TRENTON PUBLIC SCHOOLS
CURRICULUM GUIDE: Drama II (High School)
Course Description
“In Drama II, students will perfect their acting techniques through in-depth studies of performance preparation, character development and improvisation. Students will engage in activities that will prepare them for audition and full-scale productions. This includes monologue preparation, scene studies, acting resumes and headshots.” - High School Catalog Board Approved 3/21/16Pacing Guide*
Unit # / Unit Name / Approximate Pacing Schedule1 / Reviewing the Basics / 2 weeks
2 / Exploring Acting Techniques / 7 weeks
3 / Preparing a Monologue / 4 weeks
4 / Auditioning / 4 weeks
5 / Reflecting and Responding / 1 week
*Units may be modified to fit student skills, ability, and interest as well as the district academic calendar.
Unit 1: Expanding the Basics Duration: 2 weeks
This unit explores an expanded theatre study. Students begin by reviewing foundational elements from Drama 1. Next, students deepen their connection as an ensemble. This unit culminates in a student instructed ensemble workshop taught for other high school classes.
Stage 1: Desired ResultsGoals based on National Core Arts Standards:
CREATE
TH.CR1.1.IIa. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work
TH. CR2.1.II.a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
TH.CR2.1.II.b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.
PERFORM
TH:PR4.1.II.a. Discover how unique choices shape believable and sustainable drama/ theatre work.
RESPOND
TH:RE9.1.II.b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations
TH:RE9.1.II.c. Verify how a drama/theatre work communicates for a specific purpose and audience.
CONNECT
TH:Cn11.2.II.a. Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic.
Goals based on The Common Core State Standards for English Language Arts & Literacy:
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Enduring Understandings: Students will understand that...
Topic 1(Review) / ●Students have a responsibility to determine whether an advance course of study is possible.
●Foundational knowledge should be reviewed in order to build new knowledge
Topic 2(Ensemble Building and Goal Setting) / ●Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
●A group of performing actors must be comfortable with and trusting of one another.
●Relaxation and warm-up exercises are necessary to focus the mind and prepare the voice and body for rehearsal or performance.
Essential Questions: Students will ponder...
Topic 1(Review) / ●How can I determine if this class is a good fit for me?
●What happens when theatre artists apply foundational knowledge to a continuing study of theatre>
Topic 2(Ensemble Building and Goal Setting) / ●What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Content: Students will know ...
Topic 1(Review) / ●Expectations and procedures of class
●If class is a good fit through monologue audition and interview
●How to apply prior foundational knowledge to a deeper study of drama.
Topic 2(Ensemble Building and Goal Setting) / ●The process to create and maintain healthy ensemble within class and in other scenarios.
Skills: Students will be able to (SLO)...
Topic 1(Review) / ●Synthesize foundational material and apply to deeper learning
Topic 2(Ensemble Building and Goal Setting) / ●Evaluate an outside ensemble and create a warmup to implement.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1(Review)
Review Olympics- Students will work in teams to explore Drama 1 review topics (Stage Directions,Parts of the theater, types of stages, pantomime, improvisation, physical and vocal warm-ups, theatre history and performance, evaluating theatre, playwriting, Production Staff, rehearsal process) and complete given tasks.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific classwork: Syllabus Performances, Pre-audition and interview
SLO / ●Synthesize foundational material and apply to deeper learning
Standards / TH.CR1.1.IIa.; TH. CR2.1.II.a.; TH.CR2.1.II.b.; TH:PR4.1.II.a.; TH:Cn11.2.II.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10
Performance Task Option: Topic 2 (Ensemble Building and Goal Setting)
Ensemble Tour- Based on study of the parts of a healthy ensemble, as well as the enemies of an ensemble, students will create and instruct an ensemble warm-up in another classroom.
Other: Daily Grade (Do Now, Warm-ups, Classwork, Self-Reflection), Specific classwork: About Me Profile, Ensemble Constitution
SLO / ●Evaluate an outside ensemble and create a warmup to implement.
