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In this ELP, students will read and discuss a scene from the Shakespeare Play Much Ado About Nothing and a modern adaptation of that text - Much Ado High School by Lindsay Price.

The objective of the lesson is for students to learn what iambic pentameter is and to have the opportunity to create their own monologues using iambic pentameter. This lesson is a useful complement towards studying classical works by playwrights such as William Shakespeare.

The objective of the lesson is for students to explore historical events that are significant to them through various theatrical mediums that may seem unusual or “out of the box.” The inspiration for this lesson plan comes from Lin-Manuel Miranda’s theatrical hit Hamilton, which utilizes rap and hip-hop music and colourblind casting to tell the story of the American founding fathers.

In this ELP, students participate in an online masterclass on directing and complete a viewing quiz.

Students continue to work on their lighting assignment. They will rehearse their scenes, continue to discuss lighting effectiveness and reflect on their work in class.

Students are given time for a tech rehearsal and then perform their scenes. The emphasis is on the groups demonstrating a knowledge of lighting effectiveness.

Students watch the scenes from the previous class and reflect as a group on the process.

Students are introduced to sound through video demonstration, discuss the impact of sound on a scene, and complete a vocabulary activity.

Students continue to work on their sound assignment. They will rehearse their scenes, continue to discuss sound effectiveness and reflect on their work in class.

Students are given time for a tech rehearsal and then perform their scenes. The emphasis is on the groups demonstrating a knowledge of sound effectiveness.

Students are introduced to costuming through a tableau exercise, discuss the role of costumes in a performance and the impact of colour in costumes. The lesson concludes with a costume research assignment.

Students give their research presentations from the previous class. They then discuss costume design and the impact of colour on costumes. How can colour communicate mood in a costume? Students complete a reflection on what they’ve learned so far.

Students are given a Costume Sales Pitch Assignment. They will work in pairs to pitch costumes for a Blank Scene in which they must articulate mood, setting, the characters, and costume colours.

Students are given time to prepare and then give their Costume Pitch Presentations. The emphasis is on the pairs demonstrating a knowledge of costume effectiveness.

Students discuss the presentations from the previous class and reflect as a group on the process. They address the role of costumes and costume effectiveness in a scene.

Students are introduced to staging through video demonstration and discuss the role of staging in a performance. How does staging help to visualize a location? The lesson concludes with a Greek Myth Staging Activity.

Students complete a Staging Vocabulary Activity. They are then given a setting description and have to draw a set based on the description. The point of the activity is not to excel in drawing but learning how to plan and translate a description into a physical setting.

Students review what makes a scene technically effective. They are given time to rehearse and then present their scenes. The emphasis is on the groups demonstrating a knowledge of staging effectiveness.

Students discuss the scenes from the previous class and reflect as a group on the process. They then address how lighting, sound, costume and staging interact together to create a technically effective scene.

Students are introduced to makeup through video demonstration and discuss the impact of makeup in a performance. What is the role of makeup in an effective production? Resources are introduced along with the Makeup Code of Conduct. The lesson concludes with students conducting research on pictures for possible makeup designs.