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The Basics

68 Lesson Plans to help you effectively plan your workshops and classes

Part of Absurdism: Beyond the Origins Unit

A World Which No Longer Makes Sense

by Lindsay Price

In this lesson, students will be introduced to a Black writer who explores racism through the absurdist form: Adrienne Kennedy.
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Part of Absurdism: Beyond the Origins Unit

Absolute Power Corrupts Absolutely

by Lindsay Price

In this lesson, students will move beyond the traditional origins of Theatre of the Absurd through two different playwrights: Vaclav Havel (Audience) and Issam Abdel-Masih Mahfouz (The Dictator), both of whom write about environments where power has created a distorted reality. Students will be introduced to these playwrights and then write their own version of a distorted reality.
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Part of Absurdism: Beyond the Origins Unit

Absurdism and Other Isms

by Lindsay Price

In this lesson, students will define the different eras of the beginning to the middle of the 20th century and apply their knowledge in exercises.
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Part of Theatre Etiquette Unit

Audience Etiquette

by Kerry Hishon

Theatre does not happen without an audience. It’s important for students to be aware of and apply audience etiquette. In this lesson, students will explore the different ways an audience behaves depending on the event, what is bad audience behaviour, establish the rules, practice critical thinking as an audience member, and complete an exit slip to demonstrate comprehension.
# The Basics # etiquette
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Audience Etiquette

by Lindsay Price

In a drama class there is often a focus on onstage activities: performance skills, staging a scene, ensemble building. But the audience plays a vital and necessary role in the process. Theatre does not happen without an audience. It’s important for students to be aware of and apply audience etiquette. In this lesson, students will explore the different ways an audience behaves depending on the event, what is bad audience behaviour, establish the rules, practice critical thinking as an audience member and complete an exit slip to demonstrate comprehension.
# The Basics # analysis
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Part of Theatre Etiquette Unit

Audition Etiquette

by Kerry Hishon

Students will explore the elements of the audition process, discuss the necessary guidelines of audition etiquette, and practice applying those guidelines.
# The Basics # etiquette
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Part of Front of House Unit

Basic Marketing

by Karen Loftus

Students continue their exploration by learning about elements of a marketing poster and applying that information by designing a poster.
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Part of Aristotle's Elements Unit

Bonus Lesson: The Three Vs of Storytelling

by Lea Marshall

This can be a standalone lesson, or an add-on to the unit. It introduces the concept of the 3 V's: VIEWERS are looking for a VICARIOUS, VULNERABLE, and/or VISCERAL experience.
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Part of Aristotle's Elements Unit

Character Matters

by Lea Marshall

To introduce the Aristotelian element of Character.
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Copyright and the Theatre

by Craig Mason

Copyright and the Theatre go hand in hand, especially if you’re doing plays, but a topic about which many students (and even teachers) lack knowledge. Students will read about the aspects of Copyright and the Theatre, reflect on making changes to scripts, and complete a Copyright and the Theatre Quiz.
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Part of Copyright *Hyperdoc Unit

Copyright Hyperdoc

by Lindsay Price

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.
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# The Basics # hyperdoc
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Copyright Introduction

by Craig Mason

Copyright and the Theatre go hand in hand, especially if you’re doing plays. But a topic about which many students (and even teachers) lack knowledge. Students will reflect upon and discuss four questions introducing the topic of copyright. They will then improvise scenarios -- two of which establish copyright correctly, two of which establish copyright incorrectly. The lesson ends with students deciding which scenarios are correct.
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Part of Unit Eight: Theatre of the Oppressed Unit

Creating Forum Theatre Scenarios

by Lindsay Johnson

In groups, students will begin by briefly bringing to life the tableaux from Lesson 5. They will then create the skeleton of a scene for each tableau, indicating the protagonist, antagonist, and method of oppression in each scenario. Finally, students will review their peer’s work and rank the scenes that they are most interested in bringing to life.
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# The Basics # middle school friendly
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Part of Unit One: Ensemble Building and Class Norms Unit

Ensemble Building

by Lindsay Johnson

In this first lesson at the start of a new year, students learn daily classroom routines, participate in a name game, and complete a successful journal entry reflecting on circle discussion. They will begin to interact with the Weekly Ensemble Rubric through the journal element.
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Part of Unit One: Ensemble Building and Class Norms Unit

