3. Blow on your hand creating first a cold breath then a hot breath. Ask students where they feel the breathe with noisy and silent, cold and hot breaths.

Discussion why breathe that deeply? Describe vocal chords, how they work, and healthy use (refer to page 30-31 in Theatre Arts in Action textbook).

Model supported/non supported sound

Guided Practice You said potato game - practicing quiet, deep breath, and

supported sound.

On the stage each student chooses a partner. Partners stand facing each

other. Partner A says a word like potato. Partner B says, You said potato.

They each take a step back from each other. Partner A says another word.

Partner B says, You said (whatever word Partner A said). Continue until

they are as far apart as they can get in the space.

- Have each student participate with a supported sound and non-supported sound.

- Ask students to describe how it felt.

Group Practice Put students in groups of 4. Have each group come up with an ad,

each group takes the stage and presents their ad so we can hear them at least half way back in the auditorium. Students give thumbs up if they can hear.

Game Who can hold projected note longest

Standing on the front edge of the stage with the intent of projecting to the

back of the auditorium, on the count of three each person hits a note using

the syllable ah and holds the note for as long as they can.

Closer Have students draw diaphragm in their journals, describe what situations

you would want to use the diaphragm. Check each journal to see their drawings and writing. If there is time have students share where projection would be used outside of the theater.

Students will understand tools used for articulation by applying those tools through practicing and performing tongue twisters.

Handout of tongue twisters Day 3.Tongue Twisters Handout

play Telephone a few times:

Students sit in a circle. One student whispers a sentence in the ear of the

student sitting next to him. This student whispers it to the next student and

so on until the sentence has gone the whole way around the circle. Ask the

student at the end to repeat the sentence out loud.

Transition/Discussion Why was the sentence different from the sentence that

started this round? What could we do to fix this communication problem?

Instruction articulation tools (taking notes in journal):

Ask students what they think helps them articulate? (refer to Theatre Arts in

Action textbook pg. 32-33) lips, teeth, tongue, jaw

Have students repeat together, The lips, the teeth, the tip of the tongue, the

articulatory tools.

Describe how you use these tools to articulate.

Discussion Ask students to share good or bad examples they have witnessed.

Model tongue twister from handout.

Group Practice Divide students into groups of two. One student prepares to

present a bad example and one student prepares to present a good example. Students may choose their own tongue twister or one from the handout.

Individually Choose a tongue twister to perform. Perform this tongue twister

using 2 different character voices by using vocal variations and add projection. Have students present these in the auditorium.

Closer Ask students what they learned, where they might use these

tools, who outside this classroom they think should use these tools. Have them record these ideas in their journals.

Assess concepts understood

Quiz Day 7.Voice Diction Quiz

Play Moods

Hand out the quiz

Collect when students are done

Performances

extra rubrics in case students lost the ones handed out Day 6.Radio Show Rubric

Practice time to run through/get ready for performances.

Students in the audience will take notes in their journals recoding vocal variations

they noticed, articulation, projection, etc.

Write in journals things you liked and learned and where you might use these

skills and who you know now uses them.

Students complete script and begin rehearsals

group tongue twisters exaggerating volume, tempo, pitch and tone

make sure students understand that performances will begin the next class

period.

pull class together ask what they accomplished, roadblocks, are they ready for

performance assess by checking completed scripts

Students will better understand radio shows by listening to/analyzing a real one through discussion. They will also be given new assignment details of a radio show project and will start writing the script. 

assignment sheet for radio show assignment, rubric Day 4.Radio Show Assignment Day 6.Radio Show Rubric

play ABC Game play again projecting, play again enunciating, last time

playing a character

ABC game one person starts a story beginning his sentence with the letter A. The next person continues the story beginning his sentence with the letter B and so on until all students have spoken, each starting their sentence with the next letter in the alphabet.

Ask students in what professions the voice is most important. Explain

that they are going to have the opportunity to write and present their own

radio shows!

play a few minutes of a radio show

Ask students what they notice about how different characters were

presented, if they could tell what characters were played by the same

person, how the sound effects were created, etc.?

Give Assignment

Pair students up

Hand out assignment sheet

Go over each step with the students

Begin work set expectation of having the script written by the end of class.

(students will probably not get their scripts complete, but this will ensure

that they use this time focused on writing!)

discuss with partner where you are and what you need to accomplish

next class, make a list. Check their lists.