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In this lesson, we will close read sections of an early modern text: The Importance of Being Earnest by Oscar Wilde. This play fits the criteria well for a close read text: Lots of details both in story and character, lots of structural “hows” to analyze, and Oscar Wilde makes a lot of statements with this play about Victorian England, about how people behave, about marriage, and about being truthful (earnest). Students will approach the text through a variety of exercises, from close reading the title, to single sentences, to a small section, to a culminating assignment.

In this lesson, students will analyze existing monologues, identify the criteria for a good monologue, and write their own monologues in the practice session.

In Week Two, students work on their first draft. Each class period involves writing, reading aloud from the draft, and giving/receiving feedback. The draft is due at the end of the week.

In this lesson, students will take what they learn about the different types of props and how props are created or acquired in order to apply it to a specific project. Using their critical thinking skills, they’ll have to invent, design, and create a science fiction style prop for a hypothetical show.

Birds flying in the sky appear as if they’re in perfect formation and synchronization. They’re aware of each other and the space around them at all times. Through this exercise, students will explore different types of movement and how it can express certain feelings and concepts. They’ll also build trust and ensemble by working together to create choral movement connected to vocal pieces.

In this lesson, students will create a script draft that includes the five required lines to establish character, setting, conflict, rising action, and resolution.

The objective of the lesson is for students to explore historical events that are significant to them through various theatrical mediums that may seem unusual or “out of the box.” The inspiration for this lesson plan comes from Lin-Manuel Miranda’s theatrical hit Hamilton, which utilizes rap and hip-hop music and colourblind casting to tell the story of the American founding fathers.

In groups, students will begin by briefly bringing to life the tableaux from Lesson 5. They will then create the skeleton of a scene for each tableau, indicating the protagonist, antagonist, and method of oppression in each scenario. Finally, students will review their peer’s work and rank the scenes that they are most interested in bringing to life.

Students will use a workshop process to build upon the first draft of their monologue and write a second, stronger draft of their monologue.

Use this lesson plan as an introduction to a playwriting unit. This is a two lesson plan unit. Students complete exercises that demystify and reframe the four foundational elements of the playwriting process: Warm Ups, The Idea, Character, and Conflict. These plans are grounded in the statement: “You can’t build a house without a good foundation.” In order to write plays students need to know the basics first.

There are two possible assignments for this unit. One that will take a week of class time, including performances and one that can be completed in a class period.

Students will listen to and analyze a podcast musical called 36 Questions by Christopher Littler and Ellen Winter, starring Jonathan Groff and Jessie Shelton. This lesson is intended for senior grades only (11 & 12). Please see content warning in the lesson plan (p.1).

The objective of the lesson is for students to create and perform their own radio play using a children’s story as the source material. Radio plays are fantastic for students to practice and develop many performance skills like projection, diction, using emotion, and using their voices. They give students the opportunity to creatively work with playwriting, selecting appropriate music, and creating sound effects.

Students write on their preconceived notions about playwriting, their expectations and fears, and identify actions: What does a playwright do?

To introduce students to Aristotle and his connection to theatre.

In this lesson, students will explore different methods of gathering ideas.

In this lesson, students will perform for peers and give and receive feedback on the Scene Details Rubric. Students will be using a variety of methods they’ve learned in the previous unit to communicate meaning in a contentless scene: setting, pantomime, relationship clues, objectives, stakes, and tactics.

Students will act in and direct a commercial. They will break down a script into shots to “cover” the script. They will also format a script into video and audio. Actors will need to hit marks, make a point concisely, and hit the time format of the commercial. They should use the acting techniques for film as much as possible. Students will also need to think creatively to work in socially distant circumstances.