Feedback Continued

by Lindsay Johnson

In this fifth lesson, students continue to practice classroom norms and continue to practice giving strong feedback. In the performance task, students will practice giving strong feedback by giving a specific suggestion for improvement.
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Part of Unit One: Ensemble Building and Class Norms Unit

Feedback Continued and Feedback Quiz

by Lindsay Johnson

In this sixth lesson, students continue to practice classroom norms and continue to practice giving strong feedback. In the performance task, students will give peers strong feedback through using body language and vocal tone to encourage and show eagerness for peers to improve.
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Part of Aristotle's Elements Unit

Final Project

by Lea Marshall

To have students apply what they have learned.
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Part of Aristotle's Elements Unit

Got Thoughts?

by Lea Marshall

To continue applying the Aristotelian element of Thought.
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How to Create a Budget When You've Never Done it Before

by Kerry Hishon

In this lesson plan, students will take on the role of a producer. They have had their show approved, but, before they get started, they must create a budget to track the money coming and going. Budgeting is a job that must be completed by the producer for every show. What’s involved? What does a budget look like?
# The Basics # production
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Part of Aristotle's Elements Unit

I Got the Music

by Lea Marshall

To introduce the Aristotelian element of Music.
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Part of Unit Eight: Theatre of the Oppressed Unit

Image Theatre, Day 1

by Lindsay Johnson

Students will be introduced to Boal’s Image Theatre. They will review the concept of tableau (frozen picture) from Lesson 1, and they will be introduced to the tableau rubric and the three tableau skills (frozen bodies, 3+ levels, and character). In small groups, they will create tableaux that capture an image of “Family” (whatever that word means to them).
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Part of Unit Eight: Theatre of the Oppressed Unit

Image Theatre, Day 2

by Lindsay Johnson

Students will review the three tableau skills (frozen bodies, 3+ levels, and character). In small groups, they will analyze the tableaux from last class that captured an image of “Family” (whatever that word meant to them), as well as create and analyze new tableaux around a topical issue in society.
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Part of Unit Eight: Theatre of the Oppressed Unit

Image Theatre, Day 3

by Lindsay Johnson

In groups, students will brainstorm a list of scenarios in which they feel power or oppression in their daily lives. They will then select a scenario from their list and turn it into a tableau.
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Part of Unit One: Ensemble Building and Class Norms Unit

Intro to Feedback

by Lindsay Johnson

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.
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Part of Unit Eight: Theatre of the Oppressed Unit

Introduction to Forum Theatre

by Lindsay Johnson

Students will be introduced to forum theatre by researching a video example. Students will then try their hand at forum theatre by acting out a middle school scenario of oppression, becoming spect-actors, and improvising solutions.
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Part of Unit Eight: Theatre of the Oppressed Unit

Introduction to Theatre of the Oppressed

by Lindsay Johnson

Students will participate in a tableau “Power Handshake” exercise that will give them some basic background experience with image theatre/tableau and nonverbal expressions of relationship and power. They will then work on their critical thinking skills by close reading an article that gives a brief introduction to Augusto Boal’s Theatre of the Oppressed.
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Part of Aristotle's Elements Unit

It's Element(ary), My Dear

by Lea Marshall

To introduce students to Aristotle’s six elements.
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Part of Front of House Unit

Marketing and Audience Experience

by Karen Loftus

Students continue their exploration by learning about the press release and creating a marketing plan for an original play.
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Part of Our Town Unit Unit

Our Town Act One - Read

by Lindsay Price

In this lesson, students will read and analyze Act One of Our Town within the theme of the ordinary versus universality. The lesson format encourages students to explore text themes and concepts through scene work before they read, participate in a small group discussion post read, and then take on an activity to apply knowledge through a theatrical expression of the text.
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Part of Our Town Unit Unit

Our Town Act One - The Stage Manager

by Lindsay Price

In this lesson, students will continue to analyze the first act of Our Town with a focus of examining the non-realistic elements Wilder uses. What comes across as a play steeped in realism and realistic characters actually uses a number of experimental theatrical techniques.
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Part of Our Town Unit Unit

Our Town Act Three - Being Eternal and Culminating Presentation

by Lindsay Price

In this lesson, students will continue to analyze the third act of Our Town with a focus of examining the concept of the eternal as it connects to valuing the ordinary.
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Part of Our Town Unit Unit

