Beruflich Dokumente
Kultur Dokumente
ng Unit
Plan
Drama
20/30
Spring 2016
Brayden Haidenger
Lethbridge Colligate Institute
TA: Kelly Frewin
UC: John Poulsen
March 14- 24
Table of Contents
Table of Contents
Rational
Unit Objective
Unit Overview
Appendix of Activities
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5
Pg. 1
Pg. 2
Pg. 2
Pg. 3-4
Pg. 5-8
Pg. 10-11
Pg.12-14
Pg.15-16
Pg.17-19
Pg.20-21
Lesson Plan 6
Lesson Plan 7
Lesson Plan 8
Lesson Plan 9
Assessment
Handouts
Bibliography
Pg.22-23
Pg.24-25
Pg.26-27
Pg.28-29
Pg.30-33
Pg.34-37
Pg. 38
Rational
Through the study of the dramatic element of playwriting the students take steps towards
enhancing their understanding of themselves, their peers and communication of their ideas and
thoughts. All of which strive towards the three goals of Senior High Drama; to acquire
knowledge of self and others through participation in and reflection of dramatic experience, to
develop competency in communication skills through participation in and exploration of various
dramatic disciplines, and to develop an appreciation for drama and theatre as a process and art
form. (Senior High, pg. 4-5) By writing and working with the elements of story and character
from the perspective of a playwright a deeper appreciation of the dramatic arts can be developed
while simultaneously allowing the student to explore their own thoughts and feelings through
expressing themselves with in the limitations and freedoms of playwriting.
Unit Objective
In order for the students to be successful in playwriting the student must be exposed to
other scripts, productions and examples so that they can see how the elements of character, story,
and the script are used to express ideas and visions. The student must also be able to experiment
with creating these same elements. Finally they may need guidance when working with and
combining these elements together so that the students ideas and visions can be realized.
Skill Breakdown:
Character Development
o Lessons: 5, 6, 7, 8, 9.
o Playwriting (Senior High) Outcomes:2,4,6,8,9,11
Story Elements
o Lessons: 2, 4, 8, 9.
o Playwriting (Senior High) Outcomes:2,4,7,9,10,11
The Script (Formatting, Monologue, Dialogue)
o Lessons: 3, 4, 7, 8, 9.
o Playwriting (Senior High) Outcomes: 1,3,5,7,8,11,12,13
Orientation
o Lesson 1
o Orientation Outcomes (Senior
High)1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22
o Playwriting Outcome (Senior High) 13
Lesson 1The student will create and perform four tableaus that demonstrate class rules,
expectations and what has happened during the class, and how the students think
the class will end.
Name and Movement game, Walk Around- Greet/Walk like, Atom, Shapes, Tableaus
Orientation (Sr. High)1- 22
Playwriting Outcome (Senior High) 13
CHECKLIST FOR PARTICIPATION
Lesson 2
The student will create and perform a retelling of a fairy tale or folk tale.
Discussion, Journal Write, Class story, Performance
Playwriting (Sr. High) 2,4,7,9,10,11
CHECKLIST FOR PARTICIPATION
Lesson 3
The student will analyze the basics of a script format and share it with the class.
Quiz, Journal Write, Discussion, Script Analysis
Playwriting (Sr. High) 1,3,5,7,8,11-13
CHECKLIST FOR PARTICIPATION, QUIZ ON STORY ELEMENTS
Lesson 4
The student will be able to compare video clips for; character, story, plot, style,
diction, format, exposition, etc.
Quiz, Discussion, Journal Write, Term Review, Watch videos and Discuss
Playwriting (Sr. High) 1-5,7-13
CHECKLIST FOR PARTICIPATION, QUIZ FOR SCRIPT FORMATTING
Lesson 5
The student will create and perform fictional characters created with in the game
Detective.
One Word Story, Telephone Role Play, Detective
Playwriting (Sr. High) 2,4,6,8,9,11
CHECKLIST FOR PARTICIPATION
Lesson 6
The student will create two fictional characters and a fictional setting.
It would be interesting write, Journal Write, Walk Around-Character creation,
Character worksheet
Playwriting (Sr. High) 2,4,6,8,9,11
CHECKLIST FOR PARTICIPATION/ COMPLETION
Lesson 7
The student will create and write a monologue for a fictional character.
Discussion, Walk Around-Monologue, Pair Character Monologue, Journal Write, Edit
Journal Free Write, Monologue Write
Playwriting (Sr. High) 2,4,6,8,9,11
CHECKLIST FOR PARTICIPATION
Lesson 8
The student will create and write a dialogue between two fictional characters.
