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In this lesson, students will read Act V in sections. You can either move on to Lesson 9 and the culminating project, or you can add a class period and have students work in groups on the Pyramus and Thisbe section.

There are two choices for a culminating project for the play. You can have everyone complete the same project, which is to have groups work on a reimagined version of the play for the 21st century, OR you can give students a choice board of activities and have them choose their final projects.

In this lesson, students will explore character movement and will be introduced to dance theorist Rudolf Laban’s definition of human movement. This technique will be the foundation for the character development in this unit.

In this lesson, students will learn, explore, and apply Laban’s eight efforts and their specific elements through an Impulse Improv exercise.

In this lesson, students will start the creation process for their original characters. This is Steps 2 and 3 of the Extended Character Assignment. Students will complete a character analysis, a character psychophysical profile, and then try out their character on their feet using a chosen Laban effort.

In this lesson, students will return to the Laban technique. They will practice applying the elements and efforts before taking on a specific exercise that will give students another tool for their toolbox in working on a scene.

In this lesson, students will spend one class rehearsing their characters. In the second class period, students will receive three additional assignments that they will use as part of their capstone performance. They will have two class periods (Classes 2 and 3) to work on these assignments, with the understanding that they will have to complete any unfinished work on their own time. In the fourth class period, students will participate in a Character Showoff.

In this culminating lesson, students will apply what they have learned with a capstone performance featuring their original characters.

In this lesson, students will establish a working definition of the musical theatre form as well as test their prior knowledge of musical theatre vocabulary terms. Students will explore three building blocks of the musical: different types of musicals; the concept of speak, sing, dance; and the difference between two key songs often found in the musical, the “I want” and the “I am” song. Lastly, students will start to think about their own voices and reflect on their skill set and confidence level with regard to singing in front of others.

In this lesson, you will guide students step by step through a full body musical theatre warm-up that will cover both physical and vocal warm-ups. Students will execute sections of this warm-up in every class, depending on what is expected in the lesson. Students will also be expected to teach sections of this warm-up in upcoming units.

In this lesson, students will watch a musical (or two), complete a viewing quiz, and discuss what they observed.

In this lesson, students will be introduced to musical theatre history by looking at what came in the 19th century before the form we know as the modern musical. Also, what show has been anecdotally identified as “the first” modern musical? Students will learn a section of song from this prototype musical from 1866.

In this unit, after a brief introduction, students will work in groups to research an assigned era of musical theatre from the 19th century to the present day. They will then demonstrate their knowledge with an oral presentation, a technical element, and a teaching element where they teach a scene, song, or dance from a show from the era.

In this lesson, student groups will receive a time period of musical theatre, research the time using guiding questions, and decide what material they will use as part of their presentations.

In this lesson, student groups will execute the outline they completed in the last lesson. They will prepare to present, practice oral presentation skills, and practice their teaching element. This lesson also involves a one-on-one prep meeting with the teacher to share where they are in the process.

In this lesson, student groups will demonstrate their knowledge with presentations and reflect on what they have learned.

By viewing this documentary, students explore Broadway’s history from the vaudeville shows and operettas of the early 20th century to 21st-century extravaganzas such as Hairspray and Wicked. In this lesson, students will view, discuss, and reflect on Episode 1: “Give My Regards to Broadway.” The main question students will answer after each episode is “How do musicals reflect the changing times?”

By viewing this documentary, students explore Broadway’s history from the vaudeville shows and operettas of the early 20th century to 21st-century extravaganzas such as Hairspray and Wicked. In this lesson, students will view, discuss, and reflect on Episode 2: “Syncopated City.” The main question students will answer after each episode is “How do musicals reflect the changing times?”

By viewing this documentary, students explore Broadway’s history from the vaudeville shows and operettas of the early 20th century to 21st-century extravaganzas such as Hairspray and Wicked. In this lesson, students will view, discuss, and reflect on Episode 3: “I Got Plenty O’ Nuttin’.” The main question students will answer after each episode is “How do musicals reflect the changing times?”

By viewing this documentary, students explore Broadway’s history from the vaudeville shows and operettas of the early 20th century to 21st-century extravaganzas such as Hairspray and Wicked. In this lesson, students will view, discuss, and reflect on Episode 4: “Oh, What a Beautiful Mornin’.” The main question students will answer after each episode is “How do musicals reflect the changing times?”