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To introduce the Aristotelian element of plot.

To continue applying the Aristotelian element of plot.

To introduce the Aristotelian element of Thought.

To continue applying the Aristotelian element of Thought.

To introduce the Aristotelian element of Character.

To introduce the Aristotelian element of Diction.

To introduce the Aristotelian element of Music.

To introduce the Aristotelian element of Spectacle.

Students will demonstrate their ability to move like an inanimate object by performing a scene.

Students will demonstrate their understanding of simple action by performing or coaching the performer to deliver a love poem while using three simple actions.

Students will demonstrate their understanding of situational movement by performing a scene.

Students will demonstrate their ability to find occupation while waiting by performing a scene.

Students will rehearse and perform a scene plus song incorporating specific movement. After the performance, students will complete a self-assessment checklist.

In this compare and contrast lesson, students will read a dramatization of Edgar Allan Poe’s The Masque of Red Death. This story is the ultimate example of “social distancing.” Students will compare and contrast the dramatization to the current events surrounding Coronavirus and then write an adaptation focusing on modern viruses.

In this pre-reading lesson, students reflect on their day-to-day life and look for the connection between the ordinary and universality. It’s important to have them connect the ordinary and universality in a modern context, before moving to the same connections in the text.

In this lesson, students will be introduced to Our Town through positive and negative reviews of the original production, examine and discuss a facts sheet on the play, and learn more about the world the playwright was writing in through a research activity.

You can add an additional three or four lessons to this unit by adding another performance opportunity.

Students are given time to write their own plays, and gain feedback from their peers.

Students write a 2-3 paragraph essay about the overall design of their play. A checklist is included for both technical elements and design description.

In this student driven activity, students will work together to put up a short one act play from audition to production within a one week time limit. The purpose of the activity is to show students, quickly, how important it is to work together, to collaborate, and to negotiate as a group. This is also a good activity to apply responsibility. The students themselves are responsible for all aspects of this activity - you should only take on an advisory role. Give feedback when asked but don’t act as a director or make decisions for your students. The point is not a “perfect” production but to give students an activity where they must work together in order to succeed. The process is more important than the product.