Lesson 1: Character Choice/Pantomime
Educational Objective: Students will demonstrate the ability to perform characters by creating a short
character skit based on fairy tale characters.
Facet of Understanding - #1 - Explanation, # 2 -Interpretation, # 3 Application
Enduring Understanding 1: Theatre reflects real life stories and experiences
Enduring Understanding 2: Acting doesn’t need to be outrageous to be real.
Essential Question 1: How does character stem from reality?
Essential Question 2: How can we use our bodies to create character?
Materials Needed: Index cards
Hook: Magic Box – Students in a circle, each pull out and pantomime a different object, showing in detail what
it is and how they use it. Each student replaces the object into the box and passes it along for the next student to
find. Teacher models at the beginning.
Step 1 – Discussion: What did you see? How did you describe the object you pulled out of the box? How did you
know what it was? What details were helpful to you as the audience?
Step 2- Brainstorm: Students will write down characters on index cards and exchange them.
Step 3- Improv game: Students will sign up on the board in an order. 2 students will start with their characters
and improv a scene. When teacher says “Freeze!” the next student on the list will replace the first student and start
a new scene from the postitions the first two students ended in. Once everyone has gone students may continue
and call out “Freeze!” themselves. The student who calls out “Freeze!” replaces one of the students up there.
Variation A: Students can play the party game from Whose Line. One person starts in the room, the doorbell
answers and all of the other characters enter and join the party.
Variation B: Teacher can call “Freeze!” and call on students to go up into the scene and switch someone out.
Step 4- Discussion: What did you see? What character choices were made? Were some characters stronger
than others? Why?
Step 5 – Groupwork: Students will get into groups and create a short skit of a well-known fairy/folk tale. Focus
on story, but Character is more important than story at this point.
Step 6 – Sidecoaching as they develop and practice their stories.
Step 7: Students will perform their skits
Step 8- Discuss: What did you see? What were good character choices?
How do we pick good characters? Talk about what we want for character choice. Bring Character to class next
time.
Homework: Have Character picked out for next time
Final Assessment for Lesson 1: Students will perform their skits
Rubric: 20 points: Everyone participates, 5; Everyone has a distinct character, 5; Tells the story, 5; Choices convey
character.
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Lesson 2: Character: Physical Aspects
Educational Objective: Students will be able to create characters by participating in a Where Space activity
and recording their experiences and character discoveries on paper.
Materials needed:
Facet of Understanding - #1 - Explanation, # 2 -Interpretation, # 3 Application
Enduring Understanding 1: Characters stem from who the actor is and what he/she brings to them.
Enduring Understanding 2: We must use our bodies to take on the physical attributes of a character.
Essential Question 1: How can we create our characters to fit us?
Essential Question 2: Why is it important to consider ourselves in the creation of character?
Materials Needed: Paper for students to write on.
Hook: ‘Where’ Exercise - One student will choose a space and interact with that environment. Without
talking, other students will enter the space, observe the first student and interact with the same
environment. Goal: to be present in the space. To use body to explore the environment.
Step 1 – Discussion: Where were you? How did you interact with that environment? How did the other people
around you influence how you interacted with that environment? What does this have to do with performing?
What does it have to do with character? Lead to interacting with environment.
Step 2 – Choose Character: Students will decide which character they would like to portray. In Partners they
will share why they chose this character and what they hope to gain from it. Then we will go around as a class to
the partners and the partner will describe the other person’s character, and what they found interesting about it.
Step 3- Instruction: On a piece of paper, write down the physical descriptions of your character that you’ve
chosen. Write an acrostic poem and have each letter of their name be an adjective that describes them.
Step 4- Character Walks: Explore space: Go into neutral body: Take on character: Play with heavy, light, slow,
fast. Freeze into shapes if desired. Students will not be interacting at this point. Just like the where exercise they
are exploring their space and discovering themselves.
