Granite School District
THEATRE I Curriculum Map
Core Standards
Enduring Understandings
1A
STANDARDS
1. SCRIPT WRITING Students
will integrate character and
plot in scripting.
QUARTER 1
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ENDURING
UNDERSTANDINGS
Script writing is based on
personal experience, prior
knowledge, literature and
imagination and helps to
understand play.
Vocabulary
Skills
Vocabulary
character development,
reflection, physical expression,
ensemble, focus , creativity,
plot, self-awareness
Skills
Analyze and interpret scripts
Understand and appreciate theatrical
performances (stage and screen)
as an audience member.
Communication (vocal & listening skills)
Assessments & Learning Activities/Resources
Learning Activity Themes: INTRODUCTION TO THEATRE, YOU &
THEATRE, SCRIPT WRITING, & PLAYS
Pre-assessment: Students perform as a character in a short scene.
Define plot and dialogue.
Assessment: Write a script for a scene including plot and dialogue.
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Portfolio: Create an outcome portfolio reflecting content and
process from across the term: e.g., notes, rubric assessments,
process and production photos, programs, research, published,
reviews, letters, advocacy statements, reflections, visual art,
written criticism, and theory essays.

Resources: Theatre Media Books & videos for check out
Content Objectives
Essential Questions
CHARACTER Create
appropriate character
dialogue and physical
attributes within a
dramatic presentation.
• How do your personal
experiences affect your script
writing?
• How can writing a script help
an actor understand
himself/herself and others or
the world around them?
• How do actors utilize a script
to initiate character
development?
PLOT Create linear and
non-linear plot structures.
Learning Extensions
-Students review existing scripts using the Internet.
-View and critique established productions from video, film, and Internet
resources.
-Use the “extras” on DVD performances such as interviews, and
documentaries, commentaries, and “behind-the-scenes” footage.
Differentiation Suggestions:
-Students can be given scripts of appropriate difficulty for their experience.
-Scripts might vary in length, complexity of language, dialect, and modern
versus historical periods.
-Students can be assigned either simple or complex plot concepts for their
script proposal based upon their readiness.
-Students can be given choices of scripts that meet their interests.
Drama is like life with the dull bits cut out.
Alfred Hitchcock
Teaching & Learning Department
Key Concept
Page 1
2013
Granite School District
THEATRE I Curriculum Map
Core Standards
Enduring Understandings
Vocabulary
Skills
STANDARDS
2. ACTING Students will develop the
basic techniques of acting: i.e.,
movement, voice,
sensory/emotional recall,
character building, and
ensemble/rehearsal
Vocabulary
articulation, character, costumes,
delivery, dialogue, focus,
lines, physical choices, plot,
prompting, props, sight lines,
subtext, upstaging, stage geography
QUARTER 2
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Skills
Memorization, Characterization,
Given circumstances
(who, what, when, where, why)
Understand and appreciate
theatrical performances
(stage and screen)
as an audience member.
ENDURING UNDERSTANDINGS
Training in motion and
communication is necessary for
successful drama presentations.
Performers need to develop vocal
and body control for
communicating artistic expression
and to communicate action and
reaction.
Assessments & Learning Activities/Resources
Learning Activity Themes: DEVELOPING YOUR PERSONAL RESOURCES,
PRODUCING & APPRECIATING PLAYS
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Assessment: Students perform as a character in a short scene using
movement, and voice through sensory/emotional recall.
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Portfolio: Create an outcome portfolio reflecting content and process
from across the term: e.g., notes, rubric assessments, process and
production photos, programs, research, published, reviews, letters,
advocacy statements, reflections, visual art, written criticism, and theory
essays.

Resources: Theatre Media Books & videos for check out
Teaching & Learning Department
Key Concept
Content Objectives
MOVEMENT
Develop expressive
use of stage
movement through
body awareness and
spatial perception.
VOICE Develop
expressive use of the
voice Improvisation
SENSORY/EMOTION
AL RECALL Develop
sensory/emotional
recall techniques.
Essential Questions
• How do performers choose the
method of acting for a particular
performance?
•What are the different methods of
training in drama?
• What background work does a
performer in preparation for a role
do?
• How does a performer prepare
for stepping onto the stage?
• How do you control stage fright
through relaxation techniques?
Learning Extensions
-Research a play being performed by a professional company.
Attend the performance. Read published reviews of the
performance.
-Write a critique of a professional production and submit it to a
local publication.
Differentiation Suggestions:
-Students can be given scripts of appropriate difficulty for their
experience.
-Students can be assigned either simple or complex acts to perform,
based upon their readiness.
