Trifles Unit Plan
Minda Beaty
Goals
--Students will further develop their script-writing skills while strengthening their collaborative
skills. (National 1.a) (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will gain a deeper understanding of acting by developing and portraying characters in
staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will develop directing skills while working collaboratively to tell a story. (National 4.c)
--Students will learn about past social issues in American history in order to discuss current day
social issues. (IN H.1.1)
--Students will reflect on their classroom and cultural opinion and perspectives in a reflection
journal. (National 8.d) (IN 9-12.WT.4, 9-12.WT.10)
--Students will exhibit respect for their work and the work of their peers when participating in
classroom discussions and activities.
--Students will exhibit their understanding of the lessons’ content through their reflection journals,
creating a collaborative script discussing a current social issue, and defending or explaining
their choices in a class discussion and reflection journal entry. (National 1.a, 1.b, 4.b, 4.c)
(IN 9-12.WT.1, H.6.1)
--Students will develop the ability to constructively evaluate their work and other’s collaborative
efforts in informal productions. (National 7.d)
--As a class and in small groups, students will strengthen their skills of determining the central
ideas and conclusions of a play while accurately summarizing the play. (IN 9-12.RT.2)
--Students will further develop an understanding of play analysis and dramatic structure.
(IN H.3.1, H.3.2)
--Students will evaluate how well each play met the intended objectives. (IN H.4.1)
Rationale
This unit is a ten-day lesson that includes providing the students with background
information about the playwright, play, historical period, and social issues. It is designed for a
high school intermediate theatre course, which would most likely consist of juniors and seniors.
This lesson is designed to get students to see the importance of social issues in drama, how
Unit Plan
Teacher: Ms. Minda Beaty
drama deals with social issues, and discover ways to express their feelings about current social
issues while developing an educated commentary or solution to the issue(s). This topic is
extremely important because our students need to learn how to read plays that deal with social
issues. Additionally, our students should learn how to pick apart a social issue while
distinguishing what the playwright has to say about the issue and how the playwright’s
perspective and message influences the reader or audience member. Having the ability to do
this analysis will assist students in the future when other media and art discusses issues so they
can easily pull the issue out from the opinions and emotions that pervade the story.
Given that the lesson is designed toward upper level students who have taken a vast
number of theatre and English courses, they should already be aware of dramatic and literary
devices that authors use to elicit an emotional response from readers and audience members.
With this in mind, we will build on those notions by having students unravel a play that focuses
on social issues. Finally, we will have students more deeply delve into these lessons by working
collaboratively to create a script that highlights a social issue and either comments or provides
solutions to that issue. After the scripts are written, groups will read them aloud in class. Upon
finishing the readings, we will discuss each play as a class, allowing each group time to defend
and explain their choices and intentions for writing their plays.
Students will use the skills and processes learned in this unit in other courses and in
their personal lives. This one lesson provides students the ability to speak intelligently about
social issues, create an opinion and/or solution to an issue, and learn how to work
collaboratively on a creative project. As for the timing of the project and lesson, it will be
presented late in the students’ high school careers in order to better prepare them for college or
life outside of high school. Students will be made aware of the importance and applicability of
these skills and abilities outside of the classroom, which will better prepare them for the future.
Interdisciplinary Connections
Theatre is an all-inclusive topic. For instance, in this unit, students will work with history, cultural
perspectives, reading, writing, acting, directing, and public speaking. This gives students the
chance to think critically about plays, critique dramatic productions, and reflect on their
experiences and perspectives in journal entries. Additionally, students have an opportunity to
study the historical and cultural influences in the arts. These skills are completely applicable to
other classes and life outside of school. Students will exercise their skills in reading, writing, and
critical thinking.