Step 5- Discussion: Think back to what you wrote down about your character’s physical description? Does that
descrition fit you? If not, how can you become that character? How can that character change to look like you? Or
what can you do to yourself – hair, makeup, costume etc to look like the character?
Step 6 – Reflection: What have you learned about your character from the activities we’ve done today? Write 2
well-composed paragraphs down about it and turn it in. (5-7 sentences per.)
Final Assessment for Lesson 2: Students will turn in papers at the end of class.
Homework:
Rubric: 25 points: Acrostic – 5,
Physical description – 5,
Format – 5: 2 paragraphs, at least 3-5 sentences per,
Content- 10. The student has thought about the physical aspects of his/her character and made
discoveries as to how he/she can embody that character themselves.
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Lesson 3: Character Backstory
Educational Objective: Students will be able to create a character analysis which includes backstory and
character motivations by performing character interviews and by participating in a graffiti wall.
Facet of Understanding - #1 - Explanation, # 2 -Interpretation, # 3 Application, #4 Empathy
Enduring Understanding 1: Theatre reflects real life stories and experiences
Enduring Understanding 2: Characters must be motivated from external and internal sources in order to be
true and believable.
Essential Question 1: Why do we need to consider the character’s life and personality in creating them
onstage?
Essential Question 2: How can we use our own experiences and what we already know about life to create
the character?
Materials Needed: Large Paper for Graffiti Wall, Markers
Hook: Where Space as Character: Start with one person who chooses a space with their character. Each
student joins first student as they figure out where the person is.
Step 1 – Practice: Runway Walks as character. Line students up 5 at a time. Individually, as their character they
take their turn doing a “Runway Walk” as their character. Encourage them to make specific choices as they: Walk,
Pose, walk off.
Step 2 – Practice: Question Scene: As characters, two students improvise a scene where the all lines must be
questions. If someone hesitates or fails to ask a question, another student takes their place. The scene continues as
is, or can start over from the same position the last pair ended in. Be consistent.
Step 3- Discussion: Why would questions help develop character? Lead to what are essential characteristics of
characters that an actor needs to be able to play?
Step 4- Practice: Students will do a graffiti wall in groups where they determine what are essential parts of a
good character analysis
Step 5- Discussion/Instruction: Go over graffiti walls.
Step 6 - Practice: Begin to write character analysis
Final Assessment for Lesson 3: Participation – 5 points for good attitude and effort.
Homework: Finish Character Analysis. Rubric: See attached at end.
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Lesson 4: Physical Character
Educational Objective: Students will be able to discover more information about themselves and their
character by taking a personality quiz and by doing a character runway walk.
Facet of Understanding - # 2 -Interpretation, # 3 Application, #4 Perspective #6 Self-knowledge
Enduring Understanding 1: Characters are people just like you and me.
Enduring Understanding 2: The way we interact in real life may be different from how our character
approaches similar situations.
Essential Question 1: How does learning more about oneself influence character choice?
Essential Question 2: How does empathy play a part in performance?
Materials Needed: Personality Quiz – 2 copies for each student. –see attached at end.
Copies of Ch. Analysis Rubric for each.
Hook: Animal Exercise: Students choose an animal they feel represents their character. They begin to move
around the space as that animal. If they are shy or need guidance the teacher may guide them through with
things like, “How does your animal eat? How does your animal sleep? Show me how your animal obtains food.
Show me how your animal makes friends. Show me how your animal plays. Etc.
Step 1 – Review: Go over rubric with students; clarify expectations for paper that is due next class.
Step 2 – Personality quiz: Hand out the personality quiz front up. Tell them not to turn the paper over, we’ll go
over the back in a bit. Have them fill out the front by choosing which word appeals to or they feel describes them
the best. When they are all finished, have them read the answer key and tally their scores.
Step 3 – Share: What color(s) are you dominant in? Show them the answer key and what their colors mean. Do
you feel that your result is accurate? Search for individual students’ responses and self-discovery. Emphasize that
these aren’t meant to label you as one specific thing. There will be overlap in many cases because each person is an
individual. These just help you figure out your preferences and strengths which can be applied to group work and
collaboration.
