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

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).

Students will take a memorization quiz and perform for their peers. Students will also critique each other based on what they have worked on during this unit.

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.

In this fourth lesson, students continue to practice classroom norms and are introduced to the concept of feedback. In the performance task, students will give peers strong feedback by using language from the Weekly Ensemble Rubric.

To be able to demonstrate knowledge of lighting effectiveness.

The lighting and sound you use for The Production Classroom will depend on what resources are available to you. This unit will explore how your lighting and sound designers can prepare and execute their designs to help support the script of your show.

Students will explore the different theatre conventions through various activities and then apply this knowledge to musical theatre by viewing musical theatre numbers.

As a class, students will explore context, the meaning of words, and imagery used to unlock meaning in a Shakespearean text. Students will use these tools to create a modern translation for their own text. Students are also introduced to resources and will become familiar with their story through doing the Actor’s Homework.

Students will demonstrate their understanding of the body’s importance to an actor.

Students will be able to identify Aristotle’s 6 Elements of Drama and analyze their application to modern theatre and media.

Students will use sentence starters to set goals and expectations for their time in class. What do they expect to learn? What do they expect from their classmates? What is the purpose of drama class? Have students fill out an expectations and goals form at the beginning of the year and you can use it to compare and contrast their work at the end of the year.

This ebook contains a set of multi-part task sheets, designed to be used as Emergency Lesson Plans for middle school students. The task sheets in this resource are designed to follow a scaffolding approach to topics through multiple parts. Students may analyze a monologue in Part 1, and then write their own in Part 2. They may read about set design using lines, draw a room using lines to visualize an atmosphere, and then create the world of the play that fits the set. They may respond to a quote and then use that quote as the starting point for a theatrical expression. Task Sheets come with additional handouts and worksheets to make it as straightforward as possible for substitutes to give information to students and for students to complete their tasks.

In this ELP students read and respond to an article about how costume items affect characters and how they move on stage. They will demonstrate their comprehension by creating a summary for new actors and completing a Reflection.

Students will read a text. They will respond to post-reading questions. They will then write their own versions of the next scene. What happens after the last line of dialogue? How will it end for the characters? What happens next, positively and negatively?

A common acting exercise for students is to imagine what their character is doing next when they exit a scene and what they’re doing when they aren’t onstage. In this lesson, students will explore this exercise through playwriting by writing the next scene for an exiting character. Where did they go? What are they doing? Why did they leave? Note: This lesson could also be used as an emergency lesson plan if you’re in the middle of a play study unit and have an unexpected absence. It could also work as an independent project.

The purpose of this unit is to give students an introduction to independent learning as well as an overview of Copyright. Students will apply their knowledge throughout, and the unit culminates in a final activity.

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.

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 6: “Putting it Together.” The main question students will answer after each episode is “How do musicals reflect the changing times?”

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.