Our Town Act Three - Read

by Lindsay Price

In this lesson, students will read and analyze Act Three of Our Town within the theme of death. The lesson format encourages students to explore text themes and concepts through scene work before they read, participate in a small group discussion post read, and then take on an activity to apply knowledge through a theatrical expression of the text.
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Part of Our Town Unit Unit

Our Town Act Two - Read

by Lindsay Price

In this lesson, students will read and analyze Act Two of Our Town within the theme of love and marriage. The lesson format encourages students to explore text themes and concepts through scene work before they read, participate in a small group discussion post read, and then take on an activity to apply knowledge through a theatrical expression of the text.
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Part of Our Town Unit Unit

Our Town Act Two - The Concept of Time

by Lindsay Price

In this lesson, students will continue to analyze the second act of Our Town by examining the concept of time. Why does the play use a wedding and the idea of marriage as a marker for time slipping away? How do characters react to the passage of time?
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Part of Our Town Unit Unit

Our Town Introduction

by Lindsay Price

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.
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Part of Our Town Unit Unit

Our Town Pre-Reading Exercise

by Lindsay Price

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.
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Part of Unit Eight: Theatre of the Oppressed Unit

Performance Assessment

by Lindsay Johnson

In this lesson, students will perform their final scene for assessment in front of the class. They will also complete an audience feedback sheet where they give their peers feedback on rubric skills.
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Pirate Ship Stage Directions

by Ruth Richards

Students will learn the basics of stage positioning through this fun, interactive game. Comes with guide to positioning and all "Pirate Ship" terms!
# The Basics # directing # games
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Part of Aristotle's Elements Unit

Plotting Along

by Lea Marshall

To continue applying the Aristotelian element of plot.
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Part of Unit One: Ensemble Building and Class Norms Unit

Posters

by Lindsay Johnson

3 Posters designed for the drama classroom, to support the Ensemble Building and Class Norms objectives.
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Part of Unit Eight: Theatre of the Oppressed Unit

Power Games

by Lindsay Johnson

Students will participate in a number of power activities that will encourage them to come up with ways to physically demonstrate a powerful/powerless character. A discussion about power in our society will follow.
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Part of Theatre Etiquette Unit

Pre-Show Performance Etiquette

by Kerry Hishon

Students receive the Pre-Show Etiquette Tips and Performance Etiquette Tips (handouts).They will brainstorm and develop a warm-up exercise designed to encourage pre-show etiquette, and design series of posters (either fully done or described with sketches) to encourage and highlight performance etiquette.
# The Basics # etiquette
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Part of Theatre Etiquette Unit

Real World vs. Theatre World

by Kerry Hishon

Students will learn about creating a safe and professional space in the classroom and in the theatre, and how these principles can be applied to the real world. What are the best practices for etiquette in the classroom, which can also be used in rehearsal, and which can also be used in the real world.
# The Basics # etiquette
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Part of Unit One: Ensemble Building and Class Norms Unit

Review Journal and Intro to Say Yes Rubric

by Lindsay Johnson

In this second lesson, students continue to practice classroom norms and interact with a second element of the Weekly Ensemble Rubric: SAY YES. Students will role-play a column of the SAY YES category of the Weekly Ensemble Rubric in small groups via a performance task.
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Part of Unit One: Ensemble Building and Class Norms Unit

Review Journal, Say Yes Rubric, and Intro to Be Safe Rubric

by Lindsay Johnson

In this third lesson, students continue to practice classroom norms and interact with a third element of the Weekly Ensemble Rubric: BE SAFE. Students will role-play a column of the BE SAFE Rubric in small groups via a performance task.
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Part of Unit Eight: Theatre of the Oppressed Unit

Scene Rehearsal and Improv Review

by Lindsay Johnson

Students will begin by discussing the importance of realistic acting in these scenes, noting how they will be graded on the Realistic Acting Rubric. They will commit their scenes to memory and review projection skills. When the scenes are solid, students will then begin practicing becoming and reacting to spect-actors, and reviewing the Improvisation, Spect-acting, and Realistic Acting Rubrics after each spect-acting attempt.
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Part of Unit Eight: Theatre of the Oppressed Unit

Script Writing for Forum Theatre Scene

by Lindsay Johnson

Students will take the scene outline created last class and use it to create a more detailed script that includes scene-setting notes, movement notes, and dialogue for the characters. Students will evaluate a peer’s script for errors in grammar or script writing conventions. They will then turn in their scripts for an assessment grade at the end of class.
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Part of Pantomime Unit

