Roselle Public Schools High School Drama Curriculum Unit Overview

Roselle Public Schools High School Drama Curriculum

Content Area: Performing Arts

Unit Title: Unit 1: Theatre vs. Theater: Team Bonding & Improvisation

Target Course/Grade Level: Drama Grades 9-12

Approximate Length of Unit: 6-8 weeks / ongoing

Primary interdisciplinary connections: Chorus, Physical Education, Technology, & English

Unit Overview

In order for students to feel comfortable performing in front of the class; develop access to their emotions; free their body and their voice for a variety of character interpretations; and feel confident taking risks during the creative process, they must develop a bond and trust with their classmates and feel confident in their abilities. The students will develop communication skills through personal exploration and social interaction. The student will develop an awareness of and better understanding of his/her own impulses and instinctual behavior through improvisational games. Students will be able to independently articulate and demonstrate the many facets of the theatre and theater including the following: aesthetics, elements of, terminology, safety procedures, parts of a theater, theatrical jobs/roles, and actor-audience relationships.

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New Jersey Student Learning Standards: Visual and Performing Arts (NJCCCS)

Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in theatre. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in theatre.

Content Strand: 1.1C The Creative Process: Theatre 1.3C Performance: Theatre

CPI# 1.1.8.C.2 Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training. 1.1.8.C.4 Define the areas of responsibility (e.g., actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company. 1.3.5.C.2 Demonstrate how active listening skills, vocal variety, physical expression, stage business, sensory recall, concentration, and focus affect meaning in scripted and improvised performances. 1.3.8.C.1 Create a method for defining and articulating character objectives, intentions, and subtext, and apply the method to the portrayal of characters in live performances or recorded venues. 1.3.8.C.2 Create and apply a process for developing believable, multidimensional characters in scripted and improvised performances by combining methods of relaxation, physical and vocal skills, acting techniques, and active listening skills. 1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions

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Enduring Understandings

Students will understand that… • Concentrating on a task on stage leads to confidence • Drama inspires creativity and risk –taking. • Improvisation is a key factor to any performance • Scenes must have a beginning, middle and an end. • Scenes must have a conflict. • Scenes must develop complications that build toward a climax/closure. • The actor-audience relationship is vital in creating theatre. • A theater is full of equipment that must be respected at all times and used properly to ensure safety. • Theatre artists use precise vocabulary when working in their craft.

Essential Questions

• How can I overcome stage fright? • How do I develop confidence to perform in front of people who may be more talented than I am? • How can I connect to an audience? • How can I develop my imagination so that I can create different characters? • How can I develop the ability to take risks when I perform? • How can I learn to work with my scene partners? • How can I create a scene with no preparation? • How can I stay safe while working in a theater? • How can I communicate effectively with other theatre artists? • How is theatre an art form?

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Cumulative Progress Indicators (CPI’s) Content Standards and Key Knowledge (What students should know and be able to do…) 1.1.2.C.1 The elements of theatre are recognizable in theatrical performances Identify basic elements of theatre and describe their use in a variety of theatrical performances.

1.1.2.C.2 Theatre artists use precise vocabulary when staging a play. Express stage directions, areas of the stage, basic stage movements, and parts of a script using correct theatre terms (e.g., setting, costumes, plot, theme, etc.).

1.1.2.C.3 Creative drama and storytelling use voice, movement, and facial expression to communicate emotions. Creating characters is an act of intention in which actors play themselves in an imaginary set of circumstances Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling.

1.1.8. C.2: Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop. Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training

1.1.8.C.3 Emotion and meaning are often communicated through modulations of pitch, rate, and volume. Differentiate among vocal rate, pitch, and volume and explain how they affect articulation, meaning, and character.

1.1.8. C.4 A team of artists, technicians, and manager who collaborate to achieve a common goal uses a broad range of skills to create theatrical performances. Define the areas of responsibility (e.g. actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company.

1.1.2.C.1 The elements of theatre are recognizable in theatrical performances

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Identify basic elements of theatre and describe their use in a variety of theatrical performances.

1.1.2.C.3 Creative drama and storytelling use voice, movement, and facial expression to communicate emotions. Creating characters is an act of intention in which actors play themselves in an imaginary set of circumstances. Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling.

1.1.2.C.4 The technical theatrical elements and theatre architecture are inherent in theatrical design and production. Describe the use of the technical theatrical elements by examining examples of theatrical design in productions. Apply basic terms of theatre

1.1.5.C.1 The well-made play uses a specific, identifiable narrative structure (e.g., inciting incident, climax, dénouement, etc.). Evaluate the characteristics of a well-made play in a variety of scripts and performances. Apply warm-up techniques

1.1.5.C.3 Time, place, mood, and theme are enhanced through use of the technical theatrical elements. Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created Apply stage movement

1.1.5.C.4 Sensory recall is a technique actors commonly employ to heighten the believability of a character.