Discussion, Examples, Coached Improvisation, Partner Write, Scene out of a Hat write,
Review of Script Format
Playwriting (Sr. High) 1- 13
CHECKLIST FOR PARTICIPATION
Lesson 9
The student will create and write a scene consisting of two or more characters,
dialogue, and a monologue.
Discussion, Bring it all back, Writing time
Playwriting (Sr. High)1-13
CHECKLIST FOR PARTICIPATION/ COMPLETION BASED ON SUBMITTED
DRAFT
Appendix of Activities
Edit Journal Free Write- After a specific free write exercise the students will read
through what they have written, select five things of interest from their writing, (such as
phrase, words, sentences) they will then incorporate these five things to guide their
creation of a monologue.
Journal Write- Free writes for a limited period of time. The topic varies from class to
class, depending on the focus and the surrounding activities. Prompts will be provided by
the teacher.
Monologue Write- Like a journal write but in the format of a monologue, students are to
integrate the five points of interest from the Edit Journal Free Write, and may use the
optional prompt of Chris pulls Terry into an empty classroom and says, I have
something to tell you. (Playwriting Kick Start, pg.28.)
Name and Movement game- Orientation game. In a circle the students will say their
name and do a movement, the rest of the class will then copy the name and movement.
The teacher will then go through the circle trying to remember each students name and
movement.
One Word Story- Going around the circle the students can say one word at a time to
verbally create a story.
Pair Character MonologueA.)In pairs one student will be A and the other B. As will then stand up and talk about
eating watermelon. They must stay on topic for one minute. B is to keep track of umms,
and ahhhs, up to ten, as well as any repeating words or phrases. The students will then
debrief, then switch, B will talk about hairstyles for one minute and A will keep track of
repeat phrases and umms. As a class talk about how these are speech patterns that we use
when in front of people.
B.) In the same pairs A will then talk for a one minute as a member of royalty about
sandwiches. B will speak about daisies as if they were a wrestler giving their big speech
before a match. The students will then debrief about their characters speech patterns,
physical movements, similarities and how they can use exercises like this to write
monologues. (Move over Shakespeare, pg.19)
Partner Write- Each partner chooses a character and that characters motivation. The
students then agree on an unlikely setting for these characters to meet. One student writes
as their character. After the characters first line has been written they pass the paper to
their partner then who writes their next line as their character then passes it back.
Continue until a short dialogue is written. (Move over Shakespeare pg.26).
Quiz- Two ten question quizzes will be used to assess knowledge on story elements and
script formatting.
Scene out of a Hat write- The teacher will have two hats, one of which will have pieces
of paper with characters on it and the other will have descriptive settings. The students
will draw two character papers and one setting paper; they will then use these ideas to
write a dialogue between the two characters.
Script Analysis- Each student will be given a script or a section of a script to read and
perform an analysis on how the script is formatted, specific traits of the script, how
dialogue/ monologues are written in the script, and then share their findings with the
class.
Shapes- As the students walk around the class room the teacher will call out a number the
students will then get into groups of that number. The teacher will then call out a shape
for the group to make with their bodies. It is important that the students remember their
group members and their shape, as it is assigned a number from one to five. The students
will resume walking then a new number and shape is called and assigned a number. After
five shapes of varying sizes are made the teacher will call out a number from one to five
and the students make the associated shape with the matching group as quickly as they
can.
Tableau- In groups of 4-5 the students will create frozen images conveying events from
the day or classroom rules and expectations.
Telephone Role Play- In pairs one student will be A and the other B. A will role play as a
child calling home to ask their parents if they can sleep over at a friends place on a
school night. They are to keep coming up with reasons to stay at their friends house to
convince their parents. B plays the parent receiving the call and has to give reasons why
it isnt a good idea. The students are encouraged to talk and act like their respective
characters ages. Have a class discussion about character traits, dialogue and motivation/
conflict. Switch roles but this time A is a worker at a pizzeria trying to sell things to B
and B is a caller ordering pizza with unreasonable requests and doesnt want what A is
selling. Discuss again after. (Move of Shakespeare, pg. 26)
Term Review- As a class review terms discussed trough out the unit pertaining to script
writing, character, story elements, and script format.
Walk Around- The students walk around the classroom space and follow instructions
called out by the teacher. Variations:
Greet Shake classmates hands, high fives, say hello, etc.
Walk like- Walk like and animal, on the moon, underwater, old, zombie.
Character creation- With specific instructions the teacher will guide the students
through creating a character inspired by movement. Ex.) Walk like youre late for
something. As you walk come up with the thing that you are late for, class,
appointment etc. Now what kind of a job/ situation requires someone to attend
this event? What position would you hold and how long did it take you to get
there in a job situation, if it isnt job related think about why your character is
going to this event and who else is involved.