Integration of Technology
My lessons include the use of technology, however, more or different types of technology can
be added to assist students in learning the material and concepts. Theatre teachers often use
Poweroints and Prezi presentations to give students visual stimulation and notes to follow along
with while listening to the lesson. Prezi and Powerpoint presentations give students the
opportunity to see a presentation from any distance in a classroom and ensure that they have
Unit Plan
Teacher: Ms. Minda Beaty
the important notes down, however, they can be distracting if too much information crowds the
screen. Also, students are often too dependent upon the teacher feeding the notes to them. It is
good for the students to take their own notes that they will retain better since they must actively
listen to pick out the important information from a discussion.
Resources
Bennett, Jeff. Secondary Stages: Revitalizing High School Theatre. Portsmouth, NH: Heinemann,
2001. Print.
Glaspell, Susan. Trifles, A Play In One Act. Baker's Plays, 1951. Print.
Greenwald, Michael L., Roger Schultz, Roberto D Pomo, and . The Longman Anthology Of
Drama And Theater: A Global Perspective. New York: Pearson Longman, 2001. Print.
Jacobus, Lee A. The Bedford Introduction to Drama. 5. Boston: Bedford/St. Martin's, 2005. Print.
Instructional Strategies
Reading
Students will read a play, instructions for a group project, and the scripts they write with their
group.
Writing
Students will write in their reflection journals daily (informal writing assignments). They will be
required to write a play as a group (formal writing assignment). Each students will fill out a group
and self evaluation at the end of the unit (formal writing assignment). Finally, students will write
a defense and explanation summary in their journals (informal writing assignment).
Listening
Students will take time to listen to the lessons, informal classroom discussions, informal staged
readings of each group’s play, and oral defense and explanation for the choices made in each
play.
Speaking
Students will hone their speaking skills during classroom discussions, small-group work, staged
readings, and oral defenses of the choices made in their group’s play.
Unit Plan
Teacher: Ms. Minda Beaty
Assessment and Evaluation
Pre-Test
Post-Test
Group and Self Evaluations
Journal Entries (completion)
Script-writing Project
Classroom Discussions
Calendar Overview
Monday -- Day 1
Warm ups - 5 minutes
(physical stretching and introduce class schedule for the day)
Introduction to unit - 5 minutes
Pre-Test - 10 minutes
Historical Background Lesson - 20 minutes
(Susan Glaspell, women’s rights, Provincetown Players)
Reflection Journal Entry - 5 minutes
Tuesday -- Day 2
Warm ups - 5 minutes
(physical stretching and introduce class schedule for the day)
Social Issues Discussion - 20 minutes
(What makes a social issue a problem? Why should we care? What kinds of social
issues exist? Why are we still dealing with social issues?)
Read Play - 25 minutes
Homework:
Reflection Journal Entry
Wednesday -- Day 3
Warm ups - 5 minutes
(physical stretching and introduce class schedule for the day)
Discuss Play - 45 minutes
(Social issues, inferences, dramatic structure, meaning)
Homework:
Reflection Journal Entry
Thursday -- Day 4
Warm ups - 5 minutes
(physical stretching and introduce class schedule for the day)
Post-Test - 20 minutes
Unit Plan
Teacher: Ms. Minda Beaty
Introduce Unit Project and Assign Groups - 20 minutes
Reflection Journal Entry - 5 minutes
Homework:
Bring 3 social issues to class to discuss your topic ideas with your group
Friday -- Day 5
Warm ups - 5 minutes
(physical stretching, introduce class schedule for the day, and answer any questions)
Group Work Time - Approve Topics & Start Writing Script - 45 minutes
Homework:
Reflection Journal Entry
Monday -- Day 6
Warm up - 5 minutes
(physical stretching, introduce class schedule for the day, answer any questions)
Group Work Time - Write Scripts - 45 minutes
Homework:
Reflection Journal Entry
Tuesday -- Day 7
Warm up - 5 minutes
(physical stretching, introduce class schedule for the day, answer any questions)
Group Work Time - Discuss and Write Defense Journal Entry and Rehearse - 45 minutes
Homework:
Reflection Journal Entry
Wednesday -- Day 8
Warm up - 5 minutes
(physical stretching, introduce class schedule for the day, answer any questions)
Group Work Time - Discuss and Write Defense Journal Entry and Rehearse - 45 minutes
Homework:
Reflection Journal Entry
Thursday -- Day 9
Present plays - 35 minutes
6 groups at roughly 5 minutes a play
Groups #1 and 2 defend/discuss - 20 minutes
Homework:
Reflection Journal Entry
Friday -- Day 10
Groups #2, 3, 4, 5, and 6 defend/discuss - 40 minutes
Class discussion and feedback about Script Writing Project - 10 minutes
Homework:
Reflection Journal Entry
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #1
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
Indiana Theatre Standards:
--Students will learn about past social issues in American history in order to discuss
current day social issues. (IN H.1.1)
----Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (IN 9-12.WT.4, 9-12.WT.10)
Common Core English Standards:
--Students will exhibit respect for their work and the work of their peers when
participating in classroom discussions and activities. (CCSS.ELA-Literacy.SL.11-12.1)
Students will be learning about the historical background and playwright biography for Susan
Glaspell before reading Trifles in class. In order to fully understand the play, its meanings, and
the playwright’s intentions, it is crucial that students have a grasp on the historical background
and playwright’s biography before reading the script.