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Explain the function of sensory recall and apply it to character development. Express, understand and analyze thoughts, feelings, and actions of a character

1.1.8.C.1 Distinct pieces of dramatic literature and theatrical trends reflect cultural traditions and periods in history. Analyze the structural components of plays and performances from a variety of Western and non-Western theatrical traditions and from different historical eras. Describe, express and analyze roles of theatre in American society

1.1.8.C.2 Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop. Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training. Define terminology and process of evaluation

1.1.8.C.3 Emotion and meaning are often communicated through modulations of vocal rate, pitch, and volume. Differentiate among vocal rate, pitch, and volume, and explain how they affect articulation, meaning, and character. Apply the process to performances using appropriate theatre vocabulary

1.1.8.C.4 team of artists, technicians, and managers who collaborate to achieve a common goal uses a broad range of skills to create theatrical performances. Define the areas of responsibility (e.g., actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company. Identify and analyze the lives and works of representative theatre artists

1.1.12.C.1 Theatre and the arts play a significant role in human history and culture. Analyze examples of theatre’s influence on history and history’s influence on theatre in Western and non-Western theatre traditions. Compare and Contrast the lives and works of representative theatre artists

1.1.12.C.2 Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques. Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated

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through the application of acting techniques.

1.1.12.C.3 Theatre production is an art, but it is also a science requiring knowledge of safety procedures, materials, technology, and construction techniques Apply the basic physical and chemical properties (e.g., light, electricity, color, paint, scenic construction, costumes, makeup, and audio components) inherent in technical theatre to safely implement theatre design.

Students will be able to… • Create a supportive, fun environment in which to grow and perform as artists. • Develop trust among the group members. • Develop confidence and self-esteem. • Stimulate imagination through theatre games and exercises. • Develop focus, concentration, and risk-taking through daily warm-ups, theatre games and exercises. • Develop class camaraderie and support.

Vocabulary Words and Key Terms

Academic Vocabulary Content Vocabulary • Antagonist • Articulation • Character • Climax • Collaboration • • Actor • Daying • Catharsis • Center Stage • Characterization • Conflict • Context • Crisis • Critique • Denouement • Dialogue • Cold Reading • Comedy • Concentration • Costume • Cue • Diction • Exposition • Genre • Pitch • Projection • Protagonist • Director • Downstage • Dramatic Structure • Dramaturge • Dress Rising Action • Style • Subtext • Text • Vocal Quality • Volume Rehearsal • Emotional Memory • Ensemble • Farce • Form • Gesture • Greek Theatre • Improvisation • Kabuki • Level • Masks • Melodrama • Mime • Monologue • Motivation • Musical Theatre • Noh Theatre • Objective • Pacing • Pantomime • Play • Playwright • Position • Properties • Proscenium • Rehearsal • Run-Through • Script • Stage • Stage Crew • Stage Direction • Stage Left • Stage Manager • Stage Right • Theatre • Theatre Conventions • Tragedy

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Resources

• Theater Games for the Classroom by Viola Spolin • A Challenge for the Actor by Uta Hagen • An Actor Prepares by Constantin Stanislavsky • Building a Character by Constantin Stanislavsky • Lesson Plans • http://www.youtube.com • http://www.backstage.com • http://www.monologuearchive.com/ • http://www.stage-directions.com • http://www.sagaftra.org

Equipment Needed: • Computer • CD Player • Overhead Projector • Whiteboard • Various handouts • Empty space

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Interdisciplinary Connections

Literacy RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well Integration as inferences drawn from the text. (NJSLS) 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. RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. o Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. o Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language and domain-specific vocabulary to manage the complexity of the topic. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-

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generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. o Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). o Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate L.9-10.6. Acquire and use accurately 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 considering a word or phrase important to comprehension or expression Social Studies 6.1.12. D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), Integration and practices in shaping contemporary American culture. (NJCCCS) 6.2.12. D.2.a Determine the factors that led to the Renaissance and the impact on the arts. 6.2.12. D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. (during the Renaissance)

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Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize Integration information in order to solve problems individually and collaboratively and to create and communicate (NJCCCS) knowledge. 8.1.12. D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. 8.1.12. F.1 Select and use specialized databases for advanced research to solve real-world problems 21st Century Life 9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, & Careers and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic (NJCCCS) and organizational cultures. 9.1.12. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12. A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects. 9.4.12.C.(4).9 Compare and contrast the roles of playwrights, actors, and others involved in the production and presentation of theatrical performances to build a perspective regarding individual roles involved in the pathway.

Students will: Understand and use technology systems INDICATOR: 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems Students will: Select and use applications effectively and productively. INDICATORS: 8.1.5. A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5. A.3 Use a graphic organizer to organize information about problem or issue. 8.1.5. A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. 8.1.5. A.5 Create and use a database to answer basic questions. 8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data

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Modifications/Accommodations for Special Education Students Accommodations for At-Risk Students

• Modify activities/assignments/projects • Breakdown activities/assignments/projects/assessments • Breakdown activities/assignments/projects/assessments into into manageable units manageable units • Additional time to complete • Additional time to complete activities/assignments/projects/assessments activities/assignments/projects/assessments • Provide an option for alternative • Provide an option for alternative activities/assignments/projects/assessments activities/assignments/projects/assessments • Small Group Instruction • Allow student to receive reading text in various forms • Intervention/Remediation (written, verbal, audio) • Individual Intervention/Remediation • Pre-teach new vocabulary • Additional Support Materials • Modify Content • Guided Notes • Modify Amount of work given • Graphic Organizers • Modify Assessment • Tutoring • Modify Homework • Re-teach skill if needed • Allow student to make test corrections or re-take assessment • Adjust Pacing of Content • Small Group Instruction • Individual Intervention/Remediation • Additional Support Material • Lower-Level Text • Guided Notes • Graphic Organizers * Based on Student’s IEP

