[Type the
PROOF
WRITTEN BY: DAVID AUBURN
DIRECTED BY: TESS MALIS KINKAID
PLAY SYNOPSIS
The line between genius and insanity can be razor thin. At least that is Catherine’s fear. An untrained
prodigy, she has inherited her mathematician father’s brilliance and tries to come to grips with her
other possible inheritance: his madness. Now, with her emotional safe haven gone, Catherine is
forced to come face to face with her own brilliant abilities, and in the process, makes a stunning
confession that could quite literally turn the world upside down.
CHARACTERS
CATHERINE
CLAIRE
HAL

ROBERT
Catherine and
Claire’s father

Robert’s
daughter

Catherine’s
sister

Former student
and protégé’

Deceased

Prodigy


28 years old

In his 50’s



Sardonic
Harold Dobbs is
his given and
surname

Neurotic
Strained
relationship
with her
sister
Attractive,
stylish


Has
resentment

29 years old

Engaged to be
married

Lives in New
York
Wears semi-hip
clothing

Mathematician at
the University of
Chicago

Lucid

Has
undiscovered
brilliance
SETTING
The back porch of a house in Chicago
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STANDARDS/OBJECTIVES
Below are the Georgia Department of Education’s state standards that correlate with the Proof
Curriculum. This is merely a guide of instruction and may be integrated with your individual
instructional practices.
THEATRE STANDARDS
TAHSFTI.1: Analyzing and constructing meaning
from theatrical experiences, dramatic literature and
electronic media
a. Critiques elements of theatrical conventions.
b. Generates and uses terminology and outline for
critiquing theatre presentations
c. Cites evidence of how theatre reflects life
through universal themes
TAHSFTII.7: Integrating various art forms, other
content areas and life experiences to create theatre
a. Identifies the various art forms which may be
integrated into theater)e.g. dance, music , visual
arts, graphic arts, and electronic media
b. Synthesize observation, imagination, and
research to created characters, environments and
situations
TAHSFTI.6: Researching cultural and historical
information to support artistic choices
a. Defines the role of the dramaturge
b. Applies the skills of the dramaturge to
various scenes
c. Interprets data for use in production
TAHSTLI.10: Critiquing various aspects of
theatre and other media using appropriate
supporting evidence
a. Develops a set of comprehensive criteria to
asses a dramatic work
b. Analyze the effectiveness of a dramatic work
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ENGLISH/LITERATURE STANDARDS
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inference drawn from the text, including determining where the
text leaves matters uncertain.
Determine a theme and/or central idea of text closely and analyze its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
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.
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g. how the language evokes a sense of time and place;
how it sets a formal or informal tone
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.
Analyze a particular point of view or cultural experience reflected in a work of
literature from outside of the United States , drawing on a wide reading of world
literature
Analyze the representation of a subject or key scene in two different artistic mediums,
including what is emphasized or absent in each treatment
Analyze how an author draws on and transforms source material in a specific work
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
Determine or clarify the meaning of unknown and multiple meaning words and
phrases based on grades 9-10 reading and content
Demonstrate understanding of figurative language, word relationships and nuances in
word meanings
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening and to write and to edit, so that it conforms to the guidelines
in a style manual
Demonstrate command of conventions of standard English grammar and usage when
writing or speaking
Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing and speaking and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
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considering a word or phrase important to comprehension or expression
Produce clear and coherent writing in which the development and organization and
style are appropriate to task, purpose and audience
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
Use technology, including the Internet, to produce, publish and update individual or
shared writing projects, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically
Conduct short as well as sustained research projects to answer a question(including a
self- generated question) or solve a problem; narrow or broaden the inquiry when
appropriate
Gather relevant information from multiple authoritative print and digital resources,
using advanced searches effectively; assess the usefulness of each source in answering