Step 4 – Discuss: Which of these personality colors could clash in a group setting and how? Once they’ve
exhausted their ideas about how they all clash with each other, help them see how they can all work together really
well too. They’ll have good insights.
Step 5 – Practice: Personality quiz as character. Do the same thing, but answering questions from character’s
point of view. They’ll be faster the second time around.
Step 6 – Share: Discuss how the character’s traits are different from the students’ traits. By raise of hands who
is pretty similar to their character? Who is radically different? Who overlaps in between?
Discuss what students can do to create characters that are similar and different from themselves? Where will they
have to come out of their comfort zone? What will come naturally as that character?
Final Assessment for Lesson 4: Collect Personality Quizzes and grade them for completion.
Homework: Turn in Ch. Analysis next class.
Sources: Ideas adapted from Camee Anderson Faulk’s unit on TED: intro to body storytelling/pantomime.
Link to Personality Quiz: https://www.dropbox.com/s/wyj5y5xqet5jwpd/PersonalityTest%20Blue%2C%20Green%2C%20Yellow%2C%20Red.pdf?dl=0
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Lesson 5: Character Practice
Educational Objective: Students will demonstrate understanding of their character and the ability to stay in
character by participating in Never Have I Ever/Ignominious Death as their characters.
Facet of Understanding - #1 Explanation, # 2 -Interpretation, # 3 Application, #4 Perspective,
#5 Empathy, #6 Self-Knowledge
Enduring Understanding 1: True and believable characters come from who the actor is and
Enduring Understanding 1: Characters approach the same situations differently.
Enduring Understanding 2: Actors use their own motivations to portray their characters’ motivations.
Enduring Understanding 3: When we focus on the character’s motivations, our body movements follow
naturally to become the character.
Essential Question 2: How does character motivation and pursuit of objectives influence body
movements?
Essential Question 2: How does empathy play a part of performance?
Materials Needed: Paper for students to write on.
Hook: Never have I ever as characters/Ignominious Death.
Hold up 5 fingers or 10 fingers depending on the size of the class. Students take turns going around the
circle saying, “Never have I ever….” from the character’s perspective. If another student (as character) has done
those things they put a finger down. When you’re out of fingers, you die an ignominious death as your character.
Step 1 – Discuss: How does knowing these details help you better understand your character?
Step 2 – Return: Hand in Character Analysis.
Step 3 – Focus Game: Zoom Zoom Erk. Students send the zoom around the circle. They can stop it and send it
the other way by sending the Erk. If students turn their head the wrong way or say the wrong thing or get off
beat/hesitate they’re out. Down to 2 people. Can play the 2 people until someone breaks if desired.
Step 4 – Practice: Begin writing character Monologues. Teacher checks and has students present examples of
good work as they work. Side coaching to help students create strong monologues from their character’s point of
view.
Final Assessment for Lesson 5: Participation/Completion points for Never Activity and Monologue
Monologue Rubric: 30 points. 1-minute length- 5,
Addresses a specific person (like a scene but with the other person’s lines cut) -10,
Is true to character’s motivations, background and actor’s interpretation -15.
Homework: Finish and Memorize Character Monologues for Performance Next Class.
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Lesson 6: Monologue Practice
Educational Objective: Students will be able to practice their monologues by working individually and with
partners to improve their acting choices and performance confidence.
Facet of Understanding - #2 Interpretation, # 3 Application, #5 Empathy
Enduring Understanding 1: Monologues come from within the character.
Enduring Understanding 2: Understanding the character’s motives can create strong objectives.
Essential Question 1: How can characters’ actions be prompted by motivations?
Essential Question 2: How can characters’ motivations be prompted by actions?
Materials Needed: Graded character analyses.