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English Language Learners Extensions for Gifted Students

All WIDA Can Do Descriptors can be found at this link: • Extend https://www.wida.us/standards/CAN_DOs/ activities/assignments/projects/assessments Grade 3 WIDA Can Do Descriptors: • Provide an option for alternative • Listening activities/assignments/projects/assessments • Speaking • Modify Content • Reading • Adjust Pacing of Content • Writing • Small Group Enrichment • Oral Language • Individual Enrichment • Higher-Level Text • Other Modifications for Gifted Students

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Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students

Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material, accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics: 1. Use many visual aids or realistic manipulatives. 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. General Suggestion "Best Practices" for Helping English Language Learners 1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing. 2. Assign a peer tutor (buddy) to help explain what is happening in the classroom. 3. Use a consistent vocabulary for daily routines. 4. Provide pictures to illustrate new words and terms. 5.Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons 6. Present clear illustrations and concrete examples to help students understand complex concepts and skills. 7. Adapt difficult passages from textbooks and record on tape for listening activities.

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8. Create a library of supplementary books and workbooks written in simple English. 9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals. 10. Use outline maps for students to practice writing in the details and label. 11. Use cooperative groupings in your classroom and assign the ELL student a task in the group. 12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL student before the lesson begins. 13. Make the ELL student a part of the class as much as possible by acknowledging him/her often. 14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment. 15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English. 16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task. 17. Paraphrase and model correct grammar for ELL students’ responses. 18. Offer a variety of reference materials that meets the students’ instructional level. 19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language. 20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete. 21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships. 22. Keep a variety of number games to be played by pairs of students or small groups. 23. Show the same information through a variety of different charts and visuals. 24. Write instructions and problems using shorter and less complex sentences. 25. Use student pairs for team learning, especially for reports, experiments, and projects. 26. Limit the number of problems that must be solved. 27. De-emphasize speed and emphasize accuracy of work. 28. Ask numerous questions that require higher level thinking responses. 29. Use language experience techniques in discussing concepts and ideas. 30. Assign short homework tasks that require reading. 31. Have students use a timeline to arrange and sequence important facts. Writing Strategies for English Language Learners Modeled Writing • Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper. • Focus is on a brief piece of writing that relates to real-life experiences.

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• Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using graphic organizers, writing phrases or simple sentences. • Lesson should focus on a particular skill or strategy. Shared Writing • Strategy builds on the previous methodology, Modeled Writing. • Creates a gradual release of responsibility to the student and should be used after modeled writing. • Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive environment, and helps them see writing strategies in progress. • Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing. • Students work together supportively to compose and read text. • Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before attempting to write. Writing to Test Prompts • Display a sample writing prompt using text prompts and quotations. • Suggestion: Take quotations from President Obama’s inaugural speech for practice. • Point to each part of the prompt, the directions, time etc. and explain each component. • Students look for keywords in the prompt and circle them. For example, if the word explain is in the writing prompt this indicates expository writing. • Create a list of tips to help students write to test prompts such as: Read prompt carefully Look for keywords that tell you what to write and that unlock meaning Monitor your time Make a list of vocabulary and ideas before you begin writing Follow directions Reread your writing Check work for spelling, punctuation, and grammar • Differentiate instruction for beginners, intermediate & advanced students. Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures. Intermediate: Students write a story for the prompt using simple sentences. Advanced: Students respond to the prompt as if they were actually taking exam

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Required Activities Suggested Activities

• Do Now/Warm-Up Projects • Morning Message (Washington Elementary only) Academic Games • Whole Group Daily 5 • Small Groups • Guided Practice • Independent Practice • 3 Part Objectives (Condition, Behavior, and Criteria) • Sheltered Instruction Observation Protocol (SIOP) • Identify and review objectives for lesson • Centers • Guided Reading utilizing Before, During, and After activities • Intervention/Remediation • SIOP

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Content Area: Performing Arts

Unit Title: Unit 2: Body & Stage Movement

Target Course/Grade Level: Drama Grades 9-12

Approximate Length of Unit: 6-8 weeks / ongoing

Primary interdisciplinary connections: Chorus, Physical Education, Technology, & English

Unit Overview

In this unit, the students will learn that in order to create characters of various ages, socio-economic classes, cultures, historical periods, and personalities, the actor must have complete control of his body and maintain flexibility. Students will use movement for creative expression to explore thought, feeling and roles. They will use facial expressions, gestures and postures to enhance characterization and to create a physical life for the character.

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New Jersey Student Learning Standards: Visual and Performing Arts (NJCCCS) Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in theatre. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in theatre. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in theatre.

Content Strand: 1.1C The Creative Process: Theatre 1.3C Performance: Theatre 1.4B Critique Methodologies

CPI# 1.1.8.C.2 Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training. 1.1.12.C.2 Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. 1.3.8.C.1 Create a method for defining and articulating character objectives, intentions, and subtext, and apply the method to the portrayal of characters in live performances or recorded venues. 1.3.8.C.2 Create and apply a process for developing believable, multidimensional characters in scripted and improvised performances by combining methods of relaxation, physical and vocal skills, acting techniques, and active listening skills. 1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions. 1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances. 1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art

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Enduring Understandings

Students will understand that… • Creating a believable character begins with the characters physicality. • Pantomime is the basis for physical characterization through observation and practice. • Emotional memory and sensory recall are tools that actors use in performance preparation. • Stage directions and body positions are specific and must be memorized and used in an actors blocking. • Exits and Entrances must illustrate the character’s intention, personality, and moment before/after. • Gestures and movements must be carefully based on understanding and analysis of the character. • Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.