the research question; integrate the information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following a standard format for citation
Draw evidence from literary or informational texts to support analysis, reflection and
research
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging or beautiful.
Analyze how the author’s choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant(e.g., satire, sarcasm, irony or understatement
Analyze multiple interpretations of a story drama or poem or live production of a play
or recorded novel or poetry
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
Write narratives to develop real or imagined experiences or events using effective
techniques, well-chosen details and well- structured event sequences
Initiate and participate effectively in a range of collaborative discussions(one-on-one,
in groups, teacher led) with diverse partners on grade 11-12 topics texts and issues,
building on others ideas and expressing their own clearly and persuasively
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CURRICULUM VOCABULARY
Rumpled
Reverie
Vintage
Guzzle
Prime Number
Expressible
Tantalizing
Gibberish
Prolific
Compulsively
Analogy
Euphemism
Thesis
Lithium
Tone
Dynamic Character
Flat Character
Compare
Symbolism
Protagonist
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Wonk
Dweeb
Lucid
Astrophysicist
Economist
Paranoid
Idiotic
Dewey Decimal
Protégés
Institutionalized
Dissertation
Parka
Clanking
Elliptic Curves
Conflict
Theme
Archetype
Contrast
Characterization
Flashback
Jojoba
Mathematician
Gadget
Amphetamines
Sum
Remission
Streamline
Lunatics
Proof
Theorem
Cylinders
Geyser
Restraints
Monocle
Modular Forms
Static Character
Round Character
Extended Metaphor
Irony
Rumpled-fold or wrinkle
Reverie- a state of dreamy meditation or fanciful musing
Vintage- an exceptionally fine wine from the crop of a good year
Guzzle- to drink, or sometimes eat, greedily, frequently, or plentifully
Prime number- a positive integer that is not divisible without remainder by any integer except
itself and 1, with 1 often excluded:
The integers 2, 3, 5, and 7 are prime numbers
Expressible- to put (thought) into words; utter or state:
Tantalizing- having or exhibiting something that provokes or arouses expectation, interest, or
desire, especially that which remains unobtainable or beyond one's reach
Gibberish- meaningless or unintelligible talk or writing
Prolific- producing in large quantities or with great frequency; highly productive
Compulsively- governed by an obsessive need to conform, be scrupulous, etc., coupled with an
inability to express positive emotions
Wonk- a person who knows a lot about the details of a particular field (such as politics) and
often talks a lot about that subject
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12. Dweeb-slang for nerd or wimp
13. Lucid- very clear and easy to understand; able to think clearly
14. Astrophysicist- a person who studies the branch of astronomy that deals with the physical
properties of celestial bodies and with the interaction between matter and radiation in the
interior of celestial bodies and in interstellar space.
15. Economist- an expert in economics
16. Paranoid- of, relating to, or suffering from a mental illness that causes you to falsely believe that
people are trying to harm you
17. Idiotic- an adjective describing a foolish or stupid person
18. Dewey decimal- a system used by libraries to classify nonfictional publications into subject
categories; the subject is indicated by a three-digit numeral and further specification is given by
numerals following a decimal point; publications are shelved by number
19. Protégés- a young person who is taught and helped by someone who has a lot of knowledge and
experience
20. Institutionalized-to provide structured treatment for those suffering from mental illness
21. Jojoba- an oil extracted from the seeds of an American shrub, widely used in cosmetics.
22. Mathematician- an expert in or student of mathematics
23. Gadgets- a small mechanical device or tool, especially an ingenious or novel one
24. Amphetamines- a synthetic, addictive, mood-altering drug, used illegally as a stimulant and
legally as a prescription drug to treat children with ADD and adults with narcolepsy.
25. Sum- a particular amount of money and also the total amount resulting from the addition of two
or more numbers, amounts, or items
26. Remission- a diminution of the seriousness or intensity of disease or pain; a temporary recovery
27. Streamline- make (an organization or system) more efficient and effective by employing faster
or simpler working methods.
28. Lunatics- a mentally ill person (not in technical use)
29. Proof-I n mathematics, a proof is a deductive argument for a mathematical statement. In the
argument, other previously established statements, such as theorems, can be used. In principle,
a proof can be traced back to self-evident or assumed statements, known as axioms, along with