Hook: Monologues to the wall: As students walk in, tell students to set their stuff down and find a space on
the wall. Students face the wall and give a full performance to it. When finished they call time. Teacher responds
with the time they finished (has been timing them on a stopwatch.)
Step 1 – Review: Hand back character analyses
Step 2 – Practice: Monologue catch-up/Memorization (if needed.) Individually.
Step 3 – Practice: Monologue work with a partner. Instruct them to watch each other perform twice and give
each other feedback to help them develop their characters.
Step 4 – Practice: Monologue circle: One group on the inside circle facing the group on the outside circle. If odd
numbers, teacher joins the circle. They have 2 minutes each to do their monologue: In the first minute they
perform, in the second minute they get feedback from partner. Switch performers. Do the same thing. Once both
have gone, rotate the outside circle to switch partners. Do it until everyone on the outside circle has met with
everyone on the inside circle.
Step 7 – Practice/Perform: If they need it, give them more time to work. Individually, with partners, or as a
group depending on their needs. Another thing you could do as a group is to have them do a speed through to the
wall, or to get really big or small during emotional spots if they struggle finding emotion.
However, if they’re ready, and there’s time, jump into the monologue performances through the end of the
period. Work them and have each student do their monologue a couple times giving them feedback and correction
(and praise!).
Final Assessment for Lesson 6: 10 points for active participation in the preparation process.
Monologue performances. Monologues: Student has a monologue written and performed that is relevant to the
character. Student participates and performs their monologue. Student has a good attitude and has worked to
include feedback from partners and teacher.
Rubric: 50 points – Participation and good Attitude, 10. Preparation, 10. Memorization, 5. Distinct Character
choices – physical, 10. Taking direction, 15.
Homework: Be prepared to perform next class.
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Lesson 7: Perform Character Monologues
Educational Objective: Students will be able to showcase their characters’ motivations by performing an
original monologue that comes from their character.
Facet of Understanding - #2 Interpretation, # 3 Application, #5 Empathy
Enduring Understanding 1: Monologues come from within the character.
Enduring Understanding 2: Understanding the character’s motives can create strong objectives.
Essential Question 1: How can characters’ actions be prompted by motivations?
Essential Question 2: How can characters’ motivations be prompted by actions?
Materials: N/A
Hook: Assign each student a number as they’re coming in. Use each number twice. Or if not enough students to
do that, use one number twice, and use 0.
Instruct students not to share their number with any other classmate. Instruct them to arrange themselves in
numerical order without using gestures or talking. Repeat: No gestures, No talking.
Let them go. When they think they’ve done it check and see if they were right.
Step 1 — Discuss: If they got it congratulate them and evaluate what led to their success. If they were off discuss
what they did well, how they interacted, and what led to the things that threw them off? Were they open to trust
each other, even if what another person did wasn’t what they were sure was correct? Especially if you used a zero,
how could they have recognized and figured out what was wrong? Lead into how we can trust each other and be a
good audience for each other as they present their monologues.
Step 1 – Monologues to the Wall: Repeat as warm-up activity.
Step 2 – Performance: Jump into the monologue performances through the end of the period. Have students
perform their monologue in the backwards order that they lined up in the warmup activity.
Step 3 – Coaching: Work them and have each student do their monologue a couple times giving them feedback
and correction (and praise!).
Final Assessment for Lesson 7: Monologue performances. Monologues: Student has a monologue
written and performed that is relevant to the character. Student participates and performs their monologue.
Student has a good attitude and has worked to include feedback from partners and teacher.
Rubric: 50 points – Participation and good Attitude, 10. Preparation, 10. Memorization, 5. Distinct Character
choices – physical, emotional 10. Taking direction, 15.
Homework: N/A
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Lesson 8: Character Duets
Educational Objective: Students will explore how their character approaches others by performing a taskbased scene between their characters.
Facet of Understanding - # 2 -Interpretation, # 3 Application, #5 Empathy
Enduring Understanding 1: We must use our own bodies to take on the physical attributes of a character.
