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In this lesson, students will continue to analyze the third act of Our Town with a focus of examining the concept of the eternal as it connects to valuing the ordinary.

Experience Tech Theatre: Students will explore how technical theatre affects storytelling.

This lesson introduces students to the various roles in the theatre and how they make up a hierarchy. Students take on the role of one of these three important roles in a theatre production through an activity.

Students are introduced to two groups of technical theatre roles and the people in charge of those groups: the technical director and tech crews and the stage manager and running crews. Students will take on the role of a stage manager and practice the calls a stage manager would use.

Students review the three most common types of theatre stages used today: proscenium, thrust, and arena stages. Students create the audience for a specific type of stage in a warm-up, and then in groups, students work to stage a fairy tale using the three different theatre configurations.

Students learn about stage geography and parts of a theatre. Students practice stage geography in a warm-up, and then participate in a group activity where they are given random stage geography positions and have to present a scene from those positions.

Students design, create, and implement a solution for the famous “exit, pursued by a bear” stage direction from Shakespeare’s The Winter’s Tale.

Students will identify areas of technical theatre and explore how the use of these crafts affects storytelling.

This lesson introduces students to the various roles in the theatre and how they make up a hierarchy. Students take on the role of one of these three important roles in a theatre production through an activity.

Students are introduced to two groups of technical theatre roles and the people in charge of those groups: the technical director and tech crews and the stage manager and running crews. Students will take on the role of a stage manager and practice the calls a stage manager would use.

Students review the three most common types of theatre stages used today: proscenium, thrust, and arena stages. Students participate in a types of stages warm-up and explore how to stage something on different types of stages.

Students learn about stage geography and parts of a theatre. They practice stage geography in a warm-up and then work on a monologue exploring stage geography.

Students work together to come up with a solution for the famous “exit, pursued by a bear” stage direction from Shakespeare’s The Winter’s Tale through written response, drawing, and making a design element with materials found at home.

Students write on their preconceived notions about playwriting, their expectations and fears, and identify actions: What does a playwright do?

In this lesson, students will explore different methods of gathering ideas.

In this lesson, students will analyze existing monologues, identify the criteria for a good monologue, and write their own monologues in the practice session.

In this lesson, students will write two-character, one-location, ten-line scenes to practice getting to the heart of effective and efficient scene writing.

Character is one of the backbone elements of a good play. In this lesson, students will work on a character profile.

Along with character, conflict is one of the backbone elements of a good play. In this lesson, students will work on a conflict profile.

The final project for Part 1 of this unit is for students to write examples of what has been explored so far in the following way: • A two-person, one-location, one-page scene. • Each character has a want, there is an obstacle to their want, and they apply tactics to get what they want. • A separate (ie: not included in the scene) half-page monologue for one of the characters in the scene. • A character profile for each of the characters. The objective is for students to apply all the elements they’ve learned so far in dramatic writing.