Engagement:
Students will take a Pre-Test in order to assess their prior knowledge and test their
preconceived notions before the lesson is taught. The Pre-Test will open the conversation for
students to discuss what they know, thought they knew, and were curious to learn before the
historical background lesson. Additionally, students will have time to gather their trading cards to
follow along with and take notes on during the lesson. The trading cards can be used as a fun,
interesting way to get a brief picture of the lesson beforehand.
Essential Questions:
Not applicable in this lesson.
Objectives:
Students will know the historical background influences on the play Trifles. This includes the
Susan Glaspell’s biography, women’s rights in America throughout the late 1800s and early
1900s, and the Provincetown Players.
Materials:
Unit Plan
Teacher: Ms. Minda Beaty
--Note cards for students to create their playwright “trading cards” that give students a brief
overview of the key facts about Susan Glaspell.
--Prezi Presentation
Lesson Plan #1 --- Susan Glaspell - The History
http://prezi.com/42mxsxgdxici/?utm_campaign=share&utm_medium=copy&rc=ex0share
Preparation:
--Students should take notes during the lesson in order to refer back to them while working on
their script-writing project.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day.
Introduction to unit - 5 minutes
We will discuss what we will learn in the unit (We will delve into the playwright: Susan
Glaspell, the play:Trifles, important topics: social issues, etc.) and how it will be
assessed (test and script-writing activity).
Pre-Test - 10 minutes
Students will take a Pre-Test that helps the teacher gauge what the students know about
the play, playwright, social issues, and historical time period before teaching the unit.
Additionally, this will provide the teacher with a guide to gauge how much the students
have learned by the end of the unit.
Historical Background Lesson - 20 minutes
We will start our unit by learning about Susan Glaspell, women’s rights in America
throughout the late 1800s and early 1900s, and the Provincetown Players. The students
will receive their Susan Glaspell “trading cards” to help them study and take notes.
Reflection Journal Entry - 5 minutes
At the end of class, students will be given 5 minutes to reflect on the class, topic,
questions they have, etc. in their reflection journal. They may free write for 5 minutes
and discuss anything that they wish to write about in that allotted time.
Assessment:
Ask questions and have a discussion throughout the lesson that touches on information
presented in the historical background lesson in order to gauge students’ understanding of the
Unit Plan
Teacher: Ms. Minda Beaty
lesson material. If students do not seem to fully understand the information, we will further cover
material.
Susan Glaspell
Susan Glaspell
Born: 1882 Davenport, IA
Born: 1882 Davenport, IA
Died: 1948
Died: 1948
Trifles (1916)
Trifles (1916)
Met George Cook in 1915. They founded the
Provincetown Players in Cape Cod, MA.
The Players were a gathering of actors,
directors and writers.
Met George Cook in 1915. They founded the
Provincetown Players in Cape Cod, MA. The
Players were a gathering of actors,directors
and writers.