Enduring Understanding 2: Characters’ motivations and desires affect how they approach people.
Essential Question 1: Why do characters need to interact with others on stage?
Essential Question 2: How does good theatre depend on characters’ interaction onstage?
Materials: N/A
Hook: Household Tasks: As students walk in, assign each student a random household task to perform by
pantomime. The idea is that as the later people arrive, they see the earlier arrivals doing something, then they’ll be
intrigued to come see what they’re supposed to do. Once everyone is there, walk around and correct students.
Informally assess them and help them see how to be more detailed and consistent with their movement and
actions. Praise individuals for what they’re doing well. Notice the different ways different students approach the
same task.
Examples: mowing the lawn, doing dishes, vacuuming, sweeping, mopping, writing a letter, moving furniture,
carrying a stack of small boxes, carrying multiple heavy boxes, unpacking fine china, putting stamps on envelopes,
decorating for a party etc.
Step 1 – When desired have them move into doing the task as their character.
Step 2 – Character Mirrors: Partner A takes on their character. Partner B copies. Switch-with a catch. Partner
B leads, still portraying Partner A’s character. Freeze. Partner B continues to lead, but leads as their own
character. Partner A copies. Switch like before: Partner A leads portraying Partner B’s character.
Step 3 – Discuss: Did having someone else lead as your character give you any ideas on how you could make
your own character better or different? Did taking on someone else’s character help you understand their choices
better? Did it influence the way you approach your character?
Step 4 –Character Showdown: 2 people face each other. Have the rest of the class line up behind them. On
the count of 3, each character takes on a powerful pose that is representative of their character. They have one
shot to trump the other character. Go through it once, so everyone gets a chance. Go through it another time and
have an elimination round. Continue the showdown until there is one final character.
Teacher is the ref and decides who has the most powerful representation of their character.
If there are odd numbers that is perfect because they shouldn’t have to face the same character twice. If it’s even,
then jumble the lines up before the elimination round starts. Encourage students to make different poses. (They
should do this naturally because they are facing different characters and reacting differently each time.)
Step 5 – Character Duets. (Approx. 45 min/Half of the class.)
Have students find a partner they haven’t worked with before. Assign a household task to each partnership. Tell
them to create a pantomimed scene in which they are working on this task together in character. They may talk as
their characters. Emphasize that their characters need to work Together to be accomplishing the task. Repeat:
Both characters need to be working on the task. (They may try to dodge out of the task by saying, “my character
wouldn’t really do that.” Don’t let them.)
Tell them to create a scene where each character wants something from the other, and make sure it has a
beginning, middle (climax) and end (resolution). Give them time to work on it.
Step 6 – Perform: Perform for the whole group their task as characters. Give each partnership oral feedback.
Work their scenes if necessary to help them understand the concepts of reaction and interaction and maintaining
consistent character.
Step 7 – Discuss: How were the characters able to accomplish the task together? Did the students make distinct
physical choices to represent their character? Did their interactions with this foreign character make sense and
stayed true to their character?
Final Assessment for Lesson 8: 40 points. Participation, involvement and good attitude – 10,
Distinct character choices- 10,
True to character in interactions with other- 10,
Accomplish task as character would-10
Homework: Bring Character Food and Costume for Picnic next class!
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Lesson 9: Character Picnic
Educational Objective: Students will be able to discover and practice their character’s physical, emotional, and
mental motivators by competing in a relay race as their character. Students will be able to perform their characters
to be true and believable by participating in a classroom picnic as their characters and writing a reflection paper
on their experience.
Facet of Understanding - #1 Explanation, # 2 -Interpretation, # 3 Application, #4 Perspective,
#5 Empathy, #6 Self-Knowledge
Enduring Understanding 1: True and believable characters come from who the actor is and
what he/she brings to them.
Enduring Understanding 2: Theatre teaches empathy for self and others
Enduring Understanding 3: Actors must use their own bodies to take on the character’s physical attributes.
