LCT Lesson on Falsetto

Objectives: Students will be able to compose a poem or song describing and reflecting their personal experience of a theme in the musical Falsetto through small group collaboration.

CCS

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Differentiation: Students can elicit ideas from the musical based on their personal experiences and connections they make individually. They are also given various options to create responses depending on their personal level of challenge and individual talent. Students can choose any genre they are familiar with to express their thoughts or feelings.

Grouping Rationale: Students will be grouped based on preparation as well as individual learning need, style, talents and personality to maximize their productivity.

Agenda

Do Now: Briefly describe one of the most poignant moments or scenes in the musical to you. What impact does it have on you? What could be the cause?

Mini Lesson with Guided Practice

Divide the class into groups of 3.

Step 1: As students share the scene and its impact (from Do Now) in a small group, ask: How does the scene connect to or illustrate a larger issue, i.e. family, prejudice, rites of passage, parent-children relationship, responsibility, acceptance or culture?

Step 2: In the scene you have described, what kind of theme is implied? What claim can you make based on the scene (i.e. Family is love not a social structure; or A real family always has many problems; Coming of age is not marked by a ritual but significant events in life.)

Step 3: Students independently or help each other generate a thematic statement based on the scene they have chosen to respond.

Group share and present.

Student Independent Practice

Students, individually or as a group, write a poem or vignette or a song on one of the themes embedded in the musical Falsetto.

For your creative work, consider using-

  • Narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences or events
  • Precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events and/or setting

Small groups present their work to the class.

Quick Write to Reflect: How does a musical impact people? Consider Falsetto you have seen or the hit Broadway musical, Hamilton.

Homework: Complete and polish your creative work as your group response to the musical Falsetto. You may also opt to write an individual response. Due Monday 12/19/’16.

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