Glaspell wrote feminist works that dealt with the
roles women played in society and the
relationships between men and women.
Glaspell wrote feminist works that dealt with
the roles women played in society and the
relationships between men and women.
Short story - "A Jury of Her Peers" was originally
Trifles. She wrote the play in 10 days.
Short story - "A Jury of Her Peers" was
originally Trifles. She wrote the play in 10
days.
The play and the story were inspired by a murder
that Glaspell covered while working as a reporter
for the Des Moines Daily News.
"A Jury of Her Peers" was considered quite
controversial and disturbing.
Unit Plan
The play and the story were inspired by a
murder that Glaspell covered while working as
a reporter for the Des Moines Daily News.
"A Jury of Her Peers" was considered quite
controversial and disturbing.
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #2
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
Indiana Theatre Standards:
--Students will learn about past social issues in American history in order to discuss
current day social issues. (IN H.1.1)
----Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (IN 9-12.WT.4, 9-12.WT.10)
Common Core English Standards:
--Students will exhibit respect for their work and the work of their peers when
participating in classroom discussions and activities. (CCSS.ELA-Literacy.SL.11-12.1)
Students will be learning about social issues, what constitutes a social issue, why we should
care about social issues, and how we can work as a society to fix them. In order to fully
understand the play, its meanings, and the playwright’s intentions, it is crucial that students
have a grasp on the influences and important issues in a script.
Engagement:
Students will participate in a class discussion about social issues, why they they exist, what
issues we are still dealing with in society, and why we should care about social issues. Students
should be engaged because some of the issues affect them, not just other people. Additionally,
the play is interesting since it is set up as a murder mystery. The students will be intrigued to
discover who the murderer is and why they committed the murder.
Essential Questions:
What constitutes a social issue or injustice?
Why do social issues still bother us today?
What social issues are we still dealing with as a society?
Why should we care about social issues?
Objectives:
Students will understand what a social issue is and why they are important to think about even
in 2013.
Unit Plan
Teacher: Ms. Minda Beaty
Students will know some of the social issues that have plagued America in the past 100 years.
Students will know why we are still dealing with social issues in society.
Materials:
--Trifles by Susan Glaspell
--Prezi Presentation
Lesson Plan #2 --- Social Issues
http://prezi.com/n_qsn4fgyfwc/?utm_campaign=share&utm_medium=copy&rc=ex0share
Preparation:
--Students should take notes during the lesson in order to refer back to them while working on
their script-writing project.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day.
Social Issues Discussion - 20 minutes
We will discuss what constitutes a “social issue.”
--Inequalities, illegal or immoral actions against a specific group of people, etc.
We will also discuss why we should care, what kinds of social issues exist, why we are
still dealing with social issues in society.
Read Play - 25 minutes
We will read the play Trifles after our discussion about social issues. Reading it
immediately keeps the information fresh and on everyone’s mind.
Assign Homework: Reflection Journal Entry
Students will complete their reflection journal at home in order to allow them to think
about the play, how they feel about it, and how the social issues affect the play or the
audience members.
Assessment:
Ask questions and have a discussion throughout the lesson that touches on information
presented in the social issues and play discussions in order to gauge students’ understanding of
Unit Plan
Teacher: Ms. Minda Beaty
the lesson material. If students do not seem to fully understand the information, we will further
cover material.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #3
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
Indiana Theatre Standards:
--Students will learn about past social issues in American history in order to discuss
current day social issues. (IN H.1.1)
--As a class and in small groups, students will strengthen their skills of determining the
central ideas and conclusions of a play through citing specific details from the play while
accurately summarizing the play. (IN 9-12.RT.2)
----Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (IN 9-12.WT.4, 9-12.WT.10)
Common Core English Standards:
--Students will exhibit respect for their work and the work of their peers when
participating in classroom discussions and activities. In doing so, students will learn how
to respectfully discuss heated topics in class. (CCSS.ELA-Literacy.SL.11-12.1)
--As a class and in small groups, students will strengthen their skills of determining the
central ideas and conclusions of a play through citing specific details from the play while
accurately summarizing the play. (CCSS.ELA-Literacy.RL.11-12.1)
--As a class and in small groups, students will discuss how the playwright uses the
structure of the play and dramatic elements to create desired emotions in the
audience/readers. (CCSS.ELA-Literacy.RL.11-12.5)
Students will be discussing the dramatic structure of Trifles, Glaspell’s intentions of writing the
script, inferences that the audience members must make regarding the play, and if the play is
still relevant in 2013.
