Lenape Regional High School District – BOE Approved 2/15/12
Creative Drama
[Implement start year? (2012-2013)]
[Revision Committee Members, email, extension]
Elaine Winder [email protected] ext. 2227
Tracy Betts [email protected] ext. 8201
Unit 2. Communication
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(https://www13.state.nj.us/NJCCCS/)
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).
st
21 Century Themes
( www.21stcenturyskills.org )
___ Global Awareness
_x__Financial, Economic, Business and
Entrepreneurial Literacy
_x__Civic Literacy
___Health Literacy
___Environmental Literacy
st
RL.11-12.4. 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. (Include Shakespeare as well as other
authors.)
RL.11-12.5. Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end
a story, the choice to provide a comedic or tragic resolution) contribute to
its overall structure and meaning as well as its aesthetic impact.
W.11-12.3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
21 Century Skills
Learning and Innovation Skills:
_x__Creativity and Innovation
_x__Critical Thinking and Problem Solving
_x__Communication and Collaboration
Information, Media and Technology Skills:
_x__Information Literacy
_x__Media Literacy
_x__ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_x__Flexibility and Adaptability
_x__Initiative and Self-Direction
_x__Social and Cross-Cultural Skills
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Performance 1.3.12.C.1 Create plays that include well-structured plots and
subplots, clear thematic intent, original characters, and technical theatrical
elements appropriate to a variety of theatrical genres.
_x__Productivity and Accountability
_x__Leadership and Responsibility
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
Enduring Understandings: (Topical to this unit)
Students will understand that . . .
EU 1
An author chooses a specific writing style to best reflect his/her purpose.
Essential Questions:
EU 1
What do playwrights try to achieve through their writing?
EU 2
How do playwrights create enduring theatrical experience?
How do plays and movies mirror life?
EU 2
Plays communicate the universality of the human condition.
EU 3
EU 3
The intonation of voice is as important as word choice.
EU4
The creative process is fluid and can admit an infinite variety of forms of
expression.
How do words and diction alter meaning in performance?
EU 4
What makes a performance noteworthy?
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1
EU 1
Genres of writing styles
The essential components of plot
The relationship between cause and effect
Identify and analyze different genres of writing styles within plays
Write a cohesive scene/play
Apply the essential components of plot to create a scene/story
EU 2
Aristotle’s Six Elements of Drama
EU 3
EU 2
Identify Aristotle’s Six Elements of Drama and how each applies in any
given play
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Evaluate the cause and effect of conflict
Vocal variations
The effect of diction on meaning
EU 3
Vary voice to reflect variations in character/mood
Evaluate diction to help determine characterization
EU 4
Improvisation
Memorization techniques
EU 4
Predict, analyze, and discuss the author’s resolution and propose
alternate resolutions
Dramatize a scene applying improvisation technique while adhering to
elements of plot
Dramatize a play
Memorize and perform a scene/play
Stage 2 – Assessment Evidence
Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
You are a budding playwright. Write an original scene/play incorporating Aristotle’s elements of drama and submit it for publication to the class.
The class will act as publishers and rank the play according to mass appeal. The “winning” author will have the opportunity to cast and direct his/her
play using his/her classmates as actors. This play will then be performed for the remaining students and teacher as an audience.
You are the newest writer for Disney, and you have been asked to dramatize a fairytale and create a new resolution. Your task is to maintain the
integrity of the story while modifying the resolution. Fairytales will be shared with other students through blogs/video/performance.
You will present to the class a media clip (movie, youtube, commercial, play, etc.) that shows conflict and resolution and explain how that conflict
drives the plot. Students will discuss the relative merits of each media clip presented and choose which one they are most likely to then see in its
entirety.
You have just been cast as a member of Whose Line is it Anyway? and must perform improvisation techniques based on teacher/other students’
prompts. Teacher and other students will judge performances based on the parameters of the show.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Memorize and perform a monologue/scene.
Enact a classic play/scene and discuss how diction is relevant to character.
Enact a modern play/scene and analyze how diction reflects the time period of the given work.
Quiz on terms/techniques of unit on communication
Journal/essays on which character do I empathize with most and what facet of my personality shapes my opinion?
Journal/essay/discussion on how changing the delivery of a specific speech changes the meaning of the scene or moment?
Replicate a scene modernizing an author’s style.
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements
Identify a variety of communications terms/techniques
Identify Aristotle’s six elements of drama
Review the elements of plot (introduction, rising action (conflict), climax, falling action, resolution)
Explore the psychology behind memorization
Apply rules for dialogue writing to an original script
Research authentic fairytales and reenact them
Watch clips from Whose Line is it Anyway? to identify/apply improvisation performance techniques
Analyze plays/scenes from various time periods to identify purpose in a play
Self-analyze in order to connect to characters
Discuss and analyze a variety of real world situations where voice and improvisation skills are assets
LRHSD (2011) Adapted from ASCD © 2004