Unit
in Drama One Curriculum
Elizabethan Theatre
Created by Karen Loftus
6 lessons
theatre history
How do you introduce students to Shakespeare? This unit introduces the Bard through life in Elizabethan England and the playwrights, players, and playhouses. It also explores how to approach unfamiliar words and context clues in Shakespeare’s texts.
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The overview lays out the structure of the unit, including objectives, materials list, lesson structure and assessment and time management tools.
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1Lesson 1Playwrights & PlayersThis session introduces students to the Elizabethan Era, and its’ key playwrights and players.
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2Lesson 2Strange LanguageStudents learn how to use context clues to approach the unfamiliar words they will find in Shakepeare’s language.
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3Lesson 3Context CluesStudents review context clues and apply it to the Prologue from Romeo and Juliet.
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4Lesson 4PlayhousesStudents are introduced to three of the most important playhouses in the Elizabethan Era, as well as the areas of the Globe Theatre.
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5Lesson 5Crime Scene CluesStudents apply their knowledge of context clues to find meaning in the Tomb Scene from Romeo and Juliet.
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6Lesson 6Expanding the UnitYou can add an additional three or four lessons to this unit by adding another performance opportunity.
Standards Addressed
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Organize and develop artistic ideas and work - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 6
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Organize and develop artistic ideas and work - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 8
Organize and develop artistic ideas and work - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
Apply criteria to evaluate artistic work - Grade 6
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Advanced
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
6.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Cn11.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Re9 Apply criteria to evaluate artistic work.
7.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Adv.TH:Cr3 Refine and complete artistic work.
Sixth Grade
- DT.6.1.2.b Students Can: Contribute ideas and accept and incorporate the ideas of others in preparing or devising a drama/theatre work.
- DT.6.2.2.a Students Can: Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
- DT.6.3.4.c Students Can: Identify a specific audience or purpose for a drama/theatre work.
Seventh Grade
- DT.7.1.2.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- DT.7.1.3.b Students Can: Examine research relevant to the drama/theatre work to better understand performance and design choices.
- DT.7.2.2.a Students Can: Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Eighth Grade
High School - Fundamental Pathway
High School - Advanced Pathway
High School - Professional Pathway
- DT.H3.1.1.c Students Can: Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work.
- DT.H3.1.2.a Students Can: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.4.b Students Can: Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
- DT.H3.3.4.a Students Can: Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choice.
Speaking and Listening
- CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
- CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language
- CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCSS.ELA-LITERACY.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Reading: Literature
- CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Language
- CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
History/Social Studies
- CCSS.ELA-LITERACY.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Critical Thinking & Reflection
- TH.912.C.1.2 Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.
- TH.912.C.1.4 Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.
Innovation, Technology & the Future
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.
Grades 9-12 - ACTING LEVELS I-IV - Connecting
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Connecting
Grades 9-12 - FUNDAMENTALS OF 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 - Connecting
Beginning High School Create
Beginning High School Present
Intermediate High School Present
Intermediate High School Respond
Advanced High School Present
Beginning High School Standards - Communication
Beginning High School Standards - Culture
Intermediate High School Standards - Communication
Intermediate High School Standards - Analysis
Intermediate High School Standards - Culture
Advanced High School Standards - Communication
MS 117.211 LI - Creative Expression: performance
MS 117.211 LI - Critical evaluation and response
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
MS 117.212 LII - Critical evaluation and response
MS 117.213 LIII - Creative Expression: performance
MS 117.213 LIII - Historical and cultural relevance
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
HS 117.315 LI - Historical and cultural relevance
HS 117.315 LI - Critical evaluation and response
HS 117.316 LII - Historical and cultural relevance
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Historical and cultural relevance
Improvisation Drama 10
Acting Drama 20
- 1 analyze a script for explicit character clues
- 12 analyze script for clues to create antecedent action
- 13 create antecedent action for character
- 14 identify and use operative words in a script
- 15 analyze script for a character’s transitions
- 4 demonstrate understanding that a character’s behaviour is motivated by past, present and anticipated future experiences
- 6 demonstrate a character’s immediate or moment-to-moment objectives within a scene
- 9 demonstrate the ability to pick up cues effectively
Theatre Studies Drama 10 (Greek, Medieval or Elizabethan, and Canadian)
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
Junior Goal III Objectives
Junior Orientation
Junior Goal I Objectives
Theatre Studies Level II - Intermediate (Theatre History)
Theatre Studies Level III - Advanced (The script)
Senior Goal I Objectives
Senior Goal II Objectives
Senior Goal III Objectives
GRADE 6 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through the arts
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through the arts
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
- Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences
GRADE 8 - ARTS - Reasoning and reflecting
- Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
- Reflect on works of art and creative processes to understand artists motivations and meanings
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
- Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play
- Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental in relation to drama
- Take creative risks to experience and express thoughts, emotions, and meaning
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
- Create dramatic works with an intended audience in mind
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop performance skills in a variety of contexts
- Experiment with a range of props, processes, and technologies
- Explore and create dramatic works to express ideas and emotions
- Explore dramatic works through presentation or performance
- Improvise and take creative risks to express meaning
- Intentionally select and combine drama conventions
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Experiment with a range of materials, props, processes, and technologies to create and refine performances
- Improvise and take creative risks using imagination, exploration, and inquiry
- Purposefully select and combine dramatic elements and conventions
GRADE 11 - DRAMA - Reason and reflect
- Demonstrate awareness of self, others, and audience
- Examine the influences of social, cultural, historical, environmental, and personal contexts on dramatic works
- Receive and apply constructive feedback to develop and refine ideas
- Reflect on aesthetic experiences and how they relate to a specific place, time, and context
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
- Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
- Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
- Improvise and take creative risks using imagination, exploration, and inquiry
- Intentionally select and combine dramatic elements and conventions
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Communicate and document
GRADE 12 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
- 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
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
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