Enduring Understand 4: Theatre artists can reflect on experiences through performance
Enduring Understanding 1: Characters approach the same situations differently.
Enduring Understanding 2: Actors use their own motivations to portray their characters’ motivations.
Enduring Understanding 3: When we focus on the character’s motivations, our body movements follow
naturally to become the character.
Essential Question 1: How do we keep our goals in mind as we pursue various tasks?
Essential Question 2: How does character motivation and pursuit of objectives influence body movements?
Essential Question 3: How does the world around us influence theatre?
Essential Question 4: How does empathy play a part of performance?
Materials: . Cardboard/carpet squares (10-15). Play Rope (with or without knots tied in it).
Plates, napkins, silverware, cups.
Blankets if desired. (Or can assign these to kids beforehand, so say, “If your food requires utensils or cups then
bring them. If you don’t want to sit on the grass and want a blanket, bring it.”)
Preparation: Think of a tour guide character with a name, personality, physicalizations and a brief backstory so
you can join them in character. Doesn’t have to be terribly extensive. Just enough to join them and model.
Example: Tour guide Barbie, the Crocodile Hunter, etc.
Arrival: Give students a few minutes to change into costumes/gather food items.
Step 1 – Find an area outside to set up. Designate an area to put the food, and an area to sit.
Step 2 – Character Presentations: Each student will stand up and present their food and costume. Present
what they did and why they chose to do what they did and any symbolism it may contain. These presentations do
not have to occur in character.
Step 3 – Into Character: After presentations have finished tell the students we are going into character and
will remain in character until the end of the class. I’ll give you the signal when to go out of character. Halfway
through I will join you as a character. You’ll see when I do this.
Step 4 – Picnic Lunch: Students will have a few minutes to eat and interact in character. Join them, walk
around and ask each character questions relevant to their characters. (Ex. To Elizabeth Bennett one might say,
“How is your family? Are your sisters doing well?”) Informally evaluate how they respond to your questions, and
whether they are consistent and accurate in their portrayals/interpretations of various characters.
Step 5 – Tour of Natural Wildlife Preserve/Candyland: Teacher joins them in character as the Tour
Guide. Take them on a tour of the “Natural Wildlife Preserve” or of Candy Land. Whichever you prefer. In
character continuously remind them to stay with the group and not to hurt the wildlife (We had lots of ants I
didn’t want them to step on – mostly for their sakes.)
Teacher may edit/omit activities as necessary.
Tip: Build up these activities as real and a big deal! The more you believe in it, the more they will.
All of the following activities will occur in character:
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Step 6 – First Stop: Lava River/Hot Chocolate River: Students must use cardboard/Carpet Squares to get
across the “River.” They must get Everyone across, and they cannot lose contact with the cardboard/carpet
squares (stepping stones/marshmallows) or else the squares will be swept away. Pay really close attention so you
can enforce this rule, especially at the beginning. If they fall off the squares they have to go back to the beginning
and restart.
If they lose so many you start feeling sorry for them or it looks like they’re going to give up, tell them you will give
them one or two back if they can sing a common children’s song in character really well. Ex. Row Row Row your
Boat; Mary Had a Little Lamb; etc.
Encourage them to work together and to use teamwork, concentration, and focus to get everyone across.
Variation: The squares get stuck in the thick jello, and can’t move once they’re stuck. Ie. The students have to
throw the squares from the side in order to be able to get across.
Step 7 – Second Stop: Big Boulder/Gumdrop Boulder: Oh no! There is a big (invisible) boulder in our
path! We need to all work together to lift the boulder and carry it to the other side of the tree. This is a
pantomimed activity. Goal, to use characters in pantomime to work together to complete activity.
Step 8 –Third Stop: Cliff Bridge/Candy Cane Bridge: We are coming up on a bridge, but the ropes of it are
all tangled! We need to work together to untangle it!