Essential Questions

• How can an actor create a believable character with his body? • How can I become comfortable with my body on stage and develop confidence and ease in stage movement? • How can an actor create variety of movement on stage? • How can an actor tell a story through movement, stage positions, and use of stage areas? • How do I use stage positions and body positions to notate blocking? • What is the most effective way to enter, exit, gesture on stage?

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Learning Plan

Content Standards and Key Knowledge (What students should know and be able to do…) 1.1.2.C.1 The elements of theatre are recognizable in theatrical performances Identify basic elements of theatre and describe their use in a variety of theatrical performances.

1.1.8.C.2 : Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop. Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training

1.1.8.C.4 A team of artists, technicians, and manager who collaborate to achieve a common goal uses a broad range of skills to create theatrical performances. Define the areas of responsibility (e.g. actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company.

1.1.2.C.1 The elements of theatre are recognizable in theatrical performances

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Identify basic elements of theatre and describe their use in a variety of theatrical performances.

1.1.2.C.3 Creative drama and storytelling use voice, movement, and facial expression to communicate emotions. Creating characters is an act of intention in which actors play themselves in an imaginary set of circumstances. Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling.

1.1.5.C.4 Sensory recall is a technique actors commonly employ to heighten the believability of a character. Explain the function of sensory recall and apply it to character development. Express, understand and analyze thoughts, feelings, and

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actions of a character

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Students will know… A. The Body: Create believable characters physically. • Explore the physical principles of pantomime • Recognize pantomime as the basis for physical characterization through observation • Practice relaxation and warm-up techniques • Observe persons of different ages, races, sex and perform pantomime implementing the physical attributes observed • Incorporate emotional memory/recall B. Stage Movement: Identify the various areas of the stage. • Practice following stage directions and body positions • Practice exits and Entrances that illustrate the character’s intention, personality, and moment before/after. • Use small and large gestures to reveal the inner life of a character that is based on research and analysis.

Students will be able to… • Practice relaxation and warm-up techniques. • Participate in physical games and exercises that require various movements. • Participate in sense memory exercises to aid in emotional recall. • Use milling and seething exercises as a means of character acquisition. • Explore the physical principles of pantomime. • Recognize pantomime as the basis for physical characterization through observation. • Give constructive criticism to their peers using appropriate unit vocabulary.

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Vocabulary Words and Key Terms

Academic Vocabulary Content Vocabulary • Character • Collaboration • Critique • Dialogue • Diction • Style • Arena • Barn Door • Black Box • Bones Of The Face • Bottom • Subtext • Text • Vocal Quality Rail • Box Set • Chiaroscuro • Clown White • Corner Day • Created/Found Space • Creme • Curtain Set • Cyclorama • Dimmer • Dry Brushing • Ellipsoidal • Feather Dusting • Floor Plan • Follow Spot • Fresnel • Gel • Gobo • Greasepaint • Keystone • Makeup Morgue • Painting Techniques: • Pancake • Parts Of A Flat: • Parts Of A Lighting Instrument • Periaktoi Set • Proscenium • Rag Rolling • Screen Set • Scrim • Spattering • Stationary Set • Stile • Stippling • Strip Lights • Thrust • Toggle Rail • Top Hat • Top Rail • Types Of Foundation: • Types Of Sets: • Types Of Stages: • Unit Set

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Resources

• Theatre Games for the Classroom by Viola Spolin • A Challenge for the Actor by Uta Hagen • An Actor Prepares by Constantin Stanislavsky • Building a Character by Constantin Stanislavsky • Building a Character by Constantin Stanislavsky • The Viewpoints Book by Anne Bogart and Tina Landau • Lesson Plans http://www.noam-meiri.com/story-theaterhttps://dramaresource.com/storytelling/ • http://www.youtube.com • http://www.backstage.com • http://www.monologuearchive.com/ • http://www.stage-directions.com • http://www.sagaftra.org

Equipment Needed: • Computer • CD Player • Overhead Projector • Whiteboard • Various handouts • Empty space

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Interdisciplinary Connections

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Students will: Understand and use technology systems INDICATOR: 8.1.5. A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Students will: Select and use applications effectively and productively. INDICATORS: 8.1.5. A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5. A.3 Use a graphic organizer to organize information about problem or issue. 8.1.5. A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. 8.1.5. A.5 Create and use a database to answer basic questions. 8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data

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Modifications/Accommodations for Special Education Accommodations for At-Risk Students Students • Modify activities/assignments/projects • Breakdown activities/assignments/projects/assessments into • Breakdown manageable units activities/assignments/projects/assessments into • Additional time to complete manageable units activities/assignments/projects/assessments • Additional time to complete • Provide an option for alternative activities/assignments/projects/assessments activities/assignments/projects/assessments • Provide an option for alternative • Small Group Instruction activities/assignments/projects/assessments • Intervention/Remediation • Allow student to receive reading text in various forms • Individual Intervention/Remediation (written, verbal, audio) • Additional Support Materials • Pre-teach new vocabulary • Guided Notes • Modify Content • Graphic Organizers • Modify Amount of work given • Tutoring • Modify Assessment • Modify Homework • Re-teach skill if needed • Allow student to make test corrections or re-take assessment • Adjust Pacing of Content • Small Group Instruction • Individual Intervention/Remediation • Additional Support Material • Lower-Level Text • Guided Notes • Graphic Organizers * Based on Student’s IEP

