Theatre Level I – High School
Week 1
Unit of Study: Theatre Terminology and Audience Etiquette
TEKS High School Theatre Arts Level I (Content)
 I.5.A. analyze and apply appropriate behavior at various types of live performances
 I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure,
effectiveness, value) to live theatre, film, television, and electronic media in written and oral form
with precise and specific observations
First Grading Period
TEKS HIGH School Theatre Arts Level I (Skills and Processes)
 I.5.A. analyze and practice appropriate audience behavior at various types of live
performances
 I.5.B. define the terminology and process of evaluation (intent, structure, effectiveness, and
value) and apply this process to performances, using appropriate theatre vocabulary
College Prep
Vocabulary
Word Wall
 acting
 onstage
 offstage
 house
 deck
 15 acting areas
 wings
 backstage
 apron
 proscenium
 rigging
 backdrop
 flats
 green room
 scene shop
 strike
 fly space
 etiquette
Resources
Basic Drama Projects
 Theatre Information Packet
(TIPack) Part D:
Basic Theatre Terminology
Basic Drama Projects
Spotlight on Etiquette
 Audience - Page 36
 Stage - Page 81
Instructional Guidelines
The teacher will:
 guide students as they discover the language and terms associated with the theatre
 present the “word wall” vocabulary and definitions.
 describe and illustrate proper audience etiquette
Key Questions
1.
Rigor
2.
A
Relev ance
Internet Resources:
Reading/Writing and Theatre
Arts: Research and Correlations
3.
What are the divisions of a theatre
and a stage?
here do many of the theatre terms
derive from?
ow would you describe proper
audience etiquette?
Student Behaviors
Getting the Big Ideas
 Utilize the terminology and


language of the theatre
Identify and label parts of the
stage
demonstrate use of good
audience etiquette
Strategies




Lecture
Explicit Teaching
Group Discussions
Guided Practice
 Teacher Questions
 Primary Resources
Assessment
 Students will take a vocabulary quiz to test their knowledge of theatre terminology.
 Students will be able to correctly label a stage diagram.
 Students will demonstrate proper audience etiquette during student performances.
Before: Engage
Have students walk through and discover the theatre facilities.
During: Explore
Have students explain and describe the vocabulary associated with the theatre facilities.
After: Summarize
The student will be able to orally present a tour of the theatre facilities using appropriate theatre
terminology.
Technology Connection
Theatre Etiquette
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 1 of 18
Special Education
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
During: Check for Understanding
 Have students label a printed stage diagram.
Page 2 of 18
Theatre Level I – High School
Week 2
Unit of Study: Stage Fright and Stage Movement
TEKS High School Theatre Arts Level I (Content)
 I.1.B. develop and practice theatre preparation and warm-up techniques
 I.1.C. employ stage movement and pantomime consistently to express thoughts, feelings, and
actions
Vocabulary
Resources
Word Wall
 stage fright
 adrenaline
 expression
 blocking
 muscle memory
 gestures
 cheating out
Basic Drama Projects
Chapter 1 – Warm Up
 Pages 4 – 11
First Grading Period
TEKS High School Theatre Arts Level I (Skills and Processes)
 I.2.A. demonstrate safe use of the voice and body
 I.2.C. portray believable characters when applying acting concepts, skill, and techniques
Instructional Guidelines
The teacher will:
Chapter 5 – Movement
 Pages 44 - 53
 present the concepts of theatre apprehension and stage fright
 present the “word wall” vocabulary and definitions
 demonstrate expression of various emotions using individual body parts
Key Questions
College Prep
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
1.
Rigor
C
2.
Relev ance
3.
What is stage fright and how can
you control it?
How can we utilize our entire
body to express an emotion?
How can natural, believable
emotion enhance
characterization?
Student Behaviors
Getting the Big Ideas
 Identify and describe
apprehension and stage fright
 Analyze a variety of emotional
expressions and associate the
possible uses of expression
through individual body parts
 show various emotions by using
individual body parts and the
entire body through
dramatization
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
 Students will demonstrate different ways to recognize and control stage fright.
 Have students list the possible uses of expression through individual body parts.
 Students will formulate a personal response that illustrates various emotions using the entire body in a
performance.
Before: Engage
Have students select emotion words.
During: Explain
Have students describe and list the physical characteristics of each emotion.
After: Evaluate
Have students perform various emotions using their entire body.
Technology Connection
Stage Fright
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 3 of 18
Special Education
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
Have students work in small groups and display characteristics for each emotion.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 4 of 18
Theatre Level I – High School
Week 3
Unit of Study: Character Analysis
TEKS High School Theatre Arts Level (Content)
 I.2.B. analyze a character from a script, describing physical, intellectual, emotional, and social
dimensions
Vocabulary
College Prep
Word Wall
 character
 motivation
 artistic
selectivity
 objectives
 obstacles
 stakes
 conflict
 external traits
 internal traits
 stage presence
Resources
Basic Drama Projects
Chapter 9 – Character
Analysis
 Pages 90 – 99
Basic Drama Projects
Resource Binder
 Character Analysis
Activity Page 35
 Finding Your Motivation
Page 36
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
First Grading Period
TEKS High School Theatre Arts Level I (Skills and Processes)
 I.2.C. portray believable characters when applying acting concepts, skills, and techniques
Instructional Guidelines
The teacher will:



present the “word wall” vocabulary and definitions
act as a resource for detecting clues about a character’s physical and emotional traits
guide, clarify and articulate with precision character motivation, objectives, obstacles, and stakes
Key Questions
1.
Rigor
D
2.
Relev ance
3.
Can you explain what makes up a
character?
Can you list various physical and
emotional traits associated with a
character?
How can you use clues from the
dramatic text to create a distinct
character?
Student Behaviors
Getting the Big Ideas
Identify and describe external
and internal character traits.
Analyze a character’s
motivation, objectives,
obstacles, and stakes.
Perform a scene or monolog
involving distinct believable
characters.
Strategies
Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
 Students will list external and internal traits that make up a character.
 Students will accurately complete a character analysis activity sheet.
 Students will perform a scene or monologue demonstrating distinct believable characters.
Before: What is a character?
Have students list various traits that make each person different
During: Check for understanding
Have students write a character description of a friend or family member.
After: evaluate
Have students critique and analyze each others performance of a distinct character.
Technology Connection
Character Analysis
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 5 of 18
Special Education
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
During: Check for Understanding
 Have students work with a partner in creating opposing characters.
Page 6 of 18
Theatre Level I – High School
Week 4
Unit of Study: Elements of a Dramatic Script
TEKS High School Theatre Arts Level I (Content)
 I.1.E. define and give examples of theatrical conventions (time, setting, fourth wall, visual
elements)
Vocabulary
College Prep
Word Wall
 dialogue
 character
 setting
 fourth wall
 tragedy
 social drama
 melodrama
 tragic flaw
 protagonist
 antagonist
 catharsis
Resources
Basic Drama Projects
Chapter 11 – Dramatic
Roles
 Pages 112 – 123
Instructional Guidelines
The teacher will:
 guide students as they explore the elements of a dramatic script
 present the “word wall” vocabulary and definitions
Student Behaviors
Getting the Big Ideas
Key Questions
Basic Drama Projects
Resource Binder
 Dramatic Roles Activity
Page 43
1.
Rigor
A
Relev ance
2.
What are the various types of
dramatic literature?
What are the differences
between a protagonist and an
antagonist?


