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This section offers a variety of lesson plans, activities and resource documents to allow students to analyze, infer and synthesize within the context of LGBTQ+ inclusivity in the world of theatre.

Inspirational quotes for a new school year. Printable calendar to customize for any school year.

Teaching students the act of effective discussion, either as a full class or in a small group, is teaching students a lifelong skill. The ability to listen and engage and learn in conversation is something that will serve them way after they leave your classroom. Effective discussion may not come naturally for a great many of your students. This resource shares best practices for setting up effective discussions in your classroom.

The purpose of this resource is to offer opportunities through discussion, exercises, activities, unit add-ons, research links, and lesson plans to visibly support LGBTQ+ students in your classroom.

Use this journal to take some quick notes in the moment for your lessons. What worked? What didn’t? How did your time management on paper work in real time with students? This way when you’re ready to assess your curriculum in full, you’ll have a good picture of the individual pieces and where changes need to be made.

It’s important to keep track of your own personal journey as you step into the classroom for the first time. This way, you have a document you can use to review and reflect on at the end of the year. You don’t have to write volumes every day. Just enough to jog your brain and help you take steps to continue doing something or change something for the next school year. There are two months worth of daily journal pages and weekly reflection pages in this journal. Save/copy a blank one so you can continue recording your personal journey!

This journal was created as an accompaniment to Steven Stack's DTA course: Playwriting Outside the Lines. It can also be used as a stand alone resource, as a writing tool and a path for creation. The journal is divided into 5 sections: Creative Sandbox, Play/Scene Development, Random Thoughts and Lines, Home of the Rough Drafts, and Notes from Others.

A set of 5 posters to inspire in the drama classroom. Part of the Playwriting Outside the Lines PD course in the DTA.

This classroom movie study guide looks specifically at the 2007 movie version of the musical Hairspray. The film is based on the 2002 Broadway musical of the same name, which in turn was based on John Waters’ 1988 comedy film of the same name. The study guide provides the following: pre-viewing questions, viewing questions, and post-viewing activities.

The study guide provides the following: pre-viewing questions, viewing questions, and post-viewing activities.

The study guide provides the following: pre-viewing questions, viewing questions, and post-viewing activities.

The study guide provides the following: pre-viewing questions, viewing questions, and post-viewing activities.

This classroom movie study guide looks specifically at the 2013 filmed version of the live musical Shrek. The musical is based on the 2001 movie of the same name. The study guide provides the following: pre-viewing questions, viewing questions, and post-viewing activities.

The study guide provides the following: pre-viewing questions, viewing questions, and post-viewing activities.

Inspirational quotes for a new school year, all quotes credited to Steven Stack, from a variety of DTA professional development courses. Printable calendar to customize for any school year.

Based on the quotes from the 2024-2025 DTA School Year Calendar, a set of 12 posters with quotes by Steven Stack, from a range of the PD courses he instructs in the Drama Teacher Academy.

Gai Jones, long time theatre educator, a member of many educational theatre associations, and an advocate of theatre competitions with sound educational theatre values, has developed this resource. Competitions are opportunities for students to succeed. Competitions encourage students to work toward a standard and goals. Evaluation can take the form of both formative and summative assessments. Competitions provide learning beyond the classroom as students are exposed to many types of performances and take part in receiving evaluations. This resource was created to help drama teachers consider these goals when taking students to competition (or not): • Celebrating growth and student success. • Learning how to evaluate judges’ comments. • Helping students develop strategies for competition stress. • Providing learning experiences beyond the classroom.

In this project, students will be introduced to the steps of a concept-based design process and apply it to simple stories. This process gives students a new framework to approach creative challenges in the design process. Students will present design portfolios utilizing the elements of MELT. (Mood, Era, Location, Theme) with the use of the “What If” game. These elements are the building blocks of both the exploration and execution of their designs. By employing MELT and What If, students will generate the details and circumstances of the concept-based designs they will present.

By applying the elements of MELT, students will re-envision a classic story, myth, or fairy tale. Students will then share the newly envisioned story with their peers.

By identifying required elements (as dictated by the content of their assigned stories), students will compile a list of materials that are the essential components of their designs. From there, they can alter and expand their designs based on the conceptual interpretation of their stories.