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English Language Learners Extensions for Gifted Students

• Extend activities/assignments/projects/assessments All WIDA Can Do Descriptors can be found at this link: • Provide an option for alternative https://www.wida.us/standards/CAN_DOs/ activities/assignments/projects/assessments • Modify Content Grade 3 WIDA Can Do Descriptors: • Adjust Pacing of Content • Listening • Small Group Enrichment • Speaking • Individual Enrichment • Reading • Higher-Level Text • Writing • Other Modifications for Gifted Students • Oral Language

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Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students

1. Use many visual aids or realistic manipulatives. 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. General Suggestion "Best Practices" for Helping English Language Learners 1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing. 2. Assign a peer tutor (buddy) to help explain what is happening in the classroom. 3. Use a consistent vocabulary for daily routines. 4. Provide pictures to illustrate new words and terms. 5.Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons 6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.

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7. Adapt difficult passages from textbooks and record on tape for listening activities. 8. Create a library of supplementary books and workbooks written in simple English. 9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals. 10. Use outline maps for students to practice writing in the details and label. 11. Use cooperative groupings in your classroom and assign the ELL student a task in the group. 12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL student before the lesson begins. 13. Make the ELL student a part of the class as much as possible by acknowledging him/her often. 14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment. 15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English. 16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task. 17. Paraphrase and model correct grammar for ELL students’ responses. 18. Offer a variety of reference materials that meets the students’ instructional level. 19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language. 20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete. 21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships. 22. Keep a variety of number games to be played by pairs of students or small groups. 23. Show the same information through a variety of different charts and visuals. 24. Write instructions and problems using shorter and less complex sentences. 25. Use student pairs for team learning, especially for reports, experiments, and projects. 26. Limit the number of problems that must be solved. 27. De-emphasize speed and emphasize accuracy of work. 28. Ask numerous questions that require higher level thinking responses. 29. Use language experience techniques in discussing concepts and ideas. 30. Assign short homework tasks that require reading. 31. Have students use a timeline to arrange and sequence important facts. Writing Strategies for English Language Learners Modeled Writing • Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper. • Focus is on a brief piece of writing that relates to real-life experiences.

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17 2018 Roselle Public Schools High School Drama Curriculum

Required Activities Suggested Activities

• Guided Reading utilizing Before, During, and After activities • Intervention/Remediation

• SIOP

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Content Area: Performing Arts

Unit Title: Unit 3: Voice & Speech

Target Course/Grade Level: Drama Grades 9-12

Approximate Length of Unit: 6-8 weeks / ongoing

Primary interdisciplinary connections: Biology, Chorus, Physical Education, Technology, & English

Unit Overview

In this unit, students will learn that it is essential for all actors to develop a healthy, flexible, supported, and resonant vocal instrument. Actors must be heard and understood by everyone in the audience without straining or pushing. Developing vocal color and vocal variety enables an actor to create a myriad of characters and express a range of emotions. According to Patsy Rodenberg “If an audience member or another actor on stage can neither hear nor understand you, all of your work is irrelevant.” “Of all the great actors I have known, it always comes down to his voice.” Dame Judith Dench

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Content Strand: 1.1C The Creative Process: Theatre 1.3C Performance: Theatre

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Enduring Understandings

Students will understand that… • Use various breathing, vocal, physical, and mindfulness techniques to combat stage fright and improve focus. • How to actively listen, support, and respect their peers without regard to “talent.” • The various actor-audience relationships and how they affect the art of communication in theatre. • How to think spontaneously in order to create vivid and specific characters in well-crafted scenes. • The different parts of a stage/theater and the many rules/superstitions of the theatre. • That theatre is the art of shaped relationships that require a fictional world and an audience. Essential Questions

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1.1.8.C.2 : Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop. Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training

1.1.8.C.3 Emotion and meaning are often communicated through modulations of pitch, rate, and volume. Differentiate among vocal rate, pitch, and volume and explain how they effect articulation, meaning, and character.

1.1.8.C.4 A team of artists, technicians, and manager who collaborate to achieve a common goal uses a broad range of skills to create theatrical performances. Define the areas of responsibility (e.g. actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company.

1.1.2.C.1 The elements of theatre are recognizable in theatrical performances Identify basic elements of theatre and describe their use in a variety of theatrical performances.

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1.1.2.C.3 Creative drama and storytelling use voice, movement, and facial expression to communicate emotions. Creating characters is an act of intention in which actors play themselves in an imaginary set of circumstances. Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling.

1.1.5.C.2 The actor’s physicality and vocal 1.1.5.C.2 Interpret the relationship between the actor’s techniques have a direct relationship to character development. Interpret the relationship between the actor’s physical and vocal choices and an audience’s perception of character development by identifying examples of vocal variety, stage business, concentration, and focus. Create emotional and sensory recall 1.1.5.C.3 Time, place, mood, and theme are enhanced through use of the technical theatrical elements. Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created Apply stage movement

1.1.8.C.1 Distinct pieces of dramatic literature and theatrical trends reflect cultural traditions and periods in history.