-Students can be given choices of scripts that meet their interests.
Page 2
2013
Granite School District
THEATRE I Curriculum Map
Core Standards
Enduring Understandings
Vocabulary
Skills
STANDARDS
2. ACTING Students will develop
the basic techniques of acting:
i.e., movement, voice,
sensory/emotional recall,
character building, and
ensemble/rehearsal
Vocabulary
character,
character analysis,
characterization,
dialect, physical
expression,
stage directions,
upstaging,
vocal expression, vocalization
improvisation
Skills
Memorization,
Characterization,
Given circumstances
(who, what, when, where, why)
QUARTER 3
1B
ENDURING UNDERSTANDING:
 Improvisation is important in
the expression of higher level
and divergent thinking and
problem solving.
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Content Objectives
Assessments & Learning Activities/Resources
Learning Activity Themes: BUILDING YOUR ACTING SKILLS
Pre-assessment: Students complete acting game exercises to evaluate
existing acting skills.
Assessment: Students will memorize and perform a character in a scene.
Portfolio: Create an outcome portfolio reflecting content and process
from across the term: e.g., notes, rubric assessments, process and
production photos, programs, research, published, reviews, letters,
advocacy statements, reflections, visual art, written criticism, and theory
essays.
Resources : Theatre Media Books & videos for check out
CHARACTERIZATION
Develop character
building techniques.
ENSEMBLE/REHEARSAL
TECHNIQUES Develop
ensemble/rehearsal
techniques
Essential Questions
• How does an actor apply theatrical
elements to create a character?
• How are voice and movement used to
develop a role?
• Why is it important to create a
personality and a background for a
character?
• How do movements, gestures, and
expressions help improve and support a
scene?
• How do performers prepare and use their
bodies for presentations?
• How do posture, breathing and voice
control affect a performance?
Learning Extensions
-Utilize library resources for research of poems and scripts.
-View video clips.
Differentiation Suggestions:
-Advanced students can analyze a script for a character’s
physiology, sociology, and psychology.
-Choose a poem of their interest or write their own.
-Students may memorize and perform more than 16 lines.
-Select a character of their choosing.
-Choose a scene from a teacher provided published script.
I made mistakes in drama. I thought drama was when actors cried. But drama is when the audience cries.
Frank Capra
Teaching & Learning Department
Key Concept
Page 3
2013
Granite School District
THEATRE I Curriculum Map
Core Standards
Enduring Understandings
STANDARDS
3. Constructing Meaning
Students will develop
critical thinking skills to
construct meaning.
QUARTER 4
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ENDURING
UNDERSTANDING:
Drama is a reflection of
history and culture
Vocabulary
Skills
Vocabulary
character,
character analysis, tragedies,
comedies, architecture, actor
troupes, Elizabethan Theatre,
Festival of Dionysus, Greek
chorus, spectacles
Skills
Understand and appreciate
theatrical performances
(stage and screen)
as an audience member.
Content Objectives
APPLYING LIFE SKILLS Connect
personal experiences with
dramatic presentations to own
life.
SELF-ASSESSING Demonstrate
the use of assessment
techniques (especially rubric
and portfolio assessment
techniques) in achieving
theatre objectives.
Assessments & Learning Activities/Resources
Learning Activity Themes: CREATIVE DRAMA & SPECIAL TOPICS
Pre-assessment: Students complete a Venn diagram comparing and
contrasting Greek/Roman Theatre with Elizabethan Theatre.
Assessment: Students will compare and contrast Greek/Roman Theatre to
Elizabethan Theatre.
Portfolio: Create an outcome portfolio reflecting content and process
from across the term: e.g., notes, rubric assessments, process and
production photos, programs, research, published, reviews, letters,
advocacy statements, reflections, visual art, written criticism, and theory
essays.
Resources : Theatre Media Books & videos for check out
Teaching & Learning Department
Key Concept
Essential Questions
• How do acting skills help with
improvisational scenes?
• How do improvisation activities prepare
an actor for a scripted scene?
• Why is it difficult to do improvisation?
• How will being a part of a performance
help you in your life?
• How do cooperation, communication,
self-esteem and sympathy apply in theatre
and real life?
• How does theatre influence society?
• How does society influence theatre?
Learning Extensions
-Analyze and write a peer evaluation of a performance
addressing actor’s choices.
-Research Greek/Roman and Elizabethan Theatre, compare and
contrast.
Differentiation Suggestions:
- Students can choose to work alone, with a partner or with a
group.
Advance students can write their own Greek/Roman play.
Page 4
2013