Engagement:
Before we discuss the play, students will participate in a discussion about how to discuss a play
respectfully when there are heated issues that may arise from reading it. Next, students will
participate in a class discussion about the play Trifles. Since the play is a murder mystery,
students will be intrigued and willing to discuss what they thought about the play.
Essential Questions:
How do we discuss a play respectfully when there are heated issues that may arise from
reading it? (CCSS.ELA-Literacy.SL.11-12.1, CCSS.ELA-Literacy.SL.11-12.1a)
Unit Plan
Teacher: Ms. Minda Beaty
How does the playwright use the structure of the play and dramatic elements to create desired
emotions in the audience/readers? (CCSS.ELA-Literacy.RL.11-12.5)
Objectives:
Students will strengthen their script analysis skills by discussing the dramatic structure,
playwright’s intentions, and meaning of the play.
Students will further develop their skills of discussing plays respectfully as a class.
Materials:
--Trifles by Susan Glaspell
--Prezi
Lesson Plan #3 --- Trifles Discussion
http://prezi.com/-kfqo3wsd1xt/?utm_campaign=share&utm_medium=copy&rc=ex0share
Preparation:
--Students should take notes during the lesson in order to refer back to them while working on
their script-writing project.
--Students should have completed their reflection journal writing assignment in order to refer
back to is (if necessary) during the class discussion.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day.
Trifles Discussion - 45 minutes
We will discuss the play in detail, including the dramatic structure, social issues present
in the text, inferences the audience must make about the play, and the meaning of the
play.
Assign Homework: Reflection Journal Entry
Students will complete their reflection journal at home in order to allow them to think
about the play, how they feel about it after discussing the play in class, and if they see
any other social issues present in the play.
Assessment:
Unit Plan
Teacher: Ms. Minda Beaty
Ask questions and have a discussion throughout the lesson that touches on information
presented in the Trifles discussion in order to gauge students’ understanding of the lesson
material. If students do not seem to fully understand the information, we will further cover
material.
Trifles Discussion
What was the dramatic structure of the play?
--Draw and label the :
We have already discussed what social issues are present in the play.
--How do you feel about those issues in the context of the play?
--For example, do you feel that the possible murder was justified? Why?
How were the social issues handled in the script?
Do you think an audience would immediately know how Susan Glaspell felt about those social
issues? Why?
What inferences must the reader or the audience make about the play?
What is the meaning of the play?
--female identity
--law/justice
--revenge
--male dominance
--empathy
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #4
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
Indiana Theatre Standards:
--Students will learn about past social issues in American history in order to discuss
current day social issues. (IN H.1.1)
----Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (IN 9-12.WT.4, 9-12.WT.10)
Common Core English Standards:
--Students will exhibit respect for their work and the work of their peers when
participating in classroom discussions and activities. (CCSS.ELA-Literacy.SL.11-12.1)
Students will take a Post-Test to assess their understanding of the unit, play, and concepts that
are necessary to understand for the unit project. The students will also be introduced to the
project assignment, what groups they will be working with throughout the rest of the unit, and
the types of social issues to think about when devising their list for their scripts.
Engagement:
After the students take their Post-Test, they will be introduced to the project assignment, what
groups they will be working with throughout the rest of the unit, and the types of social issues to
think about when devising their list for their scripts. They will be given time to ask questions,
discuss their ideas, and reflect on how they wish to write the script and what topic they wish to
cover. Students will be interested in discussing possible topics as a class since they will have to
write a script as a group.