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Analyze the structural components of plays and performances from a variety of Western and non-Western theatrical traditions and from different historical eras. Describe, express and analyze roles of theatre in American society

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audio components) inherent in technical theatre to safely implement theatre design.

Students will be able to… Practice relaxation and warm-up techniques. Participate in physical games and exercises that require various movements. Participate in sense memory exercises to aid in emotional recall. Use milling and seething exercises as a means of character acquisition. Explore the physical principles of pantomime. Recognize pantomime as the basis for physical characterization through observation. Give constructive criticism to their peers using appropriate unit vocabulary. • Actively participate in daily physical warm-ups. • Actively participate in class games and exercises. • Demonstrate the ability to create an improvisational scene with others. • Prepare an organized theatre notebook. • Use worksheets and quizzes as review.

Vocabulary Words and Key Terms

Academic Vocabulary Content Vocabulary • Characterization • Dialogue • Plot • Script • Annunciation • Body Language • Business • Characterization • Cheat Out • Counter Cross • Cross • Cue • Daying • Diction • Duet • Fourth Wall • Improvisation • Inflection • Magic If • Monologue • Motivation • Obstacle • Pantomime • Playwright • Rate • Sense Memory • Stage Directions • Stage Positions • Subtext • Theatrical Conventions • Volume

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Resources

Equipment Needed: • Computer • CD Player • Overhead Projector • Whiteboard • Various handouts • Empty space

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Interdisciplinary Connections

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Social Studies 6.1.12. D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), Integration and practices in shaping contemporary American culture. (NJCCCS) 6.2.12. D.2.a Determine the factors that led to the Renaissance and the impact on the arts. 6.2.12. D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed

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themselves and how they viewed their physical and spiritual worlds. (during the Renaissance)

Students will: Understand and use technology systems INDICATOR: 8.1.5. A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

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8.1.5. A.3 Use a graphic organizer to organize information about problem or issue. 8.1.5. A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. 8.1.5. A.5 Create and use a database to answer basic questions. 8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data

Modifications/Accommodations for Special Education Accommodations for At-Risk Students Students • Breakdown activities/assignments/projects/assessments • Modify activities/assignments/projects into manageable units • Breakdown • Additional time to complete activities/assignments/projects/assessments into activities/assignments/projects/assessments manageable units • Provide an option for alternative • Additional time to complete activities/assignments/projects/assessments activities/assignments/projects/assessments • Small Group Instruction • Provide an option for alternative • Intervention/Remediation activities/assignments/projects/assessments • Individual Intervention/Remediation • Allow student to receive reading text in various forms • Additional Support Materials (written, verbal, audio) • Guided Notes • Pre-teach new vocabulary • Graphic Organizers • Modify Content • Tutoring • Modify Amount of work given • Modify Assessment • Modify Homework • Re-teach skill if needed • Allow student to make test corrections or re-take assessment • Adjust Pacing of Content • Small Group Instruction • Individual Intervention/Remediation • Additional Support Material

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• Lower-Level Text • Guided Notes • Graphic Organizers * Based on Student’s IEP

English Language Learners Extensions for Gifted Students

All WIDA Can Do Descriptors can be found at this link: • Extend activities/assignments/projects/assessments https://www.wida.us/standards/CAN_DOs/ • Provide an option for alternative activities/assignments/projects/assessments Grade 3 WIDA Can Do Descriptors: • Modify Content • Listening • Adjust Pacing of Content • Speaking • Small Group Enrichment • Reading • Individual Enrichment • Writing • Higher-Level Text • Oral Language • Other Modifications for Gifted Students

Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students

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7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. General Suggestion "Best Practices" for Helping English Language Learners 1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing. 2. Assign a peer tutor (buddy) to help explain what is happening in the classroom. 3. Use a consistent vocabulary for daily routines. 4. Provide pictures to illustrate new words and terms. 5.Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons 6. Present clear illustrations and concrete examples to help students understand complex concepts and skills. 7. Adapt difficult passages from textbooks and record on tape for listening activities. 8. Create a library of supplementary books and workbooks written in simple English. 9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals. 10. Use outline maps for students to practice writing in the details and label. 11. Use cooperative groupings in your classroom and assign the ELL student a task in the group. 12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL student before the lesson begins. 13. Make the ELL student a part of the class as much as possible by acknowledging him/her often. 14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment. 15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English. 16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task. 17. Paraphrase and model correct grammar for ELL students’ responses. 18. Offer a variety of reference materials that meets the students’ instructional level.

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19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language. 20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete. 21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships. 22. Keep a variety of number games to be played by pairs of students or small groups. 23. Show the same information through a variety of different charts and visuals. 24. Write instructions and problems using shorter and less complex sentences. 25. Use student pairs for team learning, especially for reports, experiments, and projects. 26. Limit the number of problems that must be solved. 27. De-emphasize speed and emphasize accuracy of work. 28. Ask numerous questions that require higher level thinking responses. 29. Use language experience techniques in discussing concepts and ideas. 30. Assign short homework tasks that require reading. 31. Have students use a timeline to arrange and sequence important facts. Writing Strategies for English Language Learners Modeled Writing • Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper. • Focus is on a brief piece of writing that relates to real-life experiences. • Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using graphic organizers, writing phrases or simple sentences. • Lesson should focus on a particular skill or strategy. Shared Writing • Strategy builds on the previous methodology, Modeled Writing. • Creates a gradual release of responsibility to the student and should be used after modeled writing. • Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive environment, and helps them see writing strategies in progress. • Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing. • Students work together supportively to compose and read text. • Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before attempting to write. Writing to Test Prompts

