Unit

Plan: Drama 9-10 Mt Doug SS

TITLE: Shakespeare On Your Feet

In this 6-week unit, students will engage with Shakespeare’s plays, and investigate the language, characters, and theatrical elements.

Rationale: (context and why unit matters)

Students will connect with Shakespeare’s works and develop skills in understanding and interpreting the playwright’s text.

Culminating tasks or events to celebrate or bring together the learning

Students will present a scene from a Shakespeare play either as written, or ‘translated’ into a modern context.

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: (big picture reminders)

Communication Thinking Personal & Social

✔ Connect and engage with others (to share Creative Positive Personal & Social Identity ¨ Well-being
and develop ideas) Social Responsibility

✔ Novelty and value ✔ Relationships and cultural

✔ Acquire, interpret, and present information
✔ Generating ideas contexts ¨ Contributing to community and
(includes inquiries)
✔ Developing ideas ✔ Personal values and choices caring for the environment
✔ Collaborate to plan, carry out, and review
Critical ✔ Personal strengths and abilities ✔ Solving problems in peaceful ways
constructions and activities
✔ Analyze and critique Personal Awareness & Responsibility ✔ Valuing diversity
✔ Explain/recount and reflect on experiences
Question and investigate ✔ Building relationships
and accomplishments ✔ ✔ Self-determination
✔ Develop and design ✔ Self-regulation
 Big Ideas(curriculum) Learning Intentions. Create a list of the knowledge/skills you
want the students to acquire in this unit
• Collaborative drama experiences can build community and nurture
relationships with others. • Students will develop skills in understanding and
UNDERSTAND

• Drama communicates ideas, emotions, and perspectives through communicating the Early Modern English of Shakespeare’s
movement, sound, imagery, and language. text.
• Active participation in drama creates personal and cultural connections • Students will become familiar with the devices, techniques
and reveals insights into human experience. and stories of Shakespeare’s plays.
• Drama offers dynamic ways of exploring our identity and sense of • Students will connect stage directions/movements to
belonging. textual evidence.
• Students will collaborate to develop and design an
interpretation of a scene from a play by Shakespeare.
• Students will practice theatre techniques in devising,
dramaturgy, acting, directing, and designing.

Curricular Competencies: (skills)

• Explore relationships between identity, place, culture, society, and belonging through dramatic experiences
• Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental in relation to drama
• Take creative risks to experience and express thoughts, emotions, and meaning
• Describe, interpret, and evaluate how performers and playwrights use dramatic structures, elements, and techniques to create and
communicate ideas
• Collaborate through reciprocal relationships during creative processes
DO

• Create artistic works both collaboratively and as an individual using ideas inspired by imagination, inquiry, and purposeful play

Content (learning standards):

• the roles of performers and audiences in a variety of contexts

KNOW

• traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through artistic works
• personal and social responsibility associated with creating, performing, and responding in the arts
• skills specific to a drama genre and/or style
• the role of the performer, audience, and venue
• the influences of time and place on the emergence of dramatic works
STAGE 2: Assessment Plan

Formative Assessment (for learning):

In-class discussions; text review; group work; low-stakes improv; rehearsal
Summative Assessment (of learning):

Students will perform a scene from a play by Shakespeare OR develop a modern interpretation of the scene; they will write a reflection of the process.

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson
descriptions that connect to assessment for and of learning

Learning Intentions Description of Learning Assessment Assessment Criteria
Activities & Strategies Method/Tool
What are the unit level learning intentions? What teaching strategies & activities will you What method (e.g. By what criteria do you
What do you want students to utilize to enable students to achieve the learning write/say/do) and decide that the outcome
learn/understand/appreciate? outcomes? tool/instrument will you has been successfully met?
use to collect evidence of What will you look for in
the learning? the evidence?

LESSON 1
intro to Shakespeare
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play From Here to There. Discuss how you
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s knew how to move. Textual clues. becoming comfortable
text.
Play Forsooth! with the text?
• Students will become familiar with the

devices, techniques and stories of What are your ideas about Shakespeare?
Shakespeare’s plays. Affinity mapping: What do you know about
Shakespeare? Line on board (Positive<---->not
 at all sure)

Begin Henry V prologue: choral speech.

LESSON 2
Pop sonnets
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text.
with the text?
• Students will become familiar with the Small groups: hand out pop sonnets to

devices, techniques and stories of decipher. Time them. At end, ask each group to Observe: are they
Shakespeare’s plays. read their favourite out loud, other groups developing an
guess. understanding of how
Students will listen, ask Early Middle English
Short overview of EME language usage: questions. works?
modifiers, assonance/alliteration; comparison.
Use of EME pronouns (thee/thou/thy); ellipses

LESSON 3
Dropping in
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Cast Hamlet I.i. for readers and actors. Explain
Students will encounter Observe: Are they
devices, techniques and stories of dropping in & practice technique. Go through
the text in a accessible
Shakespeare’s plays. scene three times: 1 to get the words in their becoming more fluent
and simplified way.
• Students will connect stage mouths and bodies; 2 to unpack and talk about with the language? Do
directions/movements to textual the scene; 3 to perform with this knowledge. If they understand it from
evidence. a drama context?
there’s time, do the scene again with new
• Students will practice theatre
actors/readers.
techniques in devising, dramaturgy,
 acting, directing, and designing.

