Ashley Williford

Field Study Teacher: N/A

Grade Level: 9-12
Unit: Theatre Administration
minute classes
Day, Date, and Time of Lesson: n/a

School: N/A
Number of Students in Class: 14
Lesson Duration: Two 55

1. Objective(s):
BytheendofthelessonstudentswillbeabletouseGoogleDocstocollaboratewitha
classmatetocreateaprogramforashowoftheirchoice.
2. ColoradoAcademicStandards:
Standard3:CriticallyRespond
ConceptandSkillsMastered:Respectfortheatreprofessions,culturalrelationships,
andlegalresponsibilities.
EvidenceOutcome:
a.

Investigate and explain the knowledge, skills, training, and self-discipline needed
to pursue careers and vocational opportunities in theatre (DOK 2-3)

ISTE (Technology Standards for Students)

1. CreativityandInnovationStudentsdemonstratecreativethinking,construct
knowledge,anddevelopinnovativeproductsandprocessesusingtechnology.
a. Applyexistingknowledgetogeneratenewideas,productsorprocesses.
b. Createoriginalworksasameansofpersonalorgroupexpression.
c. Usemodelsandsimulationstoexplorecomplexsystemsandissues.
d. Identifytrendsandforecastpossibilities.
2. CommunicationandCollaborationStudentsusedigitalmediaandenvironmentsto
communicateandworkcollaboratively,includingatadistance,tosupportindividual
learningandcontributetothelearningofothers.
a. Interact,collaborateandpublishwithpeers,expertsorothersemployinga
varietyofdigitalenvironmentsandmedia.
b. Communicateinformationandideaseffectivelytomultipleaudiencesusinga
varietyofmediaandformats.
c. Developculturalunderstandingandglobalawarenessbyengagingwith
learnersofothercultures.
d. Contributetoprojectteamstoproduceoriginalworksorsolveproblems.

3. LearningTarget(s):
IcanuseGoogleDocstocollaboratewithaclassmatetocreateaprogramfora
show.

Ashley Williford

4. Assessment:
FormativeAssessment:OnceIhavetaughtthestudentshowtousetheprogramwe
willcompleteaFisttoFiveactivityaskingthestudentshowconfidenttheyfeel
withtheinformationandiftheyarereadytocreatetheirprogram.Iwilladdressany
questionsthestudentsmayhavehere.
SummativeAssessment:Iwillknowthatthestudentshavemetthelearningtargets
bythemfollowingtheProgramChecklistwiththeirpartnersandsharingtheir
collaboratedprogramswithmethroughGoogleDocs.
Key Vocabulary:

Format
Align
Program
Column
Share
GoogleDocs
Insert
Collaborate

Prerequisite Technology Skills: The students will only need basic computer
technology skills, which I am confident almost all will have since they are growing
up in the digital age. Also, students will be paired up with a partner so they can help
each other out and problem solve. I will also be there to assist with any technical
difficulties they may have.

5. Materials:
Computer
Showinformationoftheirchoice
ProgramChecklist
GoogleDocsAccount
SmartBoard
6. Introduction/AnticipatorySet:
Iwillstarttheclassbyaskingthemwhytheythinkplaybills/programsareimportant.
Wewillthentaketurnsreadingashortfunarticleaboutthehistoryofplaybills
(whilethislessonisntaboutthehistoryofplaybillsIamhopingthatthearticlewill
gettheminterestedincreatingone)andwillshowthempicturesfromplaybills
throughouthistory.
http://thecamerinoplayers.com/Playbills/index.html

Ashley Williford

7. Essential Questions or Big Picture Statement:

Today we will be learning about Google Docs and how we can use the program to
assist with Theatre Administration work such as creating a program for a show. We
will learn the aspects of creating a program and the pertinent information to include
in these programs. This will also teach the students a different not performance
aspect of theatre.
8. ****Step-by-Step Lesson Process:****
NOTE: I will be doing a lot of this with a smart board connected to the computer so
that they students can follow along with me while I model how to create a program.
Step One: I will conduct the ANTICIPATORY SET. Please see above for details. (12
Minutes).
Step Two: I will direct the students towards the Google Docs sign in page. If the
students already have an account I will direct them to log on and if they dont I will
do a step by step on how to create an account. (5 Minutes).
Step Three: Once everyone is logged on I would guide the students on opening a
new Google Doc. (1 minute).