Standards / TH:RE9.1.II.b.; TH:RE9.1.II.c.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10
Stage 3: Learning Plan
Suggested Learning Activities
Topic 1(Review) [5 days]
●Day 1- Introductions and Procedures (Syllabus performances) (Choose monologue)
●Day 2- Pre-Audition and Interviews (Perform monologue and interview) (activity for students not auditioning)
●Day 3- Drama 1 Review Topics Olympics (Stage Directions,Parts of the theater, types of stages, pantomime, improvisation, physical and vocal warm-ups)
●Day 4- Drama 1 Review Topics Olympics (theatre history and performance, evaluating theatre)
●Day 5- Drama 1 Review Topics Olympics (playwriting, Production Staff, rehearsal process)
Topic 2(Ensemble Building and Goal Setting) [5 days]
●Day 6- Who am I and how do I fit into the Ensemble (About Me)
●Day 7- Building an ensemble- empathy and Trust
●Day 8- Defeating the Enemies of the ensemble (fear) Creating Ensemble Constitution
●Day 9- Coaching other Ensembles
●Day 10- Reflection
Suggested Unit Resources
Basic Drama Projects 8th Edition by Fran Tanner
Games for Actors and Non-Actors by Augusto Boal
A Sense of Wonder: A Short Introduction to Drama in Education by Ted O’Regan
Unit 2: Exploring Acting Techniques Duration: 7 weeks
This unit explores basic acting techniques. Students begin by analyzing the necessity of a system of character development. Next, students explore the background and acting system of Konstantin Stanislavski followed by an exploration of other major acting theorists and techniques. This unit culminates in the development and performance of open or contentless scenes.
Stage 1: Desired ResultsGoals based on National Core Arts Standards:
CREATE
TH.CR2.1.II.a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
TH.CR2.1.II.b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.
TH:CR3.1.II.a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
TH:CR3.1.II.b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.
PERFORM
TH:PR4.1.II.a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:PR4.1.II.b. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
TH:PR4.1.III.b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
TH:PR5.1.II.a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
TH:PR6.1.II.a. Present a drama/theatre work using creative processes that shape the production for a specific audience.
RESPOND
TH:RE7.1.II.a. Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.
TH:RE8.1.II.a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
TH:RE8.1.II.c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
TH:RE9.1.II.a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
TH:RE9.1.II.b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations
TH:RE9.1.II.c. Verify how a drama/theatre work communicates for a specific purpose and audience.
CONNECT
TH:Cn10.1.II.a. Choose and interpret a drama/theatre work to reflect or question personal beliefs.
TH:Cn11.2.II.a. Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic.
Goals based on The Common Core State Standards for English Language Arts & Literacy:
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
21st Century Life and Careers:
PERFORMING ARTS
9.3.12.AR‐PRF.5 Explain key issues affecting the creation of characters, acting skills and roles
Enduring Understandings: Students will understand that...
Topic 1(Why Technique?) / ●Actors use a variety of tools and techniques to communicate character.
Topic 2(Stanislavski System) / ●One artist’s contribution can change the course of history.
●Believability and truth are the keystones of Contemporary acting.
●Misunderstanding about technique can lead to unhealthy and unfulfilling performances.
●Actors observe human behavior to create components of performance.
Topic 3 (Other Theories and Tools) / ●Actors adapt and change technique based on many factors.
Topic 4 (Developing and Performing Open Scenes) / ●Good acting tools create variety in a performance.
Essential Questions: Students will ask...
Topic 1(Why Technique?) / ●Why should actors use a variety of tools and techniques to communicate characters?
Topic 2(Stanislavski System) / ●Should actors use experiences inside or outside of themselves to create characters?
Topic 3 (Other Theories and Tools) / ●When is it necessary to employ a different acting technique or tool?
Topic 4 (Developing and Performing Open Scenes) / ●Who “owns” a character?
Content: Students will know...
Topic 1(Why Technique?) / ●The various ways actors approach a role.
●The pitfalls in approaching a role without a toolbox of techniques to understand, empathize with and portray a character.
