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Lesson Title: Working with Words Subject: ADA2O

Unit Title: Exploring Dialogue Time Required: 2 weeks
Teacher Candidate: Kara Nagel Date: December 4 – 15, 2017
Mentor Teacher: Carmelina Martin Grade: 10

Learning Goals
By the end of this lesson,
I will be able to create a story based off of neutral scripts.
I will be able to implement a variety of strategies to influence my audience in specific and intentional ways (ex.
Blocking, lighting, dialogue choice, sound, costume, etc.)
I will be able to describe and use proper audience etiquette during the rehearsal process and final performances.
Success Criteria
Students have…
- created a scene based off of three neutral scripts
- taken risks during their rehearsal process and final performances
- used a variety of strategies to influence their audience
- described and used proper audience etiquette during most of the rehearsal process and during the final
performances
Accommodations
I will…
- provide extra time if needed
- provide daily feedback to each group
- scribe for groups if needed
- allow some groups to work in the hallway/other areas of the room
- model examples
- provide lots of structure for the classes (put up a timer so they know how much time they have, remind them to
rehearse, give examples before an exercise, always ask “what are your questions”, etc.)
Background Knowledge Required
Students have…
- done mime, laban movement, choral, and monologue work
- worked together since September
- worked collaboratively together in groups, but emphasis needs to be put on creating an inclusive environment
Curriculum Expectations
A2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations
A3.1 identify and use a variety of techniques to influence the audience in specific ways
C3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance
contexts
Materials
- projector - lighting board - sound board
- props room (for students to get props/costumes if needed) - iPads
- 23 minimal scripts & status swap handout
- pencils

Instruction
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Duration Activity/Task
Minds On

Day 1- “I have always loved you”

Note: Ask students how they want you to get their attention? Give them three different options.
✓1. The sentence “I have always loved you” will be projected on the wall as the students
5 mins walk in.
I will stress different parts of the sentence to explain how the meaning changes based on the
stress of the words. I will also explain how our bodies and words work together to say lines.

✓2. In pairs or small groups, students will create a scene using the line “I have always
loved you”.
40 mins First you need to choose which word you are stressing by pausing, saying it louder, saying it
differently, etc. Talk to your partner/group and figure out where the stress is. Put your thumb
up when you have it figured out and I’ll come over to you.

✓ 3. Once students are done, ask them to think about their relationship then their characters.
Now that everyone has figured out their relationship, characters, and which word they are
stressing. I want you to think about what your character would say to the other person.

X 4. Get students to move around the space saying each of their lines over and over until I
clap my hands.

X 5. Students share their lines with the class as I go around the room tapping their shoulders.

✓ 6. Students go back with their partners and create a scene based on those two lines, their
relationship, and their characters. (They will have 15 minutes to create a scene, 20 minutes if
they are working well as a class)
10 mins
✓ 7. We will watch some of the scenes where they practiced.

Action

5 mins ✓ 8. Debrief after the scenes in circle formation.

Let’s talk about some of the things that we saw.
How did the stress change the meaning? Why is it important to think about how we say our
lines?

15 mins ✓ 9. Give scripts to students and talk about neutral work.

We will be working in pairs to create a story based on neutral scripts. You will pick the first
one, I will pick the second, and you will pick the third. You create the characters and the story
based off of the ones you pick. We have lots to do together over the next two weeks, so it’s
important that you use your rehearsal time productively in order to do well.

Day 2 – Relationship between the characters

10 mins
✓ 1. Role on the wall: Talk about minimal scripts. Twenty-five & twenty-two – who do we
think the characters are. Get students to read different lines with different emotions to work on
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adding emotion/acting verbs to lines.

10 mins
✓ 2. Status swap activity. Getting a script. We’ll read it together. (Get volunteers)

X 3. Line on the board. Status swap activity in their pairs. Think about the relationship and
how character’s can change and react based on what’s happening in the scene.
10 mins Draw line on the board based on “high status” to “low status” and point to different parts.
Have students react to me pointing on the line to show with non-verbal cues to high and low-
status. (Model this for the students; stuck up/back turned/taller to low, shrugging, rocking
back and forth etc.)
Class does this all together.
25 mins
✓ 4. Status swap in pairs practice.
20 mins
✓ 5. Some status swap performances. (volunteers)

✓ If time, go to their neutral scripts in groups to work on building a story.

Day 3 – Story building / Rehearsal

15 mins ✓ 1.Establish what happens before you talk (script on project)

15 mins X 2. Performances for status swap if groups want to perform.

45 mins ✓ 3. Rehearsal for neutral scene.

Day 4 – Who are you? / Rehearsal

10 mins ✓ 1. Talking about backstory: model this with students and then go around doing it. Put
questions up on the projector to get students thinking about their backstory.

65 mins ✓ 2. Rehearsal for neutral scene.

Day 5 – Respect Work (Monday)

✓ 1. Have them in a circle facing out and talk about respect. Give the example of Randy
5 mins telling me I looked pregnant and even though he thought it was okay to say, it was not. Bring
it back to class.

✓ 2. Talk about what it means to be a respectful audience member and group member using
10 mins
the whiteboard.

5 mins ✓ 3. Go over the rubric and create a to-do list.

To do list:
- upload scripts with verbs to Sesame
- get up and rehearse
- try new things while rehearsing (at least 3)
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55 mins ✓ 4. Rehearsal for neutral scene.

Day 6 – Tech (Tuesday)

✓ 1. One thing that I’m struggling with. (add it to Sesame & give them feedback)
10 mins
✓ 2. To do list:
5 mins
- upload updated script to Sesame
- figure out when I’m performing
- answer character questions
- rehearse
- work on thing I am struggling with

50 mins ✓ 3. Rehearsal and interview characters while they rehearse.

10 mins ✓ 4. Watch one final performance.

Day 7 – Performances (Thursday)

5 mins ✓ 1. Give them 5 minutes to grab props and set up.

70 mins ✓ 2. Performances. All groups will perform minus Harshita’s group who will go after the
assembly on Friday.

Day 8 – Assembly

50 mins 1. Students will have an assembly for 45 minutes.

2. Harshita’s group will go and any other groups that haven’t gone yet.
15 mins
Conclusion

1. Debrief & thank the class/say good-bye!

10 mins Let’s talk about what we saw.

Next Steps
Students will be doing their final examination using all the skills learned throughout the semester.