Subject: Theater
1. Topic-
Iambic Pentameter
 
2. Content-
Shakespeare!
Iambic Pentameter
Stressed/Unstressed
Iambic Foot (da DUM)
Iambic Pentameter (5 Iambic Feet= 10 beats!)
 
3. Goals: Aims/Outcomes-
1. Students will understand and demonstrate knowledge of Iambic Pentameter
2. Students will recognize that the limericks (Peter's P) are in Iambic Pentameter.
 
4. Objectives-
1.Students will successfully voice their group's limerick-on the beat with stressed and unstressed syllables.
2. Students will express (clap, stomp) their limerick's beats.
3. Students will move to the beat within their scene.
 
5. Materials and Aids-
-Peter Piper's Practical Principles
-Copies of pictures from Peter P's (without words)
-Copies of pictures from Peter P's (with words)

 
6. Procedures/Methods-

A. Introduction-

5-10 minutes

1. Warm-ups (facial, body)
2. Mouth warm ups- specifically separating sounds and parts of the mouth to acquire the desired noises.
3. We got the beat!- A leader chooses a beat and a movement (SIMPLE!) Each student adds in, in a ripple, then the leader switches the movement and the beat-students must change IN A RIPPLE.

*Could do some voice stuff- after the ripple has gone around the circle and add a song or syllables that everyone must come in on, while keeping the beat.
 

B. Development-

Discuss Iambic Pentameter-5-10 minutes

1. Quickly talk about the beat game and go into Iambic Pentameter and how Shakespeare used it
2. Explain that each Iambic foot is two beats (an unstressed and stressed). And that a pentameter is 5 Iambic feet; which equals into 10 beats.
3. Give examples-Shakespeare!
 

C. Practice-

Group Discovery of Iambic Pentameter 5-10 minutes

1. Groups will go back to the limericks that were handed out last class and will look at how they match up with Iambic Pentameter.
2. Groups will then go through each line and identify the stressed and unstressed syllable (can use / and - )
3. Groups will express the stressed and unstressed syllables (clap, stomp, etc.)
4. Have students go as fast as they can through their limerick while still being understood and telling the story.
5. During this time, students do not need to "act out" their scenes, we are mostly working on words.

*Make sure students are using the language to tell the story-ENUNCIATE!
 

D. Independent Practice-

Use Iambic Pentameter- 10 min

1. Each group will work on their scene and apply the Iambic Pentameter of stressed and unstressed syllables to their actions.
2. Students will move to the beat within their scene.
3. If all the students do not have the limerick memorized, the narrator can be used.
 

E. Accommodations (Differentiated Instruction)-

1. If students are unclear, I will be glad to answer questions and provide any help.
2. I can have a handout of the in-class assignment (the group project)
3.
 

F. Checking for understanding-

Presentations- 5-10 minutes

1. Groups will each present their scene to the audience (the rest of the class)
2. Groups will have about 1 minute to present.

3. Look for how the students have used the Iambic Pentameter to influence their scene.
 

G. Closure-

Quick Discussion- 5 min (if there is time)

1. What did students think the importance of the activity was?
2. How did warm-ups and games help or hinder them?
3. What happened to the scenes when the beat was added?
4. Did the scenes make sense?
5. Was it difficult or easy to act out the scene with Iambic Pentameter?
6. What do you think of the words in the limericks?
 
7. Evaluation-
1. Were students participating actively?
2. Where students confused or lost?
3. Did students successfully grasp the concept of Iambic Pentameter?
4. Did students use Iambic Pentameter in their scenes?
 

This Lesson Plan is available at (www.teacherjet.com)