Monologue- The teacher calls when the students form pairs and then a topic.
Every student will talk about this topic at the same time to their partner. After an
allotted time, the teacher calls switch and a new topic and repeat. After a few
times, the students can then take turns speaking for a time.
Watch videos and Discuss- The teacher will show clips from various movies, tv shows,
and filming of productions and the class will discuss similarities, elements of story, plot,
character, diction, speech patterns, style, etc.
Writing time- Time for the student to begin writing their scripts during class time so that
they have access to the teacher for feedback, ideas, and clarification.
Lessons
Next Page
Lessons are subject to change.
Lesson Title:
Orientation- 1
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Orientation (Sr. High)1- 22
Playwriting Outcome (Senior High) 13
PROCEDURE
Introduction
Body
Time
25 min
Time
20 min
2 min
10 min
15 min
Time
5 min
Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist for students participation in the group tableau. Learning
Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 2
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 2,4,7,9,10,11
-Empty Classroom.
-Fairy Tale story- Book.
-Checklist.
-Attendance sheet.
-Plot Chart Hand out.
PROCEDURE
Introduction
Time
Body
Time
-Ask student to grab their note books. Discuss and allow for students to
take notes if needed for story elements. Pass out Plot handout.
Plot Chart:
o Beginning (Introduction)
o Middle
o End (Denouement)
o Climax
o Inciting Incident
Characters
Setting
Exposition
Style
Genre
10 min
10 min
2 min
20 min
20 min
Time
Assessment
-Formative assessment of the students knowledge and comfort with story elements and
participating in the class.
-Summative checklist of students participation in the performance, and a quiz next
class on story elements. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 3
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 1,3,5,7,8,11-13
PROCEDURE
Introduction
Time
5 min
Time
15 min
-After every one has handed in the quiz they can grab their note books to
write.
-Journal Write- Prompt: Write a story about a cat named
Chester who likes to eat cheese. (See Activity Appendix)
Time: 1 min.
-Have students share their story if they wish to.
-Script Analysis work. (See Activity Appendix)
-Go through an example of a page as a class.
Format
Dialogue
Monologue
Stage Directions
Titles
Scenes
Acts
Arrangement
-Individual Script Analysis. (See Activity Appendix)
-10 min. to work.
-15 min. to share as a class.
Closure
10 min
10 min
25 min
Time
12 min
Assessment
-Formative assessment of the students knowledge and comfort with scripts and sharing
their work with the class.
-Summative assessment checklist of participation for todays lesson, quiz next class on
format and script. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 4
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 1-5,7-13
PROCEDURE
Introduction
Time
5 min
Time
10 min
10 min
-Journal Write- Topic: What does the word theatre mean to you?
-Time: 2 min.
3 min
-Go over the terms the students are to pay attention to as they watch the
videos:
Character- Protagonist, Antagonist, supporting.
Story Elements
Exposition
Diction
Style
Format
Theatre/ film comparison
Monologue
Dialogue
Pace
2 min
-Watch videos and debrief with the class after each clip about the
previously discussed terms.
40 min
Videos:
-Dr. Horribles Sing Along Blog. Start to 5:30.- Focus on exposition,
monologue, style, character.
https://www.youtube.com/watch?v=-OSyrbmLkKA&list=PLfE6Mkstplt7yVIg26hcegK3ghlXhA-C
- Bob and Doug McKenzie Start to finish- 2:04- Focus on character,
dialect/diction, style, Theatre vs. Film.
https://www.youtube.com/watch?v=ssCZWBtwUTI
-The Duck Variations Part 1 Start to 5:10- Focus on character, diction,
staging, style, format, dialogue, pace.
https://www.youtube.com/watch?v=GTg2lN75WO0
-The Reduced Shakespeare Company- Romeo and Juliet Start to 13:14 (if
time allows) Focus on style, pace, exposition, dialogue, adaption.
https://www.youtube.com/watch?v=-XR1qWLaagU
Closure
Time
7 min
Assessment
-Formative assessment of the students knowledge and comfort with analyzing
materials for their relation to theatre.
-Summative assessment checklist for participation in writing of notes and involvement
in discussion. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 5
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 2,4,6,8,9,11
PROCEDURE
Introduction
-In the circle play One Word Stories (See Activity Appendix)
-Have class get into pairs and play Telephone Role Play. (See Activity
Appendix)
Time
5 min
Time
5 min
10 min
-Explain the game of Detective, and play it. (See Activity Appendix)
25 min
Closure
Time
5 min
Assessment
-Formative assessment of the students skills and comfort at creating ideas.
