Unit Plans-2

Unit Plans
Musical Theatre Performance for Elementary School (Pre-K-Grade 5)
● Outline
○ Start with knowledge of famous songs from musicals they may have seen and
break down what happens in it, why, compare multiple
○ Pick one to analyze together
○ Perform a group number where each can do one of these on their own! (if they
want)
○ Acting
○ Dance
○ Work on solo cuts or duets - adding these elements
○ Perform them
○ Make changes
○ Do a second time
● Abstract: Students will learn singing, acting, and dancing, and the intersection between
the three in musical theatre. The lesson combines watching, conversations, and
performing in every lesson, never sitting the whole time. At the end of the unit, they will
perform in a group number with solos to show what they learned and but their skills to
use.
● Day 1- intro & concepts
Objective: To understand what songs achieve in a musical
Standards: TH:Pr4.1.1.a - Describe a story’s character actions and dialogue in a guided drama experience
(e.g., process drama, story drama, creative drama).
TH:Pr4.1.2.a - Interpret story elements in a guided drama experience (e.g., process drama, story drama,
creative drama).
TH:Re8.1.1.b - Identify causes of character actions in a guided drama experience (e.g., process drama, story
drama, or creative drama).
Materials: Board to write down responses, speaker system/way for everybody to listen to a
song.
Accommodations: Not everyone needs to perform alone, people can opt out of a certain
element if necessary. Movement will not just use one part of the body so people with mobility
issues can participate to some degree. Students with hearing disabilities can watch dance
visually, and movement will be described in detail for students with difficulty seeing.
Time (min) Lesson Phase & Details
5-10 Introduction: Ask students about what their favorite musicals are and
different songs from them. Discuss what happens in each song, why it’s
included. Compare each to make a cohesive definition.
40 Foundation: Watch videos of Hard-Knock Life together and figure out

as a class elements such as why the character starts singing, what it
achieves in the plot, acting choices, etc. First lyrics
● Sing it together!
■ Talk about acting
● Then have them sing and act it
overdramatic, try different ways and see
what works
■ discuss dance
■ Discuss why we have all 3 together in one song
5 Closure: See what they learned. Gather some “I can” statements about
acting, singing, and dancing and the importance of each.
● Day 2: Acting
Objective: Build acting skills by understanding the text and purpose of scene
Standards: TH:Pr4.1.1.b - Use body, face, gestures, and voice to communicate character traits
and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
TH:Pr4.1.2.a - Interpret story elements in a guided drama experience (e.g., process drama, story
drama, creative drama).
TH:Pr4.1.2.b - Alter voice and body to expand and articulate nuances of a character in a guided
drama experience (e.g., (e.g., process drama, story drama, creative drama).
Materials: text of scene
Accommodations: Each group is breaking off into separate parts of the room, so the
only people paying attention to the student’s work are their scene partner and the
teacher. They can be put in a 3 person scene and will have only a couple lines. Students
who cannot see can go off hearing the lines and students who cannot hear can sign with
acting/still figure out how to act the given words, or be “teacher’s assistant” and as the
teacher walks around to each group, student explains what feeling they see and what
they can figure out about the scene they are watching by gestures. Very little movement
necessary.
5-10 Introduction: What is acting? What is the student’s definition. Who is

an actor/character they like and why?
5-10 Foundation: Expand on last class. Give 2 volunteers a scene. Have them
do it monotone first and then with acting. Ask students what they
thought of each
10 Brain Activation: Clarify goals of acting - believability, tactics,

conversational, makes sense for the character
20 Practice: Each pair gets a short scene to break off and talk about. They
practice acting it together
5 Closure: Talk as a class about what they each learned regarding acting,
sum up details on what they should remember about it.
● Day 3: Acting in song
Objective: To learn how to act a song and use their body onstage with the music component
Standards: TH:Cn11.1.2.a - Determine appropriate skills and knowledge from different art forms and
content areas to apply in a guided drama experience (e.g., process drama, story drama, creative drama).
TH:Cn11.1.1.a - Apply skills and knowledge from different art forms and content areas in a guided drama
experience (e.g., process drama, story drama, creative drama).
TH:Cn11.1.K.a - With prompting and support, identify skills and knowledge from other areas in dramatic
play or a guided drama experience (e.g., process drama, story drama, creative drama).
Materials: A way to look at and listen to their song
Accommodations: Again, no one has to perform alone for the full class. Visual impairment -
can use a song they know and don’t have to read. Hard of hearing - can sign lyrics (deaf west
theater example) or keep working with just the words. Very little movement necessary.
5 Introduction: Ask students what they remember from the first class about the
importance of acting in song.
10-15 Foundation: Describe how to decide acting choices to make in a song - use Part
of Your World and point out what the character wants, lyrics, mood of music.
10 Brain Activation: Ask what acting achieves in a musical - what makes it more
interesting? Would it fit as well without it? Why can’t it just be singing and
dancing?
20-25 Practice: Have students pair up and give them the lyrics to part of a song. They
each take turns saying the words as a monologue. Then play the song and
everyone sing it together with the acting that they did without music
5-10 Closure: ask what carried over from the acting lesson, how they decided what
actions to do when
● Day 4: Dance
Objective: Use dance/movement to connect the scene visually to the story
Standards: DA:Cr1.1.PK.a - Respond in movement to a variety of sensory stimuli (for example,

