1. Stage 1- (Desired Results)
Established Goal(s): Include content standards, CCSS, course or program objectives, learning outcomes, etc.
Demonstrate the ability to utilize the conventions of the following styles: Realism, mime, vaudeville, puppetry, clowning, comedy, tragedy, improvisation, and melodrama (DOK 1-3)
Understanding(s): Students will understand…(big ideas)
- The most effective methods of pantomime as seen by national level performers.
What it means to realistically portray an object which doesn’t exist.
How to improvise a pantomimed scene with a partner.
Essential Question(s):
What is pantomime?
What does it mean to pantomime realistically?
Students will know:
Students will be able to:
Professional techniques in pantomime
Utilize these techniques to portray objects which do not exist
Techniques in made-up realism
Portray the size and exact shape of fake objects consistently in a scene
The rules of good improvisation
Improvise a pantomimed scene realistically

2. Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what authentic performance task(s) will students demonstrate the desired understandings?
- By what criteria will performances of understanding be judged?
Project 1- Students will have time to come up with their own way of representing random objects, or environmental factors without actually having any props. They will show their representations to the class.
Project 2- Students will be given an object, setting, and mood in which they must improvise a pantomimed scene with at the end of the period.
Criteria: Students will be judged by their ability to take the information provided in the mini-lessons and utilize them in their pantomiming. Are students using the hand-gestures and eye contact techniques, are they focusing on the weight of the objects, etc.
Other Evidence
Desired Understandings: Concepts and Skills
Data Collected
1. Performance 1
2. Improvised Performance 2
How to use professional techniques in pantomime to portray objects.
How to incorporate emotional and environmental consistence into a made up scene.
A live performance of each student pantomiming their object in a made up scene.
A live improvised performance of each student portraying an object, emotion, and environment.

3. Stage 3- (Daily Instruction)
Key Vocabulary
GCF, prime factorization, monomial, polynomial standard form, degree
Learning Target(s):
W- where is lesson going
Be able to:
-Pantomime scenes and objects with professional techniques.
-Improvise a realistic scenes using pantomime to portray space, emotion, and objects.
Standard(s)
Demonstrate the ability to utilize the conventions of the following styles: Realism, mime, vaudeville, puppetry, clowning, comedy, tragedy, improvisation, and melodrama (DOK 1-3)
Do Now
H- hook students
I will start the class by having everyone reach up and grab an invisible ledge in front of them to help them get up out of their seats.
I will pull out an invisible ball and tell students that the ball is the talking ball meaning if you had the ball you did the talking.
I would write the word pantomime on the board and pass the ball to a student who thought maybe they knew what the word meant.
One at a time students will pass the invisible ball around until we get a pretty good idea of what the word means.
I will then take all of these pieces and turn them into one solid definition of pantomime which the whole class can use to understand the learning targets for the day.
Learning Activities
E- equip
R- rethink and revise
E- evaluate
T- tailor instruction
O- be organized
What I am doing?
What the students are doing?
What data am I collecting?
1. Playing examples of national performers pantomiming objects.
1. Writing down things they notice about hand and body movement techniques.
1. Whether or not students are taking notes and paying attention.
2. Talking about the different techniques they noticed, and bringing up some I noticed as well.
2. Sharing their ideas.
2. Which students are volunteering to talk about their answers.
3. Listing different objects and explaining what they need to get done in the next 10 minutes.
3. Choosing objects.
3. Which objects are students choosing?
4. Walking around, answering questions, checking in to make sure everyone understands what they need to accomplish.
4. Coming up with an individual scene in which they can portray that object utilizing the pantomime techniques they learned about.
4. How much time are students needing to complete the task? Who is/isn’t super involved, and who needs help.
5. Watching scenes, and providing pantomiming feedback.
5. Watching others/performing scenes.
5. Have the grasped the techniques we talked about? Is there something I need to cover before moving on?
6. Giving a mini-lesson on realism, emotion, and improvisation.
6. Taking notes
6. Who is writing? Does anybody not understand?
7. Excitement levels.
7. Pulling papers out of the hat.
7. Walking around with a hat that is filled with slips of paper. Each paper has an object, emotion, and environment on it.
8. Do students understand the ideas of realism, improvisation, and pantomime? Did their environment and objects stay consistent in the scene?
8. Students will go up and perform a 1 minute long improvised scene utilizing the slip of paper to guide their movements and pantomime.
8. Watching and giving feedback on performances.
Differentiation
Students will get to pick which objects or emotions they want to portray from a list so that students can either challenge themselves or choose something easier if they need to.
Ticket out the Door
I will line each student up at the door, and they will have to pantomime either a high five, hug, or handshake with me before they walk out of the classroom.