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Students will learn the basics of stage positioning through this fun, interactive game. Comes with guide to positioning and all "Pirate Ship" terms!

Students will choose a character and become that character (physically and vocally). They will then collaborate with other characters in the classroom to create and perform an improvised scene. Students explore known characters, characters based on traits, and non-human characters both physically and vocally before choosing their own. Lesson also explores the principle of "Yes...And."

To identify and interpret inflection in a dialogue and be able to translate that into a script. Students work with a partner to interpret inflection in a "naked scene" and translate that inflection adding stage directions to the script. Students have to clarify their stage directions so that another pair can pick up the scene and deliver the intended intention.

To identify and physically locate the nine areas of the stage. Students play a life-sized game of tic-tac-toe on the stage using stage directions to navigate the different squares. Lesson Plan comes with a stage positioning template for assessment.

To begin establishing an Ensemble by creating opportunities for students to: 1. Collaborate 2. Trust each other Students will work together in small groups or in pairs to solve various challenges. Challenges involve using their non- verbal skills to communicate, working together through movement and support of weight and trust. Students will complete the following activities in this order: 1. Human Knott 2. Body to Body 3. Weight Sharing 4. Circle Trust

Students will learn and practice pantomime skills by developing, communicating and sustaining the size and shape of mimed objects.

Students will learn about and then demonstrate their understanding of the Children’s Theatre audience through role play and writing a scene.

Students demonstrate comprehension of how to present physical activities through pantomime. The focus of the pantomime is using the five senses, using whole body, and incorporating the principles of maintaining a mimed object.

Students write a scene with five pauses. Students will rehearse the scene where the length of the pause varies. How does the scene change when longer and longer pauses are implemented?

Students will stage locations using only a finite number of props and pieces. The goal is to show the location using action and imagination (as we often must do in the theatre) without a reliance on exact realism.

Students will identify unfamiliar words on a page of Shakespeare quotes, translate those quotes into modern English, and act out the quotes to identify character/play clues. Students will then complete a quotes assignment and reflection. Plus! Bonus assignment.

Students will read an information sheet on Constantin Stanislavsky. They will then apply their knowledge in exercises and a topic quiz. Bonus exercise! A Reflection.

Students will read The Globe Theatre Handout. Based on the given information, students will re-create the experience of going to The Globe and complete a compare and contrast assignment.

Students create a play program for a curriculum text based on their knowledge of the text and given criteria. This can be done physically in class using markers and magazine pictures, and online resources such as pixabay.com and canva.com.

Tactics are how characters get what they want from other people on stage. They are verbs used to describe how a character behaves to get others to do what they want. In this lesson students will learn what tactics are and be able to create a list of possible tactics.

A character’s objective is what a character wants. It is based in what they want from another person, using the formula “I want [person] to do [thing I want them to do.]” The objective is what drives all of their action while on stage. In this lesson students will learn what objectives are and how to write one for a character.

Students will identify the difference between pastiche and parody and then demonstrate comprehension by (a) analyzing a song and then (b) creating their own parody or pastiche.

Students will perform a modern scene the same way that Shakespearean actors performed text. They will compare and contrast the experience to preparing a scene for class.

Students will complete exercises that demonstrate how a character’s need to speak results in a better monologue. They will then write a monologue that applies this knowledge.

The fourth wall is an imaginary wall that stands between the actors and the audience. As actors we tend not to speak to, look at or acknowledge the audience when we are performing. We want the audience to be observers but not necessarily involved in the scene. There are times however when we want to speak directly to the audience. When we do, that is called breaking the fourth wall. It is a technique that can be useful in specific instances but should not be abused by actors.