accepted rules of inference
30. Theorem- a general proposition not self-evident but proved by a chain of reasoning; a truth
established by means of accepted truths.
a rule in algebra or other branches of mathematics expressed by symbols or formulae.
31. Analogy- a comparison between two things, typically on the basis of their structure and for the
purpose of explanation or clarification.
32. Euphemism- a mild or indirect word or expression substituted for one considered to be too
harsh or blunt when referring to something unpleasant or embarrassing.
33. Thesis- a long essay or dissertation involving personal research, written by a candidate for a
college degree
34. Dissertation- a long essay on a particular subject, especially one written as a requirement for
the Doctor of Philosophy degree
35. Parka- a large windproof jacket with a hood, designed to be worn in cold weather.
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36. Clanking- a sharp, hard, non-resonant sound, like that produced by two pieces of metal striking,
one against the other: the clank of chains; the clank of an iron gate slamming shut. verb (used
without object) 2. to make such a sound.
37. Cylinders- a solid geometric figure with straight parallel sides and a circular or oval cross section
or a piston chamber in a steam or internal combustion engine
38. Geyser- a hot spring in which water intermittently boils, sending a tall column of water and
steam into the air.
39. Restraints - a measure or condition that keeps someone or something under control or within
limits
40. Lithium- lithium carbonate or another lithium salt, used as a mood-stabilizing drug
41. Monocle-a single eyeglass, kept in position by the muscles around the eye.
42. Elliptic Curves- In mathematics, an elliptic curve is a plane algebraic curve defined by an
equation of the form{ y^{2}=x^{3}+ax+b}
43. Modular Forms- In mathematics, a modular form is a (complex) analytic function on the upper
half-plane satisfying a certain kind of functional equation and growth condition. The theory of
modular forms therefore belongs to complex analysis but the main importance of the theory has
traditionally been in its connections with number theory. Modular forms appear in other areas,
such as algebraic topology and string theory.
44. Tone- Tone, in written composition, is an attitude of a writer toward a subject or an audience.
Tone is generally conveyed through the choice of words or the viewpoint of a writer on a
particular subject. Every written piece comprises a central theme or subject matter. The manner
in which a writer approaches this theme and subject is the tone. The tone can be formal,
informal, serious, comic, sarcastic, sad, and cheerful or it may be any other existing attitudes.
45. Dynamic Character- A dynamic, or round, character is a major character in a work of fiction that
encounters conflict and is changed by it. Dynamic characters tend to be more fully developed
and described than flat, or static, characters. This type of character undergoes the most
changes
46. Flat character- A flat character is a minor character in a work of fiction that does not undergo
substantial change or growth in the course of a story. Also referred to as "two-dimensional
characters" or "static characters," flat characters play a supporting role to the main character,
which as a rule should be round.
47. Compare- This is a rhetorical strategy and method of organization in which a writer examines
similarities and/or differences between two people, places, ideas, or things.
48. Contrast- This is a rhetorical strategy and method of organization in which a writer examines
similarities and/or differences between two people, places, ideas, or things.
49. Archetype- a very typical example of a certain person or thing
50. Theme-Theme is defined as a main idea or an underlying meaning of a literary work that may be
stated directly or indirectly
51. Conflict-In literature, a conflict is a literary element that involves a struggle between two
opposing forces usually a protagonist and an antagonist.
52. Static Character- Static characters are minor characters in a work that do not undergo
substantial change or growth in the course of a story. Also referred to as “two-dimensional
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53.
54.
55.
56.
57.
58.
59.
characters” or “flat characters,” they play a supporting role to the main character, which as a
rule should be round, or complex.
Round Character- A round character is a major character in a work of who encounters conflict
and is changed by it. Round characters tend to be more fully developed and described than flat,
or static, characters.
Extended Metaphor- a metaphor introduced and then further developed throughout all or part
of a literary work,
Symbolism-Symbolism is the use of symbols to signify ideas and qualities by giving them
symbolic meanings that are different from their literal sense. Symbolism can take different