Topic 2(Stanislavski System) / ●The background of Konstantin Stanislavski
●The differences between “The Method” and “The System”
●How to use the 20 system steps developed by Stanislavski to portray a character.
Topic 3 (Other Theories and Tools) / ●The development of acting technique after Stanislavski.
●How to use Uta Hagen’s tools to portray a character.
●How to use Sanford Meisner’s tools to portray a character.
●How to use the Alba Method to portray a character.
Topic 4 (Developing and Performing Open Scenes) / ●How to develop an open or contentless scene for performance.
Skills: Students will be able to (SLO)...
Topic 1(Why Technique?) / ●Determine the necessity of acting techniques.
Topic 2(Stanislavski System) / ●Use the Stanislavski System to develop a role for performance.
Topic 3 (Other Theories and Tools) / ●Synthesize acting tools and techniques to create a personalized performance plan.
Topic 4 (Developing and Performing Open Scenes) / ●Develop and perform an Open Scene using a variety of acting tools and techniques.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1(Why Technique?)
Staying in Character Experiment- Students will select the bio of a character (original or famous) and must portray this character for 12 hours (including at home and or at school) making instinctual choices. Students will keep a journal and participate in interviews as both actor and character.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific classwork: Syllabus Performances, Pre-audition and interview
SLO / ●Determine the necessity of acting techniques.
Standards / TH:PR4.1.II.a.; TH:PR6.1.II.a.; TH:RE7.1.II.a.TH:RE9.1.II.c.; TH:Cn10.1.II.a.; TH:Cn11.2.II.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10
Performance Task Option: Topic 2(Stanislavski System)
Character Analysis- Students will complete a Stanislavski System Character Development analysis on a movie character or book character.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific classwork: Stanislavski Presentations, Exercises/Activities for each System Step
SLO / ●Use the Stanislavski System to develop a role for performance.
Standards / TH:CR3.1.II.b.; TH:PR4.1.II.a.; TH:PR4.1.II.b.; TH:PR4.1.III.b.; TH:PR5.1.II.a.; TH:RE7.1.II.a.; TH:RE7.1.II.a.; TH:RE8.1.II.a.; TH:RE8.1.II.c.; TH:RE9.1.II.a.; TH:RE9.1.II.b.; TH:RE9.1.II.c.; TH:Cn10.1.II.a.; TH:Cn11.2.II.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10;
9.3.12.AR‐PRF.5
Performance Task Option: Topic 3(Other Theories and Tools)
Ask the Expert- Students will interview professional actors about their acting methods of choice and create their own analysis of prefered acting tools.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific classwork: Exercises/Activities for each System Step
SLO / ●Synthesize acting tools and techniques to create a personalized performance plan.
Standards / TH:PR4.1.II.a.; TH:PR4.1.II.b.; TH:PR4.1.III.b.; TH:PR5.1.II.a.; TH:RE7.1.II.a.; TH:RE7.1.II.a.; TH:RE8.1.II.a.; TH:RE8.1.II.c.; TH:RE9.1.II.a.; TH:RE9.1.II.b.; TH:RE9.1.II.c.; TH:Cn11.2.II.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10; 9.3.12.AR‐PRF.5
Performance Task Option: Topic 4(Developing and Performing Open Scenes)
Open Scene- With a partner, students will develop all necessary character and scene development to perform an open or contentless scene based on a given rubric.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection)
SLO / ●Develop and perform an Open Scene using a variety of acting tools and techniques.
Standards / TH.CR2.1.II.a.; TH.CR2.1.II.b.; TH:CR3.1.II.a.; TH:CR3.1.II.b.; TH:PR4.1.II.a.; TH:PR4.1.II.b.; TH:PR4.1.III.b.; TH:PR5.1.II.a.; TH:PR6.1.II.a.; TH:RE7.1.II.a.; TH:RE7.1.II.a.; TH:RE8.1.II.a.; TH:RE8.1.II.c.; TH:RE9.1.II.a.; TH:RE9.1.II.b.; TH:RE9.1.II.c.; TH:Cn10.1.II.a.; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10; TH:Cn11.2.II.a.