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• Display a sample writing prompt using text prompts and quotations. • Suggestion: Take quotations from President Obama’s inaugural speech for practice. • Point to each part of the prompt, the directions, time etc. and explain each component. • Students look for keywords in the prompt and circle them. For example, if the word explain is in the writing prompt this indicates expository writing. • Create a list of tips to help students write to test prompts such as: Read prompt carefully Look for keywords that tell you what to write and that unlock meaning Monitor your time Make a list of vocabulary and ideas before you begin writing Follow directions Reread your writing Check work for spelling, punctuation, and grammar • Differentiate instruction for beginners, intermediate & advanced students. Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures. Intermediate: Students write a story for the prompt using simple sentences. Advanced: Students respond to the prompt as if they were actually taking exam.

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Required Activities Suggested Activities

• Guided Reading utilizing Before, During, and After activities • Intervention/Remediation

• SIOP

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Content Area: Performing Arts

Unit Title: : Unit 4: Acting in a “Well Made Play”

Target Course/Grade Level: Drama Grades 9-12

Approximate Length of Unit: 8-12 weeks / ongoing

Primary interdisciplinary connections: Chorus, English & History

Unit Overview

In this unit, students will learn that analyzing plays and developing an emotional connection to a character will foster a positive connection between critical thinking skills, lifelong learning, and personal expression and support the intellectual, social, and personal development of each learner. Furthermore, it will enhance contribution to community and global citizenship into the twenty-first century. The main goal of every actor is to create a truthful performance.

New Jersey Student Learning Standards: Visual and Performing Arts (NJCCCS) Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in theatre. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in theatre. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in theatre.

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Content Strand: 1.1C The Creative Process: Theatre 1.2A History of the Art & Culture 1.3C Performance: Theatre 1.4A Aesthetic Responses 1.4B Critique Methodologies

CPI# 1.1.5.C.1 Evaluate the characteristics of a well-made play in a variety of scripts and performances. 1.1.8.C.2 Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training. 1.1.12.C.2 Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a character are communicated through the application of acting techniques. 1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. 1.3.8.C.2 Create and apply a process for developing believable, multidimensional characters in scripted and improvised performances by combining methods of relaxation, physical and vocal skills, acting techniques, and active listening skills. 1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions. 1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances. 1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. 1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art.

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Enduring Understandings

Students will understand that… • Actors read and analyze scripts as part of the actor’s process for developing a believable character. • Acting exercises develop concentration, a connection to partner, access to emotions and sensory recall • Actors use a specific set of acting terms in modern acting technique. • Characters have physical, emotional, and social dimensions that can be communicated through the application of acting techniques. • Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop. • Constructive criticism is an important evaluative tool that enables artists to communicate more effectively. • Evaluating a production requires the assessment of the acting, design, direction, technical proficiencies and overall impact. • The audition process is specific for each production; however, there are some common procedures that all auditions do follow.

Essential Questions

• How can I learn to memorize lines? • How can connect to a character? • How can I understand what the play is about? • How can I move an audience? • How can I create a believable character? • What are the essential elements of a good performance? • How do I audition for a play?

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Cumulative Progress Indicators (CPI’s)

1.1.8.C.2 : Actors exercise their voices and bodies through a wide variety of techniques to expand the range and the clarity of the characters they develop. Determine the effectiveness of various methods of vocal, physical, relaxation, and acting techniques used in actor training

1.1.8.C.4 A team of artists, technicians, and manager who collaborate to achieve a common goal uses a broad range of skills to create theatrical performances. Define the areas of responsibility (e.g. actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company.

1.1.2.C.1 The elements of theatre are recognizable in theatrical performances Identify basic elements of theatre and describe their use in a variety of theatrical performances.

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1.1.2.C.3 Creative drama and storytelling use voice, movement, and facial expression to communicate emotions. Creating characters is an act of intention in which actors play themselves in an imaginary set of circumstances. Distinguish between characters, actors, and the self by demonstrating respect for personal space, creative movement, and pantomime skills while interacting with others in creative drama and storytelling.

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audio components) inherent in technical theatre to safely implement theatre design.

Students will know… • Use actions and tactics to connect the events of a scene/monologue to memorize lines. • Combine their physical and vocal training to make sustainable character choices. • Analyze a play/monologue/scene and infer meaning. • Use theatre criticism as a way to identify the elements of a good performance. • Audition for a theatrical production.

Students will be able to… • Use acting exercises and techniques to develop concentration, connection to partner, access to emotions and sensory recall. • Identify and play the actions of a monologue and/or scene through rehearsal. • Perform a monologue and/or scene with a fully developed character for a mock audition. • Attend productions and evaluate all artistic and technical elements.