Essential Questions:
Not applicable during this lesson.
Objectives:
Students will discuss their ideas for possible topics for the group script writing assignment.
Materials:
--Trifles by Susan Glaspell
Unit Plan
Teacher: Ms. Minda Beaty
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should take notes during the lesson in order to refer back to them while working on
their script-writing project.
--Students should have completed their reflection journal writing assignment in order to refer
back to is (if necessary) during the class discussion.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day.
Post-Test - 20 minutes
Students will take a Post-Test in order to assess what they learned from the lessons and
materials presented in the discussions and readings.
Introduce Unit Project and Assign Groups - 20 minutes
Students will be assigned to a group in order to work on a script writing assignment.
Students will be given the project description handout, rubric, and group and selfevaluation form in preparation for starting work on their projects in class tomorrow.
Reflection Journal Entry - 5 minutes
After being assigned the social issues script-writing assignment, they will be given 5
minutes to free write and discuss their thoughts about the unit, project, play, test, etc.
Assign Homework: 3 Social Issues
Students will be assigned the task to bring 3 social issues to class so they can discuss
their topic ideas with their group tomorrow.
Assessment:
Ask questions and have a discussion throughout the unit project discussion in order to gauge
students’ understanding of the project assignment. If students do not seem to fully understand
the information, we will further cover material. Students will take a Post-Test in order to assess
what they learned from the lessons and materials presented in the discussions and readings.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #5
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (National 1.a)
--Students will gain a deeper understanding of acting by developing and portraying
characters in staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (National 1.a,
1.b, 4.b, 4.c)
Indiana Theatre Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (IN 912.WT.1, H.6.1)
Common Core English Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (CCSS.ELA-Literacy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (CCSS.ELALiteracy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10, CCSS.ELA-Literacy.SL.11-12.1)
Engagement:
Students will develop their script-writing, collaborative, acting, and directing skills while working
on the script-writing project as a group. Finding an interesting, personally interesting topic to
write about will keep students engaged and excited about the project.
Essential Questions:
Not applicable in this lesson.
Objectives:
Unit Plan
Teacher: Ms. Minda Beaty
Students will hone their collaborative, directing, acting, and script-writing skills.
Materials:
--Trifles by Susan Glaspell
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should look back on their notes from previous lessons in order to use them while
working on their script-writing project.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day. If students have any questions for the good of the whole, the
teacher will answer those at that time.
Group Work Time - Approve Topics & Start Writing Script - 45 minutes
Students will be given the majority of the class time to work together to discuss what
topic they would like to write about for the project. Once they have decided what topic
they would like to cover, it will have to be approved by the teacher. After it has been
approved, the students may start writing their scripts.
Assign Homework: Reflection Journal Entry
Students will be assigned the task to write their reflection journal entry at home. This will
give students the time to reflect about the group project and collaborating with others
before they write their journal entries.
Assessment:
While the students work on their group project in class, the teacher will walk around, touching
base with each group periodically to ensure that each group understands the project and
continue to make progress.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #6
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (National 1.a)
--Students will gain a deeper understanding of acting by developing and portraying
characters in staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (National 1.a,
1.b, 4.b, 4.c)
Indiana Theatre Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (IN 912.WT.1, H.6.1)
Common Core English Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (CCSS.ELA-Literacy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (CCSS.ELALiteracy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10, CCSS.ELA-Literacy.SL.11-12.1)
Engagement:
Students will develop their script-writing, collaborative, acting, and directing skills while working
on the script-writing project as a group. Finding an interesting, personally interesting topic to
write about will keep students engaged and excited about the project.
Essential Questions:
Not applicable in this lesson.
Objectives:
Students will hone their collaborative, directing, acting, and script-writing skills.
Unit Plan
Teacher: Ms. Minda Beaty
Materials:
--Trifles by Susan Glaspell
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should look back on their notes from previous lessons in order to use them while
working on their script-writing project.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day. If students have any questions for the good of the whole, the
teacher will answer those at that time.