Stage 3: Learning Plan
Suggested Learning Plan
Topic 1(Why Technique?) [2 days]
●Day 1- What tools do actors need to be successful?
●Day 2- “Staying in Character” experiment
Topic 2(Stanislavski System) [18 days]
●Day 3- Who was Stanislavski?
●Day 4- Method vs. System
●Day 5- Stanislavski presentations
●Day 6- Introduction to the System
●Days 7- 19- System Steps through exploration (Relationship, Objectives, Obstacle, Tactics, Strategy, Text, Subtext, Interior Monologue, Evaluation, Beats, Score, Given Circumstances, Magic If, Through line of Action, External Adjustments, Endowment, Images, Recall, Creative State)
●Day 20- Character bio
Topic 3(Other Theories and Tools) [10 days]
●Day 21- After Stanislavski
●Days 22-24- Uta Hagen
●Days 25-26- Sanford Meisner
●Days 27-29- Alba Method
●Day 30- Ask the Experts
Topic 4 (Developing and Performing Open Scenes) [5 days]
●Days 1-4- Rehearse scenes
●Day 5- Perform scene
Suggested Unit Resources
Acting Onstage and Off by Robert Barton
Acting with Style by John Harrop and Sabin Epstein
The Actor and the Target by Declan Donnellan
Creating a Character by Konstantin Stanislavski
Respect for Acting by Uta Hagen
TEAM for Actors: A Holistic Approach to Embodied Acting by Laura Bond
Unit 3: Preparing a Monologue Duration: 4 weeks
This unit equips students to find and prepare a monologue, a industry appropriate tool to asses acting ability. Students will begin by selecting monologues appropriate to their types and ability. Next, students will research the monologue and make character development decisions based on research and imagination. Students will continue into rehearsals for their monologues which are typically enhanced by professional theatre teacher artists. This unit culminates in a preview performance of the monologues.
Stage 1: Desired ResultsGoals based on National Core Arts Standards:
CREATE
TH.CR1.1.IIa. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.
TH. CR2.1.II.a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
TH:CR3.1.II.a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
TH:CR3.1.II.b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.
TH:CR3.1.III.c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
PERFORM
TH:PR4.1.II.a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:PR4.1.II.b. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
TH:PR4.1.III.b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
TH:PR5.1.II.a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
TH:PR6.1.II.a. Present a drama/theatre work using creative processes that shape the production for a specific audience.
RESPOND
TH:RE8.1.II.a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
TH:RE8.1.II.c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
TH:RE9.1.II.a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
TH:RE9.1.II.b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.
TH:RE9.1.II.c. Verify how a drama/theatre work communicates for a specific purpose and audience.
CONNECT
TH:Cn10.1.II.a. Choose and interpret a drama/theatre work to reflect or question personal beliefs.
TH:Cn11.1.II.a. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross cultural drama/theatre work.
TH:Cn11.2.II.a. Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic.
TH:Cn11.2.II.b. Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.
Goals based on The Common Core State Standards for English Language Arts & Literacy:
READ
CCSS.ELA-LITERACY.RL.11-12.7- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-LITERACY.RL.11-12.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
SPEAK AND LISTEN
CCSS.ELA-LITERACY.SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WRITE
CCSS.ELA-LITERACY.W.11-12.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Enduring Understandings: Students will understand that...
Topic 1(Select Monologues) / ●Characters in plays and in life often speak for an extended period of time because they need a solution.
●Audition monologues have specific characteristics that lead to more favorable results.
●Actors should select performance pieces they feel are infinitely valuable to themselves and an audience.
Topic 2(Research and Prepare Monologues) / ●Actors base decisions about character development on fact and imagination.
Topic 3 (Rehearse Monologues) / ●Actors prepare regularly for an upcoming performance.
●Audition Monologues require specific performance skills to be “successful.”
Essential Questions: Students will ask...
Topic 1(Select Monologues) / ●What makes real people “monologue?”
Topic 2(Research and Prepare Monologues) / ●Is a character ever completely known to an actor?