Step Four: Once everyone has created a new Google Doc I will walk the students
through setting their page into landscape by selecting File > Page Set Up and
selecting Landscape. (2 Minutes).
Step Five: As a class we will then create the Colums for the program that fit a 8.5
X 11 inch paper. To do this we will go into Table > Insert Table and select the
columns that are side by side. (2 Minutes).
Step 6: This next set is where I will show them how to insert images and ways to
format their program. (7 Minutes)
NOTE: STEPS 1-6 ARE EXAMPLES OF DIRECT INSTRUCTION AND MODELING.
Step Seven: I will give the students time play around with creating a program
while I walk around the room and answer questions and help the students. This is a
GUIDED PRACTICE. (15 Minutes)
Step Eight: Once the students have had time to play with the program and get
used to it I will then show them how to remove the guidelines by going to Table >
Table Properties and remove color from the guidelines. (2 Minutes)
Step Nine: I will then show my students how to share their google doc with others

Ashley Williford
and ask that all of them share their drafts with me. This will count as a FORMATIVE
ASSESSMENT, an EXIT TICKET, and a CHECK FOR UNDERSTANDING to see that
they know how to share their document and that they followed along with the
DIRECT INSTRUCTION. (4 Minutes).
NOTE: STEPS 8 & 9 ARE EXAMPLES OF DIRECT INSTRUCTION AND
MODELING.
Step 10: At the end of this first portion I will conduct a Fist-to-Five to gauge the
students confidence on the program and what clarifications they need. I will write
down the clarifications on the board and we will go over them at the start of the
next class day. (6 Minutes).
NEXT DAY
Step One: I will start the class by going over the clarifications list that we came up
with in class the previous day. (10 Minutes)
Step Two: The class will split off into pairs (of their choosing) to create their
programs (about any show they want) by using the collaboration (share) aspect of
Google Docs. Each student will take a portion of the program to complete in order
for both of them to be working on the document at the same time. This will be an
example of INDEPENEDNT PRACTICE. I will give the students the rest of the class
period to work on these programs and I will be there to assist. The programs should
be done by the end of the class period since the work is being split between two
partners and because they are making up the information in their program (they get
to make it for any show they would like, even past shows if they do not want to
make up the info). At the end of the class period I will have the students share their
programs with me through Google Docs and this will count as their SUMMATIVE
ASSESSMENT and they will be graded on if they included the aspects of the
Program Checklist. If the students are not finished with their programs by the end
of class I will give them time to finish during the next class. I do not want to assign
this as homework in case some students do not have access to a computer at
home. (40 minutes)
Step Three: I will then assign a quick write for the students to take home as
homework and act as an entry ticket the next day to class. The students will have to
handwrite one paragraph on what they this the importance of a program is for a
show. This will also act as CLOSURE for the lesson. (5 Minutes)
NOTE: THIS LESSON PROMOTES DIFFERENTION BECAUSE IT ALLOWS
STUDENTS TO WORK AT THEIR OWN LEVEL OF TECHNOLOGY
PROFECIENCY (MORE ADVANCED STUDENTS HAVE THE O PTION TO
CREATE A MORE ADVANCED PROGRAM WHILE LESS ADVANCED
STUDENTS WILL HAVE THE OPTION TO CREATE A LESS ADVANCED
PROGRAM ) BECAUSE THEY ARE BEING GRADED THROUGH FORMAT
(WHICH I WALK THEM THROUGH) AND IF THEY INCLUDED THE ITEMS
ON THE CHECKLIST. ALSO, FOR STUDENTS THAT MAY NEED MORE
ACCOMODATION I WILL HAVE A REVISED CHECKLIST THAT INCLUDES

Ashley Williford
ONLY SOME OF THE ASPECTS TO INCLUDE IN THE PROGRAM BUT
THEY WILL STILL BE GETTING THE SAME OUTCOME OF LEARNING
HOW TO PUT TOGETHER A PROGRAM ON GOOGLE DOCS. STUDENTS
WILL NOT BE GRADED ON HOW COOL OR CREATIVE THEIR
PROGRAM IS.
STUDENTS THAT MISS CLASS WILL HAVE TO SEE ME DURING LUNCH OR
AFTER SCHOOL WHERE I WILL TAKE THE TIME TO WALK THEM
THROUGH GOOGLE DOCS AND HOW TO CREATE A PROGRAM. I WILL
THEN GIVE THEM A WEEK EXTENSION TO CREATE A PROGRAM ON
THEIR OWN TIME. I WILL HAVE COMPUTERS ACCESIBLE TO STUDENTS
DURING LUNCH AND AFTERSCHOOL.