Group Work Time - Continue to Write the Script - 45 minutes
Students will be given the majority of the class time to work together to write their script.
Assign Homework: Reflection Journal Entry
Students will be assigned the task to write their reflection journal entry at home. This will
give students the time to reflect about the group project and collaborating with others
before they write their journal entries.
Assessment:
While the students work on their group project in class, the teacher will walk around, touching
base with each group periodically to ensure that each group understands the project and
continue to make progress.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #7
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (National 1.a)
--Students will gain a deeper understanding of acting by developing and portraying
characters in staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (National 1.a,
1.b, 4.b, 4.c)
Indiana Theatre Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (IN 912.WT.1, H.6.1)
Common Core English Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (CCSS.ELA-Literacy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (CCSS.ELALiteracy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10, CCSS.ELA-Literacy.SL.11-12.1)
Engagement:
Students will develop their script-writing, collaborative, acting, and directing skills while working
on the script-writing project as a group. Finding an interesting, personally interesting topic to
write about will keep students engaged and excited about the project.
Essential Questions:
Not applicable in this lesson.
Objectives:
Unit Plan
Teacher: Ms. Minda Beaty
Students will hone their collaborative, directing, acting, and script-writing skills.
Materials:
--Trifles by Susan Glaspell
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should look back on their notes from previous lessons in order to use them while
working on their script-writing project.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day. If students have any questions for the good of the whole, the
teacher will answer those at that time.
Group Work Time - Discuss & Write Defense Journal Entry and Rehearse - 45 minutes
Students will be given the majority of the class time to work together to discuss their oral
defense, write out their main points in their journals, and rehearse the play for the staged
reading.
Assign Homework: Reflection Journal Entry
Students will be assigned the task to write their reflection journal entry at home. This will
give students the time to reflect about the group project and collaborating with others
before they write their journal entries.
Assessment:
While the students work on their group project in class, the teacher will walk around, touching
base with each group periodically to ensure that each group understands the project and
continue to make progress.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #8
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (National 1.a)
--Students will gain a deeper understanding of acting by developing and portraying
characters in staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (National 1.a,
1.b, 4.b, 4.c)
Indiana Theatre Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (IN 912.WT.1, H.6.1)
Common Core English Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (CCSS.ELA-Literacy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (CCSS.ELALiteracy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10, CCSS.ELA-Literacy.SL.11-12.1)
Engagement:
Students will develop their script-writing, collaborative, acting, and directing skills while working
on the script-writing project as a group. Finding an interesting, personally interesting topic to
write about will keep students engaged and excited about the project.
Essential Questions:
Not applicable in this lesson.
Objectives:
Unit Plan
Teacher: Ms. Minda Beaty
Students will hone their collaborative, directing, acting, and script-writing skills.
Materials:
--Trifles by Susan Glaspell
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should look back on their notes from previous lessons in order to use them while
working on their script-writing project.
Procedure:
Warm ups - 5 minutes
We will stretch to warm up our bodies and get on our feet while the teacher introduces
the schedule for the day. If students have any questions for the good of the whole, the
teacher will answer those at that time.
Group Work Time - Discuss & Write Defense Journal Entry and Rehearse - 45 minutes
Students will be given the majority of the class time to work together to discuss their oral
defense, write out their main points in their journals, and rehearse the play for the staged
reading.
Assign Homework: Reflection Journal Entry
Students will be assigned the task to write their reflection journal entry at home. This will
give students the time to reflect about the group project and collaborating with others
before they write their journal entries.
Assessment:
While the students work on their group project in class, the teacher will walk around, touching
base with each group periodically to ensure that each group understands the project and
continue to make progress.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #9
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (National 1.a)
--Students will gain a deeper understanding of acting by developing and portraying
characters in staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (National 1.a,
1.b, 4.b, 4.c)
Indiana Theatre Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (IN 912.WT.1, H.6.1)
--Students will evaluate how well each play met the intended objectives. (IN H.4.1)
Common Core English Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (CCSS.ELA-Literacy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (CCSS.ELALiteracy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10, CCSS.ELA-Literacy.SL.11-12.1)
Engagement:
Students will develop their script-writing, collaborative, acting, and directing skills while working
on the script-writing project as a group. Finding an interesting, personally interesting topic to
write about will keep students engaged and excited about the project.