Topic 3 (Rehearse Monologues) / ●Do rehearsals make a difference?
Content: Students will know...
Topic 1(Select Monologues) / ●How to find and select an appropriate audition monologue.
Topic 2(Research and Prepare Monologues) / ●What information, questions and details an actor needs to determine about a monologue to prepare it for performance.
Topic 3 (Rehearse Monologues) / ●Performance techniques to enhance an audition monologue.
Skills: Students will be able to (SLO)...
Topic 1(Select Monologues) / ●Select an appropriate audition monologue
Topic 2(Research and Prepare Monologues) / ●Synthesize research and choice acting tools to prepare a personalized monologue performance.
Topic 3 (Rehearse Monologues) / ●Perform a 1-2 minute memorized monologue.
Stage 2: Assessment Evidence
Performance Task Option: Topic 1(Select Monologues)
Monologue Reading- Students will read their top 3 monologues to groups of classmates for feedback. Based on the feedback, students will select the monologue they would like to perform and submit a 1 page summary.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific class work: Daily progress checklist
SLO / ●Select an appropriate audition monologue
Standards / TH.CR1.1.IIa.; TH:PR4.1.II.a.; TH:RE9.1.II.b.; TH:RE9.1.II.c.; TH:Cn10.1.II.a.; TH:Cn11.1.II.a.; CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.W.11-12.10
Performance Task Option: Topic 2(Research and Prepare Monologues)
Monologue Research Project- Students will complete a research and character development packet for their monologue.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific class work: Daily progress checklist
SLO / ●Synthesize research and choice acting tools to prepare a personalized monologue performance.
Standards / TH.CR1.1.IIa.; TH. CR2.1.II.a.; TH:CR3.1.II.a.; TH:CR3.1.II.b.; TH:CR3.1.III.c.; TH:PR4.1.II.a.; TH:PR4.1.II.b.; TH:PR4.1.III.b; TH:RE8.1.II.a.; TH:RE8.1.II.c.; TH:RE9.1.II.a.; TH:RE9.1.II.b.; TH:RE9.1.II.c.; TH:Cn10.1.II.a.; TH:Cn11.1.II.a.; TH:Cn11.2.II.a.; TH:Cn11.2.II.b.;
CCSS.ELA-LITERACY.RL.11-12.7; CCSS.ELA-LITERACY.RL.11-12.2; CCSS.ELA-LITERACY.RL.11-12.3; CCSS.ELA-LITERACY.SL.11-12.1; CCSS.ELA-LITERACY.W.11-12.10
Performance Task Option: Topic 3 (Rehearse Monologues)
Monologue Performance- Students will perform memorized 1-2 minute monologue for in-class audience.
Other: Daily Grade (Do Now, Warm-ups, Class Work, Self-Reflection), Specific classwork: Rehearsal Report
SLO / ●Perform a 1-2 minute memorized monologue.
Standards / TH. CR2.1.II.a.; TH:CR3.1.II.a.; TH:CR3.1.III.c.; TH:PR4.1.II.a.; TH:PR4.1.III.b.; TH:PR5.1.II.a.; TH:PR6.1.II.a.; CCSS.ELA-LITERACY.W.11-12.1
Stage 3: Learning Plan
Suggested Learning Activities
Topic 1(Select Monologues) [5 days]
●Days 1- What is an audition monologue?
●Days 2-4- Read and select potential monologues
●Day 5- Perform top 3 monologues for peer feedback
Topic 2(Research and Prepare) [5 days]
●Days 6-10- Research project
Topic 3(Rehearse Monologues) [10 days]
●Days 11-19- Prepare monologue for performance
●Day 20- In class performance
Suggested Unit Resources
Actor’s Choice: Monologues for Men (ed. Erin Detrick)
Actor’s Choice: Monologues for Teens (ed. Erin Detrick)
Actor’s Choice: Monologues for Women (ed. Erin Detrick)
Monologues for Latino/a Actors (ed. Micha Espinosa)
Unit 4: Auditioning Duration: 4 weeks