forms. Generally, it is an object representing another to give it an entirely different meaning
that is much deeper and more significant. Sometimes, however, an action, an event or a word
spoken by someone may have a symbolic value.
Characterization-Characterization is a literary device that is used step by step in literature to
highlight and explain the details about a character in a story. It is in the initial stage where the
writer introduces the character with noticeable emergence and then following the introduction
of the character, the writer often talks about his behavior; then as the story progresses, the
thought-process of the character. The next stage involves the character expressing his opinions
and ideas and getting into conversations with the rest of the characters. The final part shows
how others in the story respond to the character’s personality.
Protagonist- The protagonist is the main character in a story, novel, drama, or other literary
work, the character that the reader or audience empathizes with. The antagonist opposes the
protagonist. In the most archetypical narratives, this boils down to bad guy vs. good guy:
Irony-Irony is a figure of speech in which words are used in such a way that their intended
meaning is different from the actual meaning of the words. It may also be a situation that may
end up in quite a different way than what is generally anticipated. In simple words, it is a
difference between the appearance and the reality. There are three types of irony: verbal,
situational and dramatic.
Flashback- This is a literary device wherein the author depicts the occurrence of specific events
to the reader, which have taken place before the present time the narration is following, or
events that have happened before the events that are currently unfolding in the story.
Flashback devices that are commonly used are past narratives by characters, depictions, and
references of dreams and memories and a sub device known as authorial sovereignty wherein
the author directly chooses to refer to a past occurrence by bringing it up in a straightforward
manner. Flashback is used to create a background to the present situation, place or person.
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HIGHER ORDER QUESTION-BASED ON BLOOM’S TAXONOMY
Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. They
are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas.
Answer the following questions from the play. Use complete sentences in your response and provide
documentation from the text to support your answers.
KNOWLDEGE
1.
Find examples of loyalty listed in the play.
2.
What are Catherine’s feelings toward her sister?
3.
Who is Hal in relation to Robert and why is he in the house?
4.
How did Robert die?
COMPREHENSION
1.
What reasons did Catherine list for not attending school?
2.
What examples from the text suggest Catherine is dealing with feelings of resentment?
3.
Why does Catherine acquiesce after insisting that Hal could not continue to come to the
Page 9 of 11
house?
4.
Why did Claire feel as if it were better for Catherine to move to New York?
APPLICATION
1.
Can you identify any instances where Claire demonstrated loyalty to other characters
in the play?
If Catherine were not charged with the responsibility of being her father’s caregiver,
would her mathematical discover occurred?
2.
ANALYSIS
1.
Can you explain what must have occurred at the opening of the play to cause Bobby’s focus to
shift from their intended target?
2.
What was the turning point for Don after multiple attempts to sway him from using Bobby?
3.
What do you deduce will be the outcome of the heist after Bobby returns from the hospital?
Provide details from the text.
4.
What could have happened, other than merely forgetting, to cause bobby to forget the exact
hospital?
SYNTHESIS
1.
In knowing Teach’s level of apprehension regarding Fletcher’s involvement, what could have
been the result if Fletcher would have made it to the resale shop?
2.
What could have been a solution that would have appeased all parties involved?
3.
What selling points could Bob use to justify Don using the original plan of allowing both he
and Bob to be the masterminds of the heist?
4.
Ruthie and Grace obviously offended Teach. What, based on Teach’s typically response to
conflict, could their offer to him in order to redeem them in his sight?
EVALUATION
1.
Based on prior instances, do you feel as if Teach is correct in assisting that Bobby should be
excluded from the plan?
2.
How would you have handled the dilemma of loyalty, friendship, and business?
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3.
Do you believe that Teach will go off and complete the heist without any of the key players?
4.
If you were in Bobby’s position, would you be able to trust Donny again?
http://dictionary.sensagent.com/Modular%20form/en-en/
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