Before class begins, draw a cross section of a fly system on the whiteboard. If possible, use different colors for each of the main parts of the fly system so the different parts stand out. After quickly taking roll, ask the class: What is this? Do you know any of the parts of the fly system? If so, what? How does this work? What is it used for? Tell the students to leave their things in the classroom as we will be going onstage to have a closer look at the fly system. REMEMBER to tell students to leave any loosely hanging clothing or jewelry because it will increase the risk of injury while operating the fly system.
PRESENTATION:
1. Modeling/Instruction a. Demonstrate and explain to the students safety the following safety procedures. i. Checking a line ii. Unlocking a line iii. Flying in/out iv. Loading/Unloading
2. Checking a. Students will explain to a partner the process for correctly checking a line, bringing a line in/out, locking a line, and loading/unloading weights/scenery/etc. b. Partners will list possible negative results if the fly system is not operated correctly.
3. Guided Practice a. Students will demonstrate how to correctly lock a line.
CLOSURE:
Explain that later in the year they may be expected to operate the fly system on their own. In order to do that, they need to prove that they know and consistently follow all safety procedures and have a knowledge of the different parts of the fly system and how it works.
ASSESSMENT:
5/5 points for demonstration of how to lock the fly. Proficiency 5/5 points. 1. Adaptations a. Students who do not achieve a score of 5/5 will be given the opportunity to re-take the exam. b. Students with disabilities may do the demonstration with another student and as a team talk through the steps as they do it.