There is a (real) rope with a bunch of knots tied in it. As many knots as there are people. Each person grabs the
rope between two of the knots. Without letting go, moving or sliding their hand they have to untie the knots so all
are gone. This will cause them to have to crawl through some knots as they are loosened. Encourage them to work
together and use teamwork to complete. Don’t play so you can enforce and watch carefully that they’re not
cheating and lifting their hands off.
Variation: Rope is tied at both ends and is coiled into a bunch of circles. Everyone has to put one hand on a
different section of the rope and work together to untangle the rope so they are left standing in one big circle. In
this one they may slide their hands along the rope, but they cannot let go. It’s basically the human knot with a
rope.
Step 9 –Fourth Stop: Jangly Jungle/Licorice Jungle: Play red rover to “break through” the Licorice Vines
and get out of the jungle. Students in two lines, holding hands. One person starts by saying: “Red Rover, Red
Rover, let Jack Sparrow come over!” Whereupon Jack Sparrow runs and tries to break through the arms of
someone in that line. If he makes it he will stay out and watch/cheer on the others. If he doesn’t make it he joins
that line. Play until one line makes it all the way through. Encourage them not to hurt each other.
Step 10 – Fifth Stop: (Rolo) Troll Hole: Tug of War: There is a troll guarding the path/bridge. He likes
people to prove their strength before he’ll let them through. So he’s left a rope (the same one you untangled
earlier) to prove your strength. Break into teams and play tug of war. Again encourage them not to hurt each
other. Mark of the space they have to pull the other team across in order to win.
Variation: This could also be done pantomimed without a rope. That forces them to Really pay attention to others
and for one team to decide together whether they will lose/win.
Tip: Do NOT play tug of war if there are any knots left in the rope! (They will never ever come out.)
Step 11 – Sixth Stop: Buzzing Bees/Berry Bees: Partner Tag. There are a lot of bees buzzing everywhere!
If you are connected to someone you are safe, but if you’re not, you better Run! Have everyone pair up. If there’s
an odd number, you play too. Each partnership will link arms and face other partnerships in a circle.
Choose one person to be the Queen Bee, and their partner will have to Run! They have to run and link arms with
another partnership. The person in the partnership who they did not link arms with then has to run until they link
arms with a different partnership, then the person on the end of that partnership has to run. The Queen Bee
chases until he/she can catch the person running. If caught the other person becomes the Queen Bee and the
previous Queen Bee becomes the runner until they can link arms with another partnership.
If necessary give them guidelines like “you can’t link onto the partnership you came from.”
Step 12: End of Tour/Clean up. Bring them back to the picnic area, end the tour, tell them they can get out of
character, and to clean up the area leaving NO trash or items behind. Bring them back inside and give them a few
minutes to change and clean up.
Final Assessment for Lesson 9: Entire picnic. See attached rubric.
Homework: N/A
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Character Analysis Assessment Rubric:
23-25 points
(or 18-20 for
Content)
19-22 points
(or 15-17)
15-18
points
(or 11-14)
<14 points
(or <10)
Format
(5)
5 points for following
formatting guidelines.
-----
-----
------
Content
(Out of 20
points)
Student has delivered a
fully developed paper,
with thoughtful
connections and
appropriate character
choices and has really
uncovered the character’s
motivations and past.
Paper is mostly
developed, but the
character choices
aren’t consistent or are
there but not
connected in some
way.
Paper is not welldeveloped, but
has specific
character choices
listed, and
explores vague
ideas in regards
to character.
Paper is not welldeveloped; there may
be holes in logic or
gaps in understanding
of how to create
character choices.
Backstory/
3 key
relationshi
ps
Student has explored the
character’s backstory and
3 key relationships in
detail and made
connections to how this
influences the character’s
present state.
The student has
explored the
character’s backstory
and 3 key
relationships, but not
made connections as
to how this influences
the present.
The student has
put some things
in relation to
backstory and/or
3 key
relationships, but
has not explored
it fully, and has
not made
connections.
