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.
-
0
-
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?
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
-
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 - Exploring Forms and Cultural Contexts
Grade 6 - Creating and Presenting
Grade 7 - Creating and Presenting
- B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
- B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
Grade 8 - Creating and Presenting
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.1 identify and follow safe and ethical practices in drama activities (e.g., exhibit safe use of sound and lighting boards; follow procedures for the environmentally responsible use of materials and energy; prepare an individual or group seminar report on the nature and purpose of one or more of the following: copyright protection, royalties, public domain, intellectual property rights)
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Foundations - Concepts and Terminology
- C.1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)
- C.1.2 demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)
- C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
- A.3.1 identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)
- A.3.2 use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)
- A.3.3 use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works
Grades 9 & 10 - Creating and Presenting - Elements and Conventions
- A.2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)
- A.2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (e.g., use voices in the head, role on the wall, and hot seating to create a complex character from another region or country)
Grades 9 & 10 - Creating and Presenting - The Creative Process
Grade 11 - Foundations - Responsible Practices
Grade 11 - Foundations - Concepts and Terminology
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Reflecting, Responding and Analyzing - Drama and Society
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Creating and Presenting - The Creative Process
Get instant access to this and everything else in the Drama Teacher Academy