-Summative checklist for participation in the Detective activity. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 6
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 2,4,6,8,9,11
PROCEDURE
Introduction
Time
-Introduce the It would be interesting write and then have the students
write for 2 min. (See Activity Appendix)
-Have each student share one with the class.
- Guided Journal Write (see activity Appendix)
-Topic one: Observation write- Classroom.
-Ask the students to move their chair somewhere in the classroom.
-Then instruct them to stay in their chair and describe the classroom from
where they are by writing it down.
-Using all of the senses. Sight, Smell, Touch, Hearing, Taste.
-Students can share one or two things each.
-Guided Journal Write
-Topic two: Imagined Observation Write.
-Instruct the students to get comfy in the classroom, laying or sitting and
close their eyes and listen to you tell a story.
-Read the students Forest Imagery Relaxation Read.
-Have the students write in their journal about what they observed in the
cabin in the woods.
-Get the students to move their writing materials and chairs to the side of
the room.
-Have the students Walk Around. (See Activity Appendix)
-Variation of greet, walk like, and move into character creation.
-Guide the students through using a walk to create a character physically.
-Hand out the Character Worksheet and have them fill it out the best
they can for the character they created.
-Put writing stuff away, repeat walk around character creation with new
instructions to create a new character. Fill out Character sheet number
two.
-Have the students share their characters with the class, or show the
teacher for completion if they do not wish to share.
5 min
Time
5 min
5 min
20 min
25 min
Closure
Time
17 min
Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist for completion and participation. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 7
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 2,4,6,8,9,11
PROCEDURE
Introduction
Time
5 min
Time
5 min
15 min
25 min
Closure
20 min
5 min
Time
2 min
Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist of participation in the activity. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 8
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 1- 13
PROCEDURE
Introduction
Time
5 min
Time
10 min
15 min
15 min
25 min
Closure
Time
7 min
Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist for participation. Learning Objective 1.
Additional Notes:
Lesson Title:
Playwriting- 9
Course:
Drama
20/30
Brayden
Haidenger
March. 5. 2016.
COURSE OUTCOMES
Playwriting (Senior High) 1-13
PROCEDURE
Introduction
Time
5 min
Body
Time
-Discuss with the class the expectations, due date (Tuesday. April 5.), and
rubric for the assignment.
-Discuss previous lesson and how they can be used for this assignment.
-Discuss how placed limitations on the work can lead to creative writing.
15 min
-Lead the class through the activity Bring it all back. (See Activity
Appendix)
-Work time for the students work on their script.
-Can use computers to type.
(Get access to computer lab?)
-Be available to answer students questions.
-Circulate to check in on students and their progress.
10 min
Closure
Time
7 min
40 min
Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative assessment of assignment completion after they have been submitted.
Learning Objective 1.
Additional Notes:
Assessments
Drama 20/30 CHECKLIST FOR PARTICIPATION
Student
Cahoon,
Nathan
Dyken,
Shyla
Hamilton,
Lauren
Kwan,
Jonathan
Leishman,
Cayleigh
Loman,
Cassidy
Malon,
Nathalie
McDonald
, Cedric
Nelson,
Victoria
Proehl,
Leighton
Smith,
Madison
Swidinsky,
Nick
Wilson,
Bailey
Lesson
1
Lesson
2
Lesson
3
Lesson
4
Lesson
5
Lesson
6
Lesson Lesso
7
n8
TOTAL
Lesson #9
Student
Outcomes
Playwriting
(Sr. High)
1-13
0No
Attempt
1Attempt
Made
2Completed
to
Expectatio
n
TOTAL /10
8.) Narrator
Definition
A.) The character who impedes the action of the play.
B.) A one dimensional character such as a maid or
delivery boy.
C.) The event or decision that sets the rest of the plots
events in motion.
D.) The person or character who provides the audience
with information that is outside the main action of the
play.
E.) Where the characters, setting, and conflict are
introduced. Plus any necessary information for the
audience.
F.) The character who advances the action of the play.
G.) The turning point for the protagonist. The highest
point in the action.
4.) _____ 5.) _____6.) _____ 7.) _____8.) _____ 9.) _____10.) _____
TOTAL /10
Matching: Match the term on the right with the definition on the right. Right the correct letter in
the corresponding space below the chart.
Term
1.) Thought
2.) Pace
3.) Diction
4.) Scene
5.) Stage Directions
6.) Exposition
7.) Act
Definition
A.)An instruction written into the script of a play, indicating stage actions,
movements of performers, or production requirements.