Essential Questions:
Not applicable in this lesson.
Objectives:
Unit Plan
Teacher: Ms. Minda Beaty
Students will hone their collaborative, directing, acting, public speaking, and script-writing skills.
Materials:
--Trifles by Susan Glaspell
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should look back on their notes from previous lessons in order to use them while
working on their script-writing project.
Procedure:
Present plays - 35 minutes
All 6 groups will read their plays, which will run roughly 5 minutes each.
Class Discussion and Group Defense - 20 minutes
Groups #1 and 2 will defend and discuss their choices made throughout the script. The
class can ask questions, the group can ask the class questions, and the teacher can ask
for clarification or any additional information.
Assign Homework: Reflection Journal Entry
Students will be assigned the task to write their reflection journal entry at home. This will
give students the time to reflect about the group project and collaborating with others
before they write their journal entries.
Assessment:
While the students discuss their choices made in their work, the teacher will ask questions to
ensure that the students fully understand the assignment and lessons taught during this unit.
Unit Plan
Teacher: Ms. Minda Beaty
Unit Plan - Lesson Plan #10
Intermediate Theatre Arts
Overview:
Grade Level: 10-12
National Arts Education Standards:
--Students will reflect on their classroom and cultural opinion and perspectives in a
reflection journal. (National 8.d)
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (National 1.a)
--Students will gain a deeper understanding of acting by developing and portraying
characters in staged readings of their own scripts. (Naitonal 2.c, 2.e)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (National 1.a,
1.b, 4.b, 4.c)
Indiana Theatre Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (IN 9-12.WT.4, 9-12.WT.10, 9-12.H.6.1)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (IN 912.WT.1, H.6.1)
--Students will evaluate how well each play met the intended objectives. (IN H.4.1)
Common Core English Standards:
--Students will further develop their script-writing skills while strengthening their
collaborative skills. (CCSS.ELA-Literacy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10)
--Students will exhibit their understanding of the lessons’ content through their reflection
journals, creating a collaborative script discussing a current social issue, and defending
or explaining their choices in a class discussion and reflection journal entry. (CCSS.ELALiteracy.W.11-12.3, CCSS.ELA-Literacy.W.11-12.10, CCSS.ELA-Literacy.SL.11-12.1)
Engagement:
Students will develop their script-writing, collaborative, acting, and directing skills while working
on the script-writing project as a group. Finding an interesting, personally interesting topic to
write about will keep students engaged and excited about the project.
Essential Questions:
Not applicable in this lesson.
Objectives:
Unit Plan
Teacher: Ms. Minda Beaty
Students will hone their collaborative, directing, acting, and script-writing skills.
Materials:
--Trifles by Susan Glaspell
--Project description handout
--Project Rubric
--Group and Self Evaluation Form
Preparation:
--Students should look back on their notes from previous lessons in order to use them while
working on their script-writing project.
Procedure:
Class Discussion and Group Defense - 40 minutes
Groups #3, 4, 5, and 6 will defend and discuss their choices made throughout the script.
The class can ask questions, the group can ask the class questions, and the teacher can
ask for clarification or any additional information.
Class discussion and feedback about Script Writing Project - 10 minutes
As a class, students will provide the teacher with feedback about the script-writing
project in order for the project to be changed and strengthened for the future. Students
will be given time to offer their opinion on pieces of the project, which gives them a
sense of respect.
Assign Homework: Reflection Journal Entry
Students will be assigned the task to write their reflection journal entry at home. This will
give students the time to reflect about the group project and collaborating with others
before they write their journal entries.
Assessment:
While the students discuss their choices made in their work, the teacher will ask questions to
ensure that the students fully understand the assignment and lessons taught during this unit.
Unit Plan
Teacher: Ms. Minda Beaty