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Decide how students will demonstrate their knowledge of the unit. A variety of activities have been provided. You can choose to have all your students do the same activity, or allow students to choose from the provided activities to demonstrate their knowledge. Rubrics are provided.

To research in order to expand knowledge of how theatre is used in the real world. Students will research an existing theatre company and complete a project that demonstrates their knowledge (be it a written response, slide deck presentation, or a physical display board/presentation).

This lesson plan works as a great complement to the DTA Research Lesson Plan: Theatre Company Profile. In that lesson, students are introduced to various theatre companies, all with unique histories, facilities, and artistic goals. It’s a natural next step to have students create their own theatre companies, specifically tailored to their unique interests and personalities.

There are a whole host of careers in the theatre that aren’t acting. Students will discover and explore different jobs in the theatrical world, including experience needed, responsibilities, and possible salaries. Students will research an existing theatre professional and complete a written profile that demonstrates their knowledge.

Drama skills, particularly those learned while studying acting, are used in everyday life. Drama skills are transferable skills that are used in everyday life, particularly in the working world. In this lesson, we will look at a few of them, and then students will improvise real-world situations that apply those skills.

Students will read through a handout that defines the monologue form and outlines what every monologue needs. Using these “must-haves,” students will brainstorm, outline, and write a monologue.

Students will use the storyboard form to create pictures for each moment in a scene they plan to write. The key will be to really think about the key plot points and character motivations students want their scenes to both show and tell. Then, the focus will be to create visual representations of what the audience will see when they are watching the scene/play.

Students will read a text that shares a point of view on a specific playwriting concept. They will freewrite their first impression of the text, answer questions on the text to develop their own personal opinion, and then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read a text that shares a point of view on a specific playwriting concept. They will freewrite their first impression of the text, answer questions on the text to develop their own personal opinion, and then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read a text that shares a point of view on a specific playwriting concept. They will freewrite their first impression of the text, answer questions on the text to develop their own personal opinion, and then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read a text that shares a point of view on a specific playwriting concept. They will freewrite their first impression of the text, answer questions on the text to develop their own personal opinion, and then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read the provided text that explores a playwriting “non-truth.” Students will summarize the main idea of the text and share their personal opinions of the concept by answering questions. They will then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read the provided text that explores a playwriting “non-truth.” Students will summarize the main idea of the text and share their personal opinions of the concept by answering questions. They will then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read the provided text that explores a playwriting “non-truth.” Students will summarize the main idea of the text and share their personal opinions of the concept by answering questions. They will then complete a theatrical response to the text. Do they agree with the text? Disagree? Do they theatricalize the concept? This could be a scene, monologue, performance poem, costume, or set design, anything that can be put on paper and submitted.

Students will read a list of basic playwriting rules, infer the meaning of the rules, read the meanings of each and respond with their personal opinions.

In this lesson, students will elevate rehearsal blacks and use them as a tool to enhance a play or story. Students will consider how thoughtful and creative choices with rehearsal blacks can denote character, status, mood, atmosphere, and more. Students can complete this exercise by sketching, using online images to create a mood board, or if you choose to do presentations, using black clothing items they own to create character looks.

In this lesson, students will watch a movie musical, respond to viewing questions, and apply themesand contexts from the musical in a post-viewing activity. The questions and exercises for this lesson are taken from the In The Heights Classroom Study Guide, which is included. Alternative pre-viewing questions and post-viewing exercises are available if you wish to modify the lesson. This lesson is ideal for the end of the school year, after a major assessment, or following a semester end production.

In this lesson, students will watch a movie musical, respond to viewing questions, and apply themes and contexts from the musical in a post-viewing activity. The questions and exercises for this lesson are taken from the Singin’ in the Rain Classroom Study Guide, which is included. Alternative pre-viewing questions and post-viewing exercises are available if you wish to modify the lesson. This lesson is ideal for the end of the school year, after a major assessment, or following a semester-end production.

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.

Students will discuss and answer questions regarding the differences between a monologue and a story using The Legend of Sleepy Hollow as a model.