LESSON 4
staging clues
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Work with Midsummer Night’s Dream II.ii; in
Students will encounter Observe: Can they
devices, techniques and stories of small groups, identify what the stage directions
the text in an accessible
Shakespeare’s plays. are. Perform the scenes (dropping in if desired) and simplified way. identify embedded stage
• Students will connect stage directions?
directions/movements to textual
evidence.

LESSON 5
Macbeth
Check in/Warm up. Students will work Observe: Are they
• Students will develop skills in together to play games becoming more fluent
understanding and communicating the Play Forsooth! and develop drama skills. with the language? Do
Early Modern English of Shakespeare’s they understand it from
Continue Henry V prologue: choral speech.
text. a drama context?
• Students will become familiar with the Brainstorm elements of Macbeth on board; Students will encounter
devices, techniques and stories of play Whoosh! with plot. Observe: Do they have a
the text in a safe and basic familiarity of the
Shakespeare’s plays.
Dropping in: Macbeth I.iii. Discuss characters, accessible way.
• Students will connect stage plot/characters of
directions/movements to textual stage directions, vocab. Macbeth?

evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.
LESSON 6
Macbeth cont.
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Continue with dropping in to finish scenes.
Students will encounter Observe: Do they have a
devices, techniques and stories of
In small groups, they create an improv scene the text in a safe and
Shakespeare’s plays. basic familiarity of the
based on the Macbeth scene. accessible way.
• Students will connect stage plot/characters of
directions/movements to textual Macbeth?
evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 7
The Dream
Check in/Warm up. Students will work Observe: Are they
• Students will develop skills in together to play games becoming more fluent
understanding and communicating the Play Forsooth! and develop drama skills. with the language? Do
Early Modern English of Shakespeare’s they understand it from
Continue Henry V prologue: choral speech.
text. a drama context?
• Students will become familiar with the Brainstorm elements of Midsummer Night’s Students will encounter
devices, techniques and stories of Dream on board; play Whoosh! with plot. Observe: Do they have a
the text in a safe and basic familiarity of the
Shakespeare’s plays.
Dropping in: MND I.ii OR I.i. Discuss characters, accessible way.
• Students will connect stage plot/characters of
directions/movements to textual stage directions, vocab. Dream?

evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.
LESSON 8
Dream cont.
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Continue with dropping in to finish scenes.
Students will encounter Observe: Do they have a
devices, techniques and stories of
In small groups, they create an improv scene the text in a safe and
Shakespeare’s plays. basic familiarity of the
based on the Dream scene. accessible way.
• Students will connect stage plot/characters of
directions/movements to textual Dream?
evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 9
Hamlet
Check in/Warm up. Students will work Observe: Are they
• Students will develop skills in together to play games becoming more fluent
understanding and communicating the Play Forsooth! and develop drama skills. with the language? Do
Early Modern English of Shakespeare’s they understand it from
Continue Henry V prologue: choral speech.
text. a drama context?
• Students will become familiar with the Brainstorm elements of Hamlet on board; play Students will encounter
devices, techniques and stories of Whoosh! with plot. Observe: Do they have a
the text in a safe and basic familiarity of the
Shakespeare’s plays.
Dropping in: Hamlet II.ii. Discuss characters, accessible way.
• Students will connect stage plot/characters of
directions/movements to textual stage directions, vocab. Hamlet?

evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 10
Hamlet cont. Check in/Warm up. Students will work Observe: Are they willing
together to play games to engage with the
• Students will develop skills in Play Forsooth!
and develop drama skills. language? Are they
understanding and communicating the
Continue Henry V prologue: choral speech. becoming comfortable
Early Modern English of Shakespeare’s with the text?
text.
Continue with dropping in to finish scenes.
• Students will become familiar with the Students will encounter Observe: Do they have a
devices, techniques and stories of In small groups, they create an improv scene the text in a safe and
basic familiarity of the
Shakespeare’s plays. based on the Hamlet scene. accessible way.
plot/characters of
• Students will connect stage Hamlet?
directions/movements to textual
evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 11
Julius Caesar
Check in/Warm up. Students will work Observe: Are they
• Students will develop skills in together to play games becoming more fluent
understanding and communicating the Play Forsooth!
and develop drama skills. with the language? Do
Early Modern English of Shakespeare’s they understand it from
Continue Henry V prologue: choral speech.
text.
a drama context?
• Students will become familiar with the Brainstorm elements of Hamlet on board; play
Students will encounter
devices, techniques and stories of Whoosh! with plot. Observe: Do they have a
the text in a safe and
Shakespeare’s plays. basic familiarity of the
Dropping in: JC III.i. Discuss characters, stage accessible way. plot/characters of JC?
• Students will connect stage
directions/movements to textual directions, vocab.

evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.
LESSON 12
JC cont.
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Continue with dropping in to finish scenes.
Students will encounter Observe: Do they have a
devices, techniques and stories of
In small groups, they create an improv scene the text in a safe and
Shakespeare’s plays. basic familiarity of the
based on the Julius Caesar scene. accessible way.
• Students will connect stage plot/characters of JC?
directions/movements to textual
evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 13
Twelfth Night
Check in/Warm up. Students will work Observe: Are they
• Students will develop skills in together to play games becoming more fluent
understanding and communicating the Play Forsooth! and develop drama skills. with the language? Do
Early Modern English of Shakespeare’s they understand it from
Continue Henry V prologue: choral speech.
text. a drama context?
• Students will become familiar with the Brainstorm elements of Twelfth Night on Students will encounter
devices, techniques and stories of board; play Whoosh! with plot. Observe: Do they have a
the text in a safe and basic familiarity of the
Shakespeare’s plays.
Dropping in: 12N I.v. Discuss characters, stage accessible way.
• Students will connect stage plot/characters of 12N?
directions/movements to textual directions, vocab.

evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.
LESSON 14
12N cont.
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Continue with dropping in to finish scenes.
Students will encounter Observe: Do they have a
devices, techniques and stories of
In small groups, they create an improv scene the text in a safe and
Shakespeare’s plays. basic familiarity of the
based on the Twelfth Night scene. accessible way.
• Students will connect stage plot/characters of 12N?
directions/movements to textual
evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 15
archetypes
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth! and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Play Sovereign, Warrior, Carer, Trickster. Students will engage
devices, techniques and stories of Physicalize each type; have students write Observe: Are they able
more deeply with to apply their new
Shakespeare’s plays. characteristics of each type; apply physicality to
Shakespeare’s
• Students will practice theatre text. knowledge of types to
techniques in devising, dramaturgy, characters.
examples from text?
acting, directing, and designing.


LESSON 16
status
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Continuing work from archetypes, shift to
Students will engage Observe: Are they able
devices, techniques and stories of status. Playing card game. Master/servant
more deeply with
Shakespeare’s plays. improv. Practice applying status to scenes to apply their
Shakespeare’s
• Students will practice theatre they’ve chosen. understanding of status
techniques in devising, dramaturgy, characters, and to text work?
acting, directing, and designing. understand acting
techniques.

LESSON 17
Tactics
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth! and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Continue Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Play Yes/No; then Hook/Probe/Deflect. In Students will learn
devices, techniques and stories of scene groups, talk about what your characters Observe: Are they able
techniques to deepen to apply their
Shakespeare’s plays. want, how they are trying to achieve it, and
their understanding of
• Students will connect stage what’s in their way. understanding of tactics
directions/movements to textual the text.
to text work?
evidence.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.
LESSONS 18-22
rehearsals
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in together to play games to engage with the
understanding and communicating the Play Forsooth!
and develop drama skills. language? Are they
Early Modern English of Shakespeare’s becoming comfortable
Henry V prologue: choral speech.
text. with the text?
• Students will become familiar with the Possible mini-lessons on topic from student
Students will work Observe: Are they
devices, techniques and stories of questions.
together to create and
Shakespeare’s plays. incorporating text
Time in class to work on presentations. interpret a scene.
• Students will connect stage strategies, tactics, and
directions/movements to textual status to their scene
evidence. work?
• Students will collaborate to develop and
design an interpretation of a scene from
a play by Shakespeare.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.

LESSON 23-24
performance
Check in/Warm up. Students will work Observe: Are they willing
• Students will develop skills in Set up space. together to play games to engage with the
understanding and communicating the and develop drama skills. language? Are they
Early Modern English of Shakespeare’s Henry V prologue: choral speech as an opening
becoming comfortable
text. to the scene presentations. with the text?
• Students will become familiar with the
Scenes presented. Students will work Observe: Are they
devices, techniques and stories of
together to create and
Shakespeare’s plays. incorporating text
interpret a scene.
• Students will connect stage strategies, tactics, and
directions/movements to textual status to their scene
evidence. work?
• Students will collaborate to develop and
design an interpretation of a scene from
 a play by Shakespeare.
• Students will practice theatre
techniques in devising, dramaturgy,
acting, directing, and designing.