music/sound, visual, tactile).
DA:Cr1.1.PK.b - Find a different way to do several basic locomotor and non-locomotor

movements.
DA:Cr2.1.1.b - Choose movements that express an idea or emotion, or follow a musical phrase.
Materials: Space in classroom, way to play the song
Accommodations: Dancing is only whole class together. People can stand in back if
they don’t want to be seen. Movement will not just use one part of the body so people
with mobility issues can participate to some degree. Students with hearing disabilities
can watch dance visually, and movement will be described in detail for students with
difficulty seeing.
5 Introduction: Ask them what musicals they can think of with dance or
any significant movement, describe them together and come up with
what the dance did for the plot
15 Foundation: watch a couple minutes of Good Morning from Singin’ in

the Rain and Jolly Holliday and analyze the choreography - feelings that
came from it, placement, etc.
10-15 Brain Activation: teach them basic dance moves (grapevine, pivot turn,
etc)
15-20 Practice: create a dance together as a class for a part of a song. Let them
pick what fits the mood, music, and style
2-5 Closure: ask them how they’d picture each scene without the dance -
why is it more engaging with dance?
● Day 5: Work on the group song
Objective: Use what they have learned to do their own performance
Standards: TH:Pr4.1.4.b - Make physical choices to develop a character in a drama/theatre work.

TH:Pr5.1.2.a - Demonstrate the relationship between and among body, voice, and mind in a guided drama
experience
Materials: way to listen to song, space, script, props?
10 Introduction: Watch a video of Freak Flag. Identify big dance moments and
acting beats within the song
35 Foundation: Now they get to do a performance for an audience using what they
learned. Explain the performance we are going to do. Split up solos between
students. Teach them choreography for our performance.
5 Closure: Compliment their good work. Ask how the past lessons helped them in
this rehearsal.
● Day 6: Rehearsal & performance
Objective: Perform a rehearsed piece in front of an audience.
Standards: DA:Cr1.1.1.a - Explore movement inspired by a variety of stimuli (for example,

music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.
Pr4.1.PK.a - Identify and demonstrate directions for moving the body in general space (for
example, forward, backwards, sideways, up, down, and turning) and finding and returning to a
place in space.
MU:Cr3.1.3.a - Evaluate, refine, and document revisions to personal musical ideas, applying
teacher-provided and collaboratively-developed criteria and feedback.
Materials: Way to play music, props?
Accommodations: Not everyone needs to perform alone, people can opt out of a
certain element if necessary. Movement will not just use one part of the body so people
difficulty seeing.
5 Introduction: Have each student write down what they thought they did
well on and something they want to improve on.
35 Foundation: Keep rehearsing and cleaning
5 Practice: Performance
5 Closure: recap as a class how we think it went. Time to debrief if

anything didn’t go as planned and stress that mistakes happen and are
very common. Have them answer what is important about singing,
acting, and dancing in a performance and what goes into a successful
performance.
Musical Theatre Performance for Elementary School (Grades 6-8)
● Outline
○ Pick some to analyze together
○ Acting
○ Dance
○ Work on scenes adding these
○ Perform them
perform to show what they learned and put their skills to use.
Standards: TH:Re7.1.6.a - Describe and record personal reactions to artistic choices in a drama/theatre
work.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.
song.
5-10 Introduction: Ask students about what they know about singing and
dancing in musicals, why it happens, when it happens. Compare
different scenes they may know.
40 Foundation: Watch videos of Welcome to the 60s & Anything Goes

together and figure out as a class elements such as why the character
starts singing, what it achieves in the plot, acting choices, etc. Discuss
mood and style. Then show a different production of Anything Goes and
compare the two. Explain the possibility of different creative
interpretations while staying true to the script. Discuss why songs come
in, types of songs.
● Day 2: Acting
Standards: Recognize and share artistic choices when participating in or observing a