Session 3

by Lindsay Price

Students are introduced to the concept of specific detail in pantomime and apply it in nonverbal exercises.
# The Basics # pantomime
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Part of Aristotle's Elements Unit

Speak the Speech

by Lea Marshall

To introduce the Aristotelian element of Diction.
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Part of Aristotle's Elements Unit

Spectacular, Spectacular

by Lea Marshall

To introduce the Aristotelian element of Spectacle.
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Stage Direction Tic-Tac-Toe

by Marisa Peck

To identify and physically locate the nine areas of the stage. Students play a life-sized game of tic-tac-toe on the stage using stage directions to navigate the different squares. Lesson Plan comes with a stage positioning template for assessment.
# The Basics # directing # games
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Part of Aristotle's Elements Unit

The Plot's the Thing

by Lea Marshall

To introduce the Aristotelian element of plot.
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Part of Absurdism: Beyond the Origins Unit

The Theatre of the Absurd

by Lindsay Price

In this lesson, students will be introduced to the traditionally studied playwrights of the Theatre of the Absurd era.
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Part of What is Theatre? Unit

Theatre Role Definitions

by Karen Loftus

In this lesson, students will learn in action about three theatre roles: the playwright, the director, and the actor. They will take a story and present it using those three roles.
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Part of Aristotle's Elements Unit

Thinking About Thoughts

by Lea Marshall

To introduce the Aristotelian element of Thought.
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Part of Aristotle's Elements Unit

Three Philosophers Walk Into a Classroom

by Lea Marshall

To introduce students to Aristotle and his connection to theatre.
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Part of Absurdism: Beyond the Origins Unit

Through the Lens of Women Writers

by Lindsay Price

In this lesson, students will be introduced to Sheila Callaghan and Caryl Churchill, who bring their own lens to the absurd. Students will then write their own scenes using the same meme that inspired Sheila Callaghan to write her play Women Laughing Alone with Salad.
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Part of Absurdism: Beyond the Origins Unit

Unit Projects

by Lindsay Price

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.
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Part of Drama One Final Project Unit

Week 1: Brainstorming, Start Writing

by Karen Loftus

Students will be given the expectations for the individual final project, starting with a playwriting assignment.
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Part of Drama One Final Project Unit

Week 2: Writing the Play

by Karen Loftus

Students are given time to write their own plays, and gain feedback from their peers.
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Part of Drama One Final Project Unit

Week 3: Technical Elements

by Karen Loftus

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.
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Part of Drama One Final Project Unit

Week 4: The Monologue

by Karen Loftus

Students memorize the monologue that they wrote and included in their scripts, rehearse, and give peer feedback. A reflection is included.
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Part of Drama One Final Project Unit

Week 5: Final Submission and Performance

by Karen Loftus

Students hand in all the elements of this project referring back to the included Final Project Assignment Sheet. An assignment sheet is provided to make sure they have everything in the correct order. They must connect this assignment sheet to their packet of submitted materials.
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What is a Theatrical Convention?

by Ruth Richards

Students will learn a variety of theatrical conventions and apply their knowledge in a scene. Students will use a picture as a jumping off point, use a mind map to brainstorm ideas, and create a scene using the Flashback convention. Lesson Plan includes handouts, written reflection, and two rubrics (Practical and Written).
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Part of Theatre Etiquette Unit

What is Theatre Etiquette

by Kerry Hishon

In this lesson, students will define etiquette, refine the definition for the theatre classroom, and work on a Creativity Contract that has goals and procedures. What do students want out of the class? What are the steps they need to take to achieve those goals? What procedures are needed to make the theatre classroom a safe place where they can achieve those goals?
# The Basics # etiquette
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Part of What is Theatre? Unit

What is Theatre?

by Karen Loftus

Students will explore the question “What is theatre?” and start a conversation about the difference between theatre and film. Students will also participate in a warm-up ensemble-building activity that requires students to work together and an exercise that demonstrates what it means to have a “dramatic moment.”
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What Skills Do You Need to Work on a Show?

by Kerry Hishon

The objective of this lesson is to introduce the concept of “hard skills” (specific abilities or knowledge needed to do a specific job) versus “soft skills” (personal attributes and personality traits; transferable skills that can be used in any aspect of a student’s life).
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Part of Front of House Unit

Who’s Who

by Karen Loftus

Students begin their exploration by learning about the who’s who in theatre and are introduced to the front of house role.
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