The student has not
considered backstory
and 3 key
relationships or it is
insufficient evidence
to show mastery
and/or
comprehension.
Physical
characteris
tics/
Favorites/
other
pertinent
informatio
n
Student has explored the
character’s physical
characteristics/
favorites/other info in
detail and made
connections to how this
influences the character’s
present state.
The student has
explored the
character’s physical
characteristics/
favorites/other info ,
but not made
connections as to how
this influence the
present.
The student has
put some things
in relation to
Physical
characteristics/
favorites/other
info, but has not
explored it fully,
and has not made
connections.
The student has not
considered Physical
characteristics/
favorites/other info;
or it is insufficient
evidence to show
mastery and/or
comprehension.
Core
Beliefs/
Approach
to life
Student has explored the
character’s core
beliefs/approach to life in
detail and made
connections to how this
influences the character’s
present state.
The student has
explored the
character’s core
beliefs/approach to
life , but not made
connections as to how
this influence the
present.
The student has
put some things
in relation to core
beliefs/approach
to life , but has
not explored it
fully, and has not
made
connections.
The student has not
considered core
beliefs/approach to
life, or it is
insufficient evidence
to show mastery
and/or
comprehension.
Ot
hkkjjkl
Core beliefs
hknjono
Total
Total:
/100
11
Final Unit Assessment Rubric: Character Picnic
18-20 points
15-17 points
11-14 points
<10 points
Costume/
Food
character
represent
ations
Has both character
representations and they
both accurately and
articulately reflect the
student’s character
choices.
Has both character
representations, but
one or both do not
completely and/or
adequately reflect
student’s character’s
choices.
Has one or the other,
but not both character
representations, and/or
the costume/food
brought does not
accurately reflect the
student’s character
choices.
Is missing both costume
and food.
Character
Physicali
zations
Student is precise and
consistent with the
character’s body and
physical choices. It is
clear they have thought
through and practiced
how the character walks,
moves and any physical
quirks the character
might possess.
Student is relatively
consistent with
Character’s
Physicalizations.
Shows they have
thought through their
physicalization
choices, but forget
sometimes or has
trouble transferring
thorough thoughts to
body movement.
Student attempts, but
struggles to portray
character through
physical choices. Is
exactly like themselves,
or is self-conscious to
the point of interference
with accurate portrayal
of character.
Student has not thought
through physicalization
choices and/or student
does not try to attempt
consistent
physicalizations.
Character
Interactio
ns
Students interact
appropriately with other
characters. Students
maintain their character
and character
motivations through all
interactions with fellow
student characters.
Students interact
appropriately with
other characters.
Students mostly
maintain their
character and
motivations through
most interactions but
occasionally break.
Students interact
appropriately with other
characters.
Students attempt to
interact but may
struggle to maintain
character and
motivations through
interactions with others.
Students do not attempt
to interact with other
character, and or are
inappropriate in their
interactions with others.
(This will also result in
dismissal from
activites.)
InCharacter
Students participates and
stays in character
masterfully throughout
the entire picnic and all
associated activities.
Student participates
and stays in character
well throughout the
picnic and all
activities, but may
break a few times.
Student attempts to keep
character but is not
consistent and/or
distracts others from
their consistency and/or
refuses to participate in
some activities.
Student does not even
try to stay in character,
does not participate,
and/or is very disruptive
towards other students’
consistency in character.
(This will also result in
dismissal.)
Reflectio
n Paper
Student has delivered a
fully developed paper,
with thoughtful
connections and good
reflection on creating
characters and selfdiscovery through this
process.
Paper is mostly
developed, and makes
thoughtful
connections, but may
leave out thoughts on
creating characters,
self-discovery or
another required
aspect.
Paper is adequately
developed; only reviews
experience, does not
make connections, does
not address one of the
required elements.
Paper is not welldeveloped; Is off-topic,
does not make
connections, does not
review experience,
and/or does not show
mastery/comprehension
of concepts covered.
Total
/100
/100
12