drama/theatre work.
TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a
drama/theatre work.
TH:Pr4.1.7.b - Use various character objectives in a drama/theatre work.
necessary.
5-10 Introduction: What is acting? What is the student’s definition? How do

they determine how to act a specific scene.
5-10 Foundation: Expand on the last class. Give 2 volunteers a scene. Have
students pay attention and ask what they thought the scene was about,
the relationship, and describe each character.
10 Brain Activation: Clarify goals of acting and vocabulary - objective,

tactics, beats, obstacles, etc.
20 Practice: Each pair gets a short scene to break off and talk about. They
analyze objectives and obstacles and practice acting it together.
Standards: TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a

drama/theatre work.
MU:Pr4.3.6.a - Perform a selected piece of music demonstrating how their interpretations of the elements of
music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing)
convey intent.
Materials: A way to look at and listen to their song
10-15 Foundation: Describe how to decide acting choices to make in a song - use Out
of Your Head from A Bronx Tale and point out what the characters want, lyrics,
mood of music. Apply elements from last class and stress that it is not any
different for a song in theatre.
dancing? Expand more on how to show emotion when singing - movement,
facial expressions.
20-25 Practice: Have students pair up and give them the lyrics to part of a song. They
each take turns identifying objective, beat shifts, etc. Then play the song and
everyone sing it together with the acting that they did without music
actions to do when
● Day 4: Dance
Standards: DA:Cr1.1.6.b - Explore various movement vocabularies to transfer ideas into

choreography.
DA:Cr1.1.7.b - Explore various movement vocabularies to express an artistic intent in
choreography. Explain and discuss the choices made using genre-specific dance terminology.
DA:Cr2.1.8.b - Define and apply artistic criteria to choreograph a dance that communicates
personal or cultural meaning. Discuss how the criteria clarify or intensify the meaning of the dance.
difficulty seeing.
5 Introduction: Ask them what musicals they can think of with dance or
any significant movement, describe them together and come up with
what the dance did for the plot

the Rain and 42nd Street and analyze the choreography - feelings that
10-15 Brain Activation: teach them basic dance moves (3-point turn, triplet,
kick line, etc.)
15-20 Practice: each pair/group from last class comes back together and
incorporates dance in at least one part of their song, keep working on
them.
● Day 5: Work on their songs

experience
5 Introduction: Each student identifies their goals for the day with their song.
40 Foundation: each group keeps working and I will come around, watch a run of
each, and give notes.
this

place in space.
difficulty seeing.
5 Introduction: Discuss how we feel about where we are, more things

they want to work on in their scenes.
40 Performance: Perform the scenes for their peers.

performance.
Musical Theatre Performance for High School (Grades 9-12)
● Outline
○ Pick some to analyze together
○ Acting
○ Dance
○ Work on scenes adding these
○ Perform them
perform to show what they learned and put their skills to use.
Standards: TH:Re8.1.HSII.a - Develop detailed supporting evidence and criteria to reinforce artistic
choices, when participating in or observing a drama/theatre work.
TH:Re8.1.HSII.c - Debate and distinguish multiple aesthetics, preferences, and beliefs through participation
in and observation of drama/theatre work.
song.
5-10 Introduction: Ask students about what they know about singing and
dancing in musicals, why it happens, when it happens. Compare
different scenes they may know.
40 Foundation:
● Watch videos of Seize the Day & Anything Goes together
○ figure out as a class elements such as why the character
starts singing, what it achieves in the plot, etc.
○ Discuss mood and style.
○ Decide how objectives, relationships, etc. come into
singing and dancing
● Day 2: Acting
Standards: TH:Pr4.1.HSI.a - Examine how character relationships assist in telling the story of a
drama/theatre work.
TH:Pr4.1.HSII.a - Discover how unique choices shape believable and sustainable drama/ theatre
work.
necessary.
5-10 Introduction: Ask what they define a good actor as. Explain how
character & scene work will help with all of this
15 Foundation: Expand on the last class. Give 2 volunteers a short scene.

