PD Course
Close Reading in the Drama Classroom
Created by Lindsay Price
Close reading is an activity that puts curriculum standards into practice and it can be easily applied to the drama classroom.
Close reading asks a lot of your students. They have to read and think at the same time.
This course teaches drama teachers how the close reading process works, and gives them exercises and tools to apply it in the classroom.
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1Lesson 1Be Prepared22:14 FREE PREVIEWThis module answers questions like: What is Close Reading? What is its purpose? And what are the steps of Close Reading?
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1Lesson 1ABeing the Preparedest12:55 LockedIn module 1A you’ll learn the final step to Close Reading - questions. Questions are key to Close Reading since they allow students to demonstrate comprehension.
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2Lesson 2Pre-Study Exercises27:56 LockedThis module is all about pre-study exercises such as how to Close Read a picture, a title and a sentence as a way to prepare your students to Close Read something more complicated.
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3Lesson 3Modelling37:26 LockedYou'll learn about modelling the process and how it helps your students approach Close Reading. In addition to using a monologue to model the process, you'll also learn some culminating activities.
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4Lesson 4Shakespeare29:34 LockedIn this module, you’ll learn the guidelines and steps to Close Reading Shakespeare. You’ll also Close Read the prologue to Romeo and Juliet.
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4Lesson 4AShakespeare Continued21:00 LockedYou’ll continue on with the Close Reading of Shakespeare as you Close Read the Sampson and Gregory scene from Romeo and Juliet.
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5Lesson 5Modern14:18 LockedIn this module you’ll learn pre-study exercises and step through the Close Reading process with an Early Modern play - The Importance of Being Earnest.
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6Lesson 6Modern Continued22:24 LockedContinuing on with the Modern era, you’ll Close Read an absurd play: The Bald Soprano and a teen issue play: Censorbleep.
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7Lesson 7Exercises6:18 LockedYou’ll learn even more exercises that will serve as exercises for your students’ minds. These are exercises you can take immediately into the classroom.
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8Lesson 8Assessment8:52 LockedYou’ll address assessment of Close Reading by seeking the answers to the following questions: How do you assess something that is by and large a process? How do you assess something that demands a student draw conclusions?
Standards Addressed
Grade 6 - Creating
- TA6.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process.<br/>b. Interpret a character’s motivation by understanding the relationship between their background and their behavior.<br/>c. Identify the variety of relationships between characters.<br/>d. Identify, define, and classify character traits.<br/>e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance.<br/>f. Use resources to identify and create technical elements of theatre.
- TA6.CR.2 Develop scripts through theatrical techniques.<br/>a. Identify the elements of a story.<br/>b. Identify the theme and structure of a play.<br/>c. Articulate creative ideas in oral and written forms.<br/>d. Use the dramatic writing process to generate a script.<br/>e. Demonstrate the conventions of dialogue and stage directions.
Grade 7 - Creating
- TA7.CR.1 Organize, design, and refine theatrical work.<br/>a. Identify and rehearse effective communication skills.<br/>b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals.<br/>c. Compare the physical, emotional, vocal, and social dimensions of a character.<br/>d. Investigate the role and responsibility of the cast and crew.<br/>e. Identify and model ensemble skills in the rehearsal process.<br/>f. Utilize staging and blocking choices to enhance the performance.<br/>g. Compare, contrast, and design elements of technical theatre.<br/>h. Utilize theatre vocabulary throughout the rehearsal process.
- TA7.CR.2 Develop scripts through theatrical techniques.<br/>a. Create ideas for stories.<br/>b. Analyze the theme and structure of a play.<br/>c. Use the dramatic writing process to generate a script.<br/>d. Utilize dramatic conventions in the scriptwriting process (e.g. stage directions, dialogue, scenes).
Grade 8 - Creating
- TA8.CR.1 Organize, design, and refine theatrical work.<br/>a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.<br/>b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).<br/>c. Incorporate dramatic elements through improvisation.<br/>d. Connect theatre vocabulary to the application of theatre performance.<br/>e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.<br/>f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.<br/>g. Design and create scenery, props, costumes, lighting, and sound.<br/>h. Assume different roles and responsibilities in the rehearsal process.
- TA8.CR.2 Develop scripts through theatrical techniques.<br/>a. Classify different points of view in a story.<br/>b. Identify, analyze, and articulate the structure of a script.<br/>c. Utilize improvisation techniques to generate script ideas.<br/>d. Use the dramatic writing process to generate a script.
Grades 9-12 - ACTING LEVELS I-IV - Creating
- TAHSA.CR.1 Organize, design, and refine theatrical work.<br/>a. Use script analysis in the development and presentation of formal and informal theatre performances.<br/>b. Examine various theories of dramatic structure.<br/>c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSA.CR.2 Develop scripts through theatrical techniques.<br/>a. Examine theatre practices regarding the development, structure, layout, and format of scripts.<br/>b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.<br/>c. Perform formal and informal monologues and scenes based on published and original scripts.
Grades 9-12 - ACTING LEVELS I-IV - Responding
- TAHSA.RE.1 Engage actively and appropriately as an audience member.<br/>a. Examine and reflect on the relationship between actor and live audience in historical and contemporary performances.
- TAHSA.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Develop and utilize meaningful, structured criteria for assessing the work of an actor.
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
- TAHSAD.CR.1 Organize, design, and refine theatrical work.<br/>a. Examine various theories of dramatic structure.<br/>b. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSAD.CR.2 Develop scripts through theatrical techniques.<br/>a. Utilize theatrical conventions to produce scripts based on personal experiences, imagination, literature, and history.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
- TAHSFT.RE.1 Engage actively and appropriately as an audience member.<br/>a. Articulate why the relationship between the audience and performers is critical to the success of the production and demonstrate appropriate audience behavior.<br/>b. State and support aesthetic judgments through experience in diverse styles and genres of theatre.
- TAHSFT.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence.<br/>a. Generate and use terminology for critiquing theatre presentations.<br/>b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance.
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting
- TAHSFT.CN.1 Explore how theatre connects to life experiences, careers, and other content.<br/>a. Examine how theatre reflects real life.<br/>b. Analyze how theatre employs aspects of other art forms and disciplines to effectively communicate with a live audience.<br/>c. Demonstrate awareness of the discipline, knowledge, skills, and education required for careers in theatre.<br/>d. Explore various careers in the theatre arts (e.g. performance, design, production, administrative, education, promotion).
- TAHSFT.CN.2 Examine the role of theatre in a societal, cultural, and historical context.<br/>a. Identify and analyze plays and dramas from a variety of historical periods and cultures.<br/>b. Explore the works of milestone playwrights and plays, and the relevance of historical theatre.<br/>c. Recognize historical events that have influenced the role of theatre and how theatrical events have impacted cultural development.<br/>d. Interpret cultural and historical research for use in a production.
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Connecting
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Connecting
Grades 9-12 - THEATRE MANAGEMENT - Creating
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