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Lesson Plan 1 Ed 377

This lesson plan introduces high school theatre students to the concept of GOTE (Goal, Obstacle, Tactics, Expectations), which is used for character analysis and development. The 90-minute lesson involves defining each element of GOTE, modeling the process using a sample character, having students analyze characters in short scenes by identifying their GOTE, and assessing student understanding through an exit ticket worksheet. The teacher aims to help students understand the choices that go into character creation and will build on this foundation in future lessons focusing more deeply on goals, obstacles, and tactics. Most students met the learning objectives as demonstrated by their exit ticket responses, though a few needed clarification on word definitions.

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143 views

Lesson Plan 1 Ed 377

This lesson plan introduces high school theatre students to the concept of GOTE (Goal, Obstacle, Tactics, Expectations), which is used for character analysis and development. The 90-minute lesson involves defining each element of GOTE, modeling the process using a sample character, having students analyze characters in short scenes by identifying their GOTE, and assessing student understanding through an exit ticket worksheet. The teacher aims to help students understand the choices that go into character creation and will build on this foundation in future lessons focusing more deeply on goals, obstacles, and tactics. Most students met the learning objectives as demonstrated by their exit ticket responses, though a few needed clarification on word definitions.

Uploaded by

api-273550119
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Fall 2014

ED 322 Lesson Plan Format


Field Study Teacher: Leslie Insell
School:
Grade Level: High School, Sophomore Theatre
Number of Students in Class: 12+
Unit: Character Analysis and Character Development
Lesson Duration: 90 minutes
Day, Date, and Time of Lesson: Lesson Plan: Introduction to GOTE
1. Objective(s):
Students will be able to define GOTE or Goal, Obstacle, Tactics, Expectations by the end of the class.

2. Colorado Academic Standards: 1. Character development in improvised and scripted work (High
school, Theatre)
CREATE: Employ drama and theatre skills, and articulate the aesthetics of a variety of characters and
roles
c) Demonstrate fundamental motivation knowledge, and employ several strategies to discover what the
character wants
d) Demonstrate several ways to overcome the characters obstacle
e) Identify and employ numerous tactics to get what the character wants

3. Learning Target(s):
I candefine Goal, Obstacle, Tactics, and Expectations by the end of class.
I cangive simple examples of each of these devices.
4. Assessment:
Students will be given an exit ticket where they go to my teacher website and fill out a worksheet that
explains what the acronym is that we have been working on (GOTE), what each letter stands for (Goal,
Obstacle, Tactics, Expectations) and a very short description of what each of them mean. The
description shouldnt be more than a sentence. All students must type in their names and submit them
so I can read through and make sure that every student is understanding this lesson.
Technology Prerequisite skills:
A simple understanding of the basics of Google Docs
Know how to log onto email

5. Materials:
-A handout for GOTE (what it stands for, what it means, etc)
-Short scenes (3) that everyone will receive to be able to employ GOTE with. The students will use this
scene to figure out a characters GOTE.
-Computer (for each student or atleast enough that every other student can have a computer
-Projector
6. Essential Questions or Big Picture Statement:
What are the choices you make when you create a character?

7. Introduction/Anticipatory Set:
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Fall 2014
Show a short video about goats doing cute things at the beginning of the class. Then inform the class
that unfortunately we will be learning about a different kind of goat (GOTE). Its fun but short so that we
can get straight to the work for the day.
https://www.youtube.com/watch?v=G_pnX55avyk

8. ****Step-by-Step Lesson Process:**** List the exact sequential steps you will use to help students
successfully accomplish the objective(s) of this lessonin chronological order. Also list estimated TIME
FRAMES for each step. Include enough detail that a substitute teacher could pick up your lesson plan
and teach it. Make sure to include what STUDENTS will do and what the TEACHER will do for each step in
the lesson. Also include forms of differentiation: How will you provide additional support or challenge
to students of varying abilities, interests and learning styles?

1) HOOK: Play Goat video to get students attention. (3 minutes)


2) Instruction of the content: This is where I will give learning targets for the day and an
introduction to todays topic. Learning the basics of GOTE. Hand out GOTE information
sheet. (7 minutes)
3) What is GOTE? Goal (What the character wants to achieve by the end of the scene and
overall goal(for the entire play)). Obstacle (What is keeping the character from reaching
their goal? Who?). Tactics (What can the character do to get to their goal/break through
the obstacle? Tone? Physical action? Etc). Expectations (Does the character expect to
reach their goal? Is it supposed to be quick or will it take a while to reach the goal?). (20
minutes)
4) Modeling: This is where everyone will log onto their Google accounts and open up the
document I shared with them. It will have three different short scenes and then places
where they can fill out the characters Goal, Obstacle, Tactics, and Expectations. I will go
through a sample character on another Google doc that they can access. Students should
make a copy of the document I share with them and then get into pairs and share their
work with me before they begin so all of them are turned in. (5 minutes)
5) Check for understanding of the content: Students will go off on their own, maybe in
pairs and see if they can add to the document what the characters Goal, Obstacle, Tactics,
and Expectations are. Students should write the page number and beginning part of the
line which helped them get their answers. As this is happening, I will walk around the
classroom to check and make sure that the students know what is expected of them, if
they have questions, etc. (15 minutes)
6) Guided: We will then come together, go over the answers quickly and I will answer any
questions the students might have. Well have a quick Check for understanding of the
process with a fist to five and if they are ready to go, they will go off and work on the
other two short scenes I have given them. (10-20 minutes)
7) Closure: Once students are done or close to being done with other scenes, we will come
back together in a circle and we will hopefully have time to go over them. I will ask if the
students have any more questions. I will give them their exit ticket. (10-20 minutes)

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Fall 2014
10. Teacher reflection on Lesson to complete after you have taught:
1. To what extent did the students meet the learning objective(s), and what evidence do you have
to support your conclusion?
Students met learning objectives in class period as expected. I read through all of the exit
tickets and only a few didnt get full points and even then it was just a word or two that
werent defined correctly.
2. Based on the success in achieving the objective, what would be your next instructional steps?
From here on we really dive deep into each part of GOTE. One day will be spent on Goals and
Objectives and the next day will be spent focusing on Tactics and Expectations.
3. What aspects of the lesson went well, and how do you know?
When students went to work on their own and find the GOTE for a character, this worked out
well. I know because I did a check for understanding so I made sure students stayed on track
as well as making sure they had the right knowledge to do a good GOTE.
4. What would you do differently next time, and how did you know this part of the lesson did not
work as well as it could have for you and/or the students?
Maybe there wont be enough time at the end of class to work on two more scenes and GOTEs
for the characters so I would just give the students one other scene to work with.

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