Have them read it cold. Then, find objective, given circumstances, etc.
together. Have them do it again with all this knowledge, analyze
difference.
10 Brain Activation: Introduce acting exercises - Meisner, relating to own

experiences, turn around
20-25 Practice: Each pair gets a short scene to break off and talk about. They
analyze objectives and obstacles and practice acting it together, using
exercises when they get stuck.
Standards: TH:Pr4.1.HSI.b - Shape character choices using given circumstances in a drama/theatre work.
TH:Pr5.1.HSII.a - Refine a range of acting skills to build a believable and sustainable drama/theatre
performance.
Materials: A way to look at and listen to their song, access to the internet for research.
10-15 Foundation: Describe how to decide acting choices to make in a song - use
Home from Beetlejuice and point out what the characters want, tactics, mood of
music and break down lyrics. Apply elements from last class and stress that it is
not any different for a song than a monologue.
dancing? Expand more on how to show emotion when singing - movement,
facial expressions.
20-25 Practice: Hand out duets. They will identify objective, beat shifts, etc. and plan
out acting beats/tactics. Take time to research answers to character and plot
questions.
actions to do when
● Day 4: Dance
Standards: DA:Re.7.1.HSI.a - Analyze recurring patterns of movement and their relationships in

dance in context of artistic intent.
DA:Re8.1.HSI.a - Select and compare different dances and discuss their intent and artistic
expression. Explain how the relationships among the elements of dance, use of body, dance
technique, and context enhance meaning and support intent using genre specific dance terminology.
difficulty seeing.
5 Introduction: Ask them what dance musicals they think of and describe
the scene and what the dance accomplishes. Compare and contrast.

the Rain and Hamilton and analyze the choreography - feelings that
10-15 Brain Activation: teach them basic dance vocab and moves.
15-20 Practice: Each group pur choreography into part of their song.
● Day 5: Work on their songs

experience
5 Introduction: Each student identifies their goals for the day with their song.
40 Foundation: each pair does a practice performance and notes will be given after
each.
this


place in space.
difficulty seeing.
5 Introduction: Discuss how we feel about where we are, more things

they want to work on in their scenes.
40 Performance: Perform the scenes for their peers.

performance.

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Unit Plans

Musical Theatre Performance for Elementary School (Pre-K-Grade 5)

break down what happens in it, why, compare multiple

○ Pick one to analyze together

○ Work on solo cuts or duets - adding these elements

● Day 1- intro & concepts

Objective: To understand what songs achieve in a musical

Time (min) Lesson Phase & Details

40 Foundation: Watch videos of Hard-Knock Life together and figure out

■ Talk about acting

● Then have them sing and act it

overdramatic, try different ways and see

■ Discuss why we have all 3 together in one song

Materials: text of scene

Time (min) Lesson Phase & Details

5-10 Introduction: What is acting? What is the student’s definition. Who is

10 Brain Activation: Clarify goals of acting - believability, tactics,

● Day 3: Acting in song

Materials: A way to look at and listen to their song

Time (min) Lesson Phase & Details

Objective: Use dance/movement to connect the scene visually to the story

Standards: DA:Cr1.1.PK.a - Respond in movement to a variety of sensory stimuli (for example,

DA:Cr1.1.PK.b - Find a different way to do several basic locomotor and non-locomotor

Materials: Space in classroom, way to play the song

Time (min) Lesson Phase & Details

15 Foundation: watch a couple minutes of Good Morning from Singin’ in

● Day 5: Work on the group song

Objective: Use what they have learned to do their own performance

Standards: TH:Pr4.1.4.b - Make physical choices to develop a character in a drama/theatre work.

Materials: way to listen to song, space, script, props?

Time (min) Lesson Phase & Details

● Day 6: Rehearsal & performance

Objective: Perform a rehearsed piece in front of an audience.

Standards: DA:Cr1.1.1.a - Explore movement inspired by a variety of stimuli (for example,

Materials: Way to play music, props?

Time (min) Lesson Phase & Details

35 Foundation: Keep rehearsing and cleaning

5 Closure: recap as a class how we think it went. Time to debrief if

break down what happens in it, why, compare multiple

○ Pick some to analyze together

○ Work on scenes adding these

● Day 1- intro & concepts

Objective: To understand what songs achieve in a musical

Time (min) Lesson Phase & Details

40 Foundation: Watch videos of Welcome to the 60s & Anything Goes

Standards: Recognize and share artistic choices when participating in or observing a

Materials: text of scene

Time (min) Lesson Phase & Details

5-10 Introduction: What is acting? What is the student’s definition? How do

10 Brain Activation: Clarify goals of acting and vocabulary - objective,

● Day 3: Acting in song

Standards: TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a

Materials: A way to look at and listen to their song

Time (min) Lesson Phase & Details

Objective: Use dance/movement to connect the scene visually to the story

Standards: DA:Cr1.1.6.b - Explore various movement vocabularies to transfer ideas into

Materials: Space in classroom, way to play the song

Time (min) Lesson Phase & Details

15 Foundation: watch a couple minutes of Good Morning from Singin’ in

Objective: Use what they have learned to do their own performance

Standards: TH:Pr4.1.4.b - Make physical choices to develop a character in a drama/theatre work.

Materials: way to listen to song, space, script, props?