B.) The plays division to follow the layout of introduction, rising action,
climax, falling action, and conclusion.
C.) The necessary background information revealed to the audience.
D.) Any portion of dramatic work that can stand on its own as a unit of
action.
E.) The rate or speed at which characters speak, circulate or move,
literally or metaphorically, towards a goal,
F.) The plays words expressed in dialogue or monologue that are
appropriate to the character and thought of the play.
G.) The subject, theme, plays message or idea.
CHARACTERS:
______________________
______________________
Where:____________________
______________________
______________________
______________________
______________________
__________________________
__________________________
When:_____________________
SETTING:
__________________________
__________________________
Story Elements
Conflict: A characters struggle with themselves, with an idea, with another character, with the
environment.
Plot: The main story line of the play.
Introduction/ Exposition: Where the characters, setting, and conflict are introduced.
Plus any necessary information for the audience.
Inciting Incident: The event or decision that sets the rest of the plots events in
motion.
Rising Action: Events that raise the stakes and build upon each other leading up to
the climax.
Climax: The turning point for the protagonist. The highest point in the action.
Falling Action: Where the conflict begins to unravel. Where the protagonist is
victorious or is defeated.
Resolution/ Conclusion/ Denouement: Where the conflict is resolved and the plot
ends.
Character: The person, created by the playwright, who is appropriate to the plot and thought of
the play.
Character types:
Protagonist: The character who advances the action of the play.
Antagonist: The character who impedes the action of the play.
Utilitarian Character: A one dimensional character such as a maid or delivery boy.
Confidant: The character who asks questions to enable the protagonist and antagonist
to revel information the audience needs to know.
Raissoneur: the character who speaks with the voice of reason to offset extreme
behaviour.
Narrator: The person or character who provides the audience with information that is
outside the main action of the play.
Typical Personages: Characters who represent immediately recognizable averages
persons.
The Delightful Eccentric: The character who has an unusual or colourful personality.
Setting: The place in which the action takes place.
Script Basics
Thought: The subject, theme, plays message or idea.
Diction: The plays words expressed in dialogue or monologue that are appropriate to the
character and thought of the play.
Format:
1.) The traditional typographical form for transcribing the play script including inciting incident,
rising action, climax, and denouement.
2.) How the words are arranged on the page of the script, including lines, stage directions,
headings. Ex.)
DOUG: Hey John how is it going today?
JOHN: (sadly) Ive been better.
Stage Directions: An instruction written into the script of a play, indicating stage actions,
movements of performers, or production requirements.
Exposition: The necessary background information revealed to the audience. There are two
types: information known to everyone on stage and information known by some or one of the
characters.
Act: The plays division to follow the layout of introduction, rising action, climax, falling action,
and conclusion.
Scene: Any portion of dramatic work that can stand on its own as a unit of action.
Structure: the framework or general shape of a script including beginning, middle, and end and
inciting incident, rising action climax, and denouement.
Pace: The rate or speed at which characters speak, circulate or move, literally or metaphorically,
towards a goal, For example, an increase in pace may coincide with an increase in emotional or
comic tension.
Bibliography
Bob & Doug McKenzie - Donut Shop Parking. (n.d.). Retrieved March 06, 2016, from
https://www.youtube.com/watch?v=ssCZWBtwUTI
CWC Student Showcase 2010 - Duck Variations Part 1 of 3. (n.d.). Retrieved March 06, 2016,
from https://www.youtube.com/watch?v=GTg2lN75WO0
Dr. Horrible's Sing-Along Blog: Act One - Part One. (n.d.). Retrieved March 06, 2016, from
https://www.youtube.com/watch?v=-OSyrbmLkKA
Hoomes, E. W. (1998). Create-a-drama: Writing a script. Hawthorne, NJ: Educational
Impressions.
J. Z., & C. H. (2006). Move Over Shakespeare Playwriting in the Classroom. Jennifer Zwiers
and Christine Harvey.
L. P. (2013). Playwriting Kick-Start. Crystal Beach, ON: Theatrefolk.
Reduced Shakespeare Company: Romeo and Juliet. (n.d.). Retrieved March 06, 2016, from
https://www.youtube.com/watch?v=-XR1qWLaagU
Spotlight: E-News from Theatrefolk. (n.d.). Retrieved March 06, 2016, from
http://www.theatrefolk.com/spotlight/28
Teacher resource manual, drama: Junior high school. (1989). Edmonton: Curriculum Support,
Alberta Education.
Teacher Resource Manual: Drama: Senior High School. (1989). Edmonton: Alberta Education.