Vocabulary Words and Key Terms

Academic Vocabulary Content Vocabulary • Play • Drama • Tragedy • Tragic • Hero • Tragic Flaw • Comedy • Actor • act • audition• audience • backstage •blocking • Cast • • Stage • Set • Lighting • Lights • Costume • Props • Dialogue center stage • characterization • comedy• conflict • cue • diction • • Monologue • Soliloquy • Aside • Stage • Direction • Farce director • down stage • dramatic mediums • house •improvisation •Types • Stereotype •intention • interpretation • monologue • pantomime • play • playwright • plot • props • proscenium arch • rehearsal • role • scene •set • stage • stage business • stage crew • stage left • stage right • stage manager • tableau • technical theatre • theme • tragedy • upstage • volume (voice production)

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Resources

Theatre Games for the Classroom by Viola Spolin A Challenge for the Actor by Uta Hagen An Actor Prepares by Constantin Stanislavsky Building a Character by Constantin Stanislavsky The Art of Acting by Stella Adler The Sanford Meisner Approach by Larry Silverberg Technology Lab One Act Plays Spring Play Monologues for Teens Lesson Plans http://www.noam-meiri.com/story-theaterhttps://dramaresource.com/storytelling/ • http://www.youtube.com • http://www.backstage.com • http://www.monologuearchive.com/ • http://www.stage-directions.com • http://www.sagaftra.org

Equipment Needed: • Computer • CD Player • Overhead Projector • Whiteboard • Various handouts • Empty space

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Interdisciplinary Connections

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flexibly and dynamically. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. o Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). o Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate L.9-10.6. Acquire and use accurately 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 considering a word or phrase important to comprehension or expression Social Studies 6.1.12. D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), Integration and practices in shaping contemporary American culture. (NJCCCS) 6.2.12. D.2.a Determine the factors that led to the Renaissance and the impact on the arts. 6.2.12. D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed

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themselves and how they viewed their physical and spiritual worlds. (during the Renaissance) Technology 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize Integration information in order to solve problems individually and collaboratively and to create and communicate (NJCCCS) knowledge. 8.1.12. D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. 8.1.12. F.1 Select and use specialized databases for advanced research to solve real-world problems 21st Century Life 9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, & Careers and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic (NJCCCS) and organizational cultures. 9.1.12. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.12. A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects. 9.4.12.C.(4).9 Compare and contrast the roles of playwrights, actors, and others involved in the production and presentation of theatrical performances to build a perspective regarding individual roles involved in the pathway.

NJ CCCS 8.1 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge Students will: Understand and use technology systems INDICATOR: 8.1.5. A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

Students will: Select and use applications effectively and productively. INDICATORS: 8.1.5. A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5. A.3 Use a graphic organizer to organize information about problem or issue. 8.1.5. A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. 8.1.5. A.5 Create and use a database to answer basic questions. 8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data

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English Language Learners Extensions for Gifted Students

Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students

Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s

In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material, accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:

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8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. General Suggestion "Best Practices" for Helping English Language Learners 1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing. 2. Assign a peer tutor (buddy) to help explain what is happening in the classroom. 3. Use a consistent vocabulary for daily routines. 4. Provide pictures to illustrate new words and terms. 5.Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons 6. Present clear illustrations and concrete examples to help students understand complex concepts and skills. 7. Adapt difficult passages from textbooks and record on tape for listening activities. 8. Create a library of supplementary books and workbooks written in simple English. 9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals. 10. Use outline maps for students to practice writing in the details and label. 11. Use cooperative groupings in your classroom and assign the ELL student a task in the group. 12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL student before the lesson begins. 13. Make the ELL student a part of the class as much as possible by acknowledging him/her often. 14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment. 15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English. 16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task. 17. Paraphrase and model correct grammar for ELL students’ responses. 18. Offer a variety of reference materials that meets the students’ instructional level. 19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.

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20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete. 21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships. 22. Keep a variety of number games to be played by pairs of students or small groups. 23. Show the same information through a variety of different charts and visuals. 24. Write instructions and problems using shorter and less complex sentences. 25. Use student pairs for team learning, especially for reports, experiments, and projects. 26. Limit the number of problems that must be solved. 27. De-emphasize speed and emphasize accuracy of work. 28. Ask numerous questions that require higher level thinking responses. 29. Use language experience techniques in discussing concepts and ideas. 30. Assign short homework tasks that require reading. 31. Have students use a timeline to arrange and sequence important facts. Writing Strategies for English Language Learners Modeled Writing • Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper. • Focus is on a brief piece of writing that relates to real-life experiences. • Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using graphic organizers, writing phrases or simple sentences. • Lesson should focus on a particular skill or strategy. Shared Writing • Strategy builds on the previous methodology, Modeled Writing. • Creates a gradual release of responsibility to the student and should be used after modeled writing. • Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive environment, and helps them see writing strategies in progress. • Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing. • Students work together supportively to compose and read text. • Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before attempting to write. Writing to Test Prompts • Display a sample writing prompt using text prompts and quotations.

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• Suggestion: Take quotations from President Obama’s inaugural speech for practice. • Point to each part of the prompt, the directions, time etc. and explain each component. • Students look for keywords in the prompt and circle them. For example, if the word explain is in the writing prompt this indicates expository writing. • Create a list of tips to help students write to test prompts such as: Read prompt carefully Look for keywords that tell you what to write and that unlock meaning Monitor your time Make a list of vocabulary and ideas before you begin writing Follow directions Reread your writing Check work for spelling, punctuation, and grammar • Differentiate instruction for beginners, intermediate & advanced students. Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures. Intermediate: Students write a story for the prompt using simple sentences. Advanced: Students respond to the prompt as if they were actually taking exam.

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Required Activities Suggested Activities

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