Chetek-Weyerhaeuser High School
Theatre Units and Learning Targets
Formal Writing - For all formal writing assignments in a unit, the students will brainstorm, draft, revise,
edit, and publish written work using technology. The students will demonstrate a command of standard
English grammar, capitalization, punctuation, and spelling. When researching, the students will cite
digital and print sources in MLA format to avoid plagiarism. (W.11-12.4, W.11-12.5, W.11-12.6, W.1112.8, W.11-12.10, L.11-12.1, L.11-12.2, L.11-12.3)
Unit 1 Early Theatre in Ancient Greece (10 days)
Essential Question: What are the historical and cultural aspects of the beginnings of theater
and drama?
Learning Targets
1. The students will construct a timeline of theatre’s development since the Festival of
Dionysus. (RI.11-12.3)
2. The students will research the life and works of Sophocles, creating a Facebook page about
the author. (RI.11-12.1, RI.11-12.3)
3. The students will read aloud Oedipus the King to evaluate the characters: Oedipus, Jocasta,
Tireseus, Polynices, Creon, Antigone, Haemon and Theseus, and make predictions regarding
the plot. (RL.11-12.3, RL.11-12.5)
4. The students will interpret and paraphrase quotes to understand the characters’ motivations.
(Formal Writing, RL.11-12.1)
5. The students will select a character and create a Greek mask that accurately depicts him or
her. (RI.11-12.1. RI.11-12.4)
6. The students will respond to comprehension questions to demonstrate their understanding of
story elements: setting, conflict, climax, and resolution. (Formal Writing)
7. The students will compare and contrast the print version of the story to a video
representation. (RL.11-12.7)
Unit 2 The Stage and Its Players (5 days)
Essential Question: What are the physical aspects of the stage and the positions required to
execute a performance?
Learning Targets
1. The students will label the parts of the stage and correctly execute stage directions. (RI.1112.1, RI.11-12.7)
2. The students will research the many roles involved in producing a performance: actors,
playwrights, directors, publicist, prop master, make-up artist, costume designer, sound
technician, and lighting technician. (RI.11-12.4)
3. The students will research and diagram the difference between Roman and Greek theatres.
(RI.11-12.1, RI.11-12.7)
4. The students will demonstrate effective blocking techniques. (RI.11-12.1)
Mrs. Sather
6/6/2012
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Unit 3 The First Morality Play (10 days)
Essential Question: How does the unknown author use allegorical characters to attribute to
theme of what humans should value?
Learning Targets
1. The student will interpret and demonstrate an understanding of the vocabulary words in
context to the play: kindred, moral, mortal, pilgrimage, respite, redemption, repentance,
reverence, salvation, summon, virtue, and vice. (L.11-12.4. L.11-12.6)
2. The students will examine the impact of the author’s use of literary devices to add mystery to
the play: symbolism, allegory, alliteration, irony, foreshadowing, and personification.
(RL.11-12.1, RL.11-12.4, RL.11-12.6)
3. The students will prepare a plot diagram for the play, including brief notes indicating the
order in which each character meets with Everyman and what happens during that meeting.
(RL.11-12.3)
4. The students will respond to comprehension questions to demonstrate their understanding of
the play’s story elements. (Formal Writing)
5. The students will compose a play, titled Every Student, that personifies the problems they
face on the way to graduation. (W.11-12.3, Formal Writing)
Unit 4 Shakespeare and The Tempest (20 days)
Essential Question: How did William Shakespeare redefine the theatre during the Elizabethan
Period until today?
Learning Targets
1. The students will research biographical information on the life and works of William
Shakespeare. (RI.11-12.1)
2. The students will present biographical information in a clear and concise manner about
William Shakespeare using a PowerPoint. (SL.11-12.2, SL.11-12.4, SL.11-12.5, SL.11-12.6)
3. The students will define vocabulary words from Shakespearean Language: art, doth, ere, fain,
fie, hark, hence, hie, thither, hath, ho, mark, marry, prithee/pray, saucy, sirrah, and thee.
(L.11-12.4, L.11-12.6)
4. The students will chart Shakespeare’s five act play structure. (RI.11-12)
5. The students will analyze the character development of Prospero, Miranda, Ariel, Ferdinand,
Alonso, Antonio, and Sebastian. ( RL.11-12.1)
6. The students will justify Shakespeare’s use of figurative language, simile, metaphor,
personification, allusion, to add mystery to the plot. (RL.11-12.1, RL.11-12.4)
7. The students will adapt a scene from Act III into modern English slang. (RL.11-12.2, W.1112.2)
Unit 5 The Canterville Ghost (15 days)
Essential Question: How does the author convey plot, theme, characters and point of view
through dialogue in the Canterville Ghost?
Learning Targets:
Mrs. Sather
6/6/2012
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1. The students will discuss biographical information regarding Oscar Wilde. (RI.11-12.4)
2. The students will compose an essay that reveals how Wilde created stereotypical American
and British characters. (RI.11-12.1, RI.11-12.5, Formal Writing)
3. The students will recite their character lines with appropriate tone and inflection. (SL.11-2.3,
SL.11-12.6)
4. The students will design a poster, newspaper advertisement and press release to promote the
performance of the play. (W.11-2.9, Formal Writing)
5. The students will respond to comprehension questions to demonstrate an understanding of the
story elements: setting, conflict, climax, and resolution. (W.11-12.1, W.11-12.2)
Mrs. Sather
6/6/2012
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