Identify and describe the
elements of a dramatic script.
Recognize elements of the
dramatic script used in
production.
Strategies







 Critique Sheet: Dramatic
Scene Page 45
Internet Resources:
Reading/Writing and
Theatre Arts: Research and
Correlations
First Grading Period
TEKS High School Theatre Arts Level I (Skills and Processes)
 I.5.B. develop appropriate theatre vocabulary to apply concepts of evaluation (intent,
structure, effectiveness, value) to live theatre, film, television, and electronic media in written
and oral from with precise and specific observations
Guided practice
Role-playing
Discussions
Collaborating learning
activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment


Students will read a complete play and list the distinguishing aspects of a dramatic script.
Students will observe a DVD/videotape of a brief but complete dramatic production and then consider
and define the elements of the script used.
Before: What are the elements of a dramatic script?
During: Check for Understanding
Have students use a visual organizer to identify and describe the elements of a published dramatic
script.
After: Evaluate
Have students demonstrate the elements of a dramatic script through the performance of selected
scenes.
Technology Connection
Elements of Drama
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 7 of 18
Special Education
Instructional
Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
During: Check for Understanding
 Have students work in pairs or small groups to perform scenes.
Page 8 of 18
Theatre Level I – High School
Week 5
Unit of Study: Elements of a Comedic Script
TEKS High School Theatre Arts Level I
 I.1.E. define and give examples of theatrical conventions (time, setting, fourth wall, visual
elements)
College Prep
Vocabulary
Word Wall
 low comedy
 farce
 burlesque
 travesty
 parody
 middlebrow
comedy
 high comedy
 satire
 comedy of
manners
 hold
 rule of three
Resources
Basic Drama Projects
Chapter 12 – Comic
Roles
 Pages 124 – 133
Instructional Guidelines
The teacher will:
 guide students as they explore the elements of a comedic script.
 present the “word wall” vocabulary and definitions
 Basic Drama Projects
Resource Binder
Comic Roles Activity
Sheet Page 47
 Critique Sheet: Comic
Monologue Page 49
First Grading Period
TEKS High School Theatre Arts Level I
 I.5.B. develop appropriate theatre vocabulary to apply concepts of evaluation (intent,
structure, effectiveness, value) to live theatre, film, television, and electronic media in
written and oral from with precise and specific observations
Student Behaviors
Getting the Big Ideas
Key Questions
3.
Rigor
4.
D
Relev ance
Internet Resources:
Reading/Writing and
Theatre Arts: Research
and Correlations
What are the various genres of
comic literature?
What are the differences between
a comedy and drama portrayal?


Identify and describe the
various genres of comedy.
Recognize how to engage an
audience using the techniques
of hold and the rule of three.
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment


Students will create a comic character based on a selected genre, then write and perform a monologue for
that character..
Students will critique and evaluate each classmate’s monologue performance based on the use of “hold” and
“the rule of three.”
Before: What are the different genres of comedy?
During: Check for Understanding
Have students use a graphic organizer to compare and contrast the differences between a comedic and dramatic
portrayal.
After: Evaluate
Have students demonstrate the elements of a comedy through the performance of an original monologue.
Technology Connection
The Rule of Three
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 9 of 18
Special Education
Instructional
Modifications/
Accommodations
Determined by
ARD/IEP
During: Check for Understanding
 Have students work in small groups or pairs to create comedic monologues.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 10 of 18
Theatre Level I – High School
Week 6
Unit of Study: Dramatic Structure
College Prep
TEKS High School Theatre Arts Level I (Content)
 I.5.B develop appropriate theatre vocabulary to apply the concepts of evaluation (intent,
structure, effectiveness, value) to live theater, film, television, and electronic media in written
and oral form with precise and specific observations
Vocabulary
Resources
Word Wall
 Plot
 Theme
 Climax
 Exposition
 Inciting Incident
 Resolution
 Diction
 Spectacle
 Conflict
 Rising Action
 Falling Action
 Denouement
Basic Drama Projects
Chapter 13 – The Playwright
 Pages 138 – 151
Bilingual Word
Wall
Aristotle’s Elements of
Drama Worksheet
 Page 53
First Grading Period
TEKS High School Theatre Arts Level I (Skills and Processes)
I.5.B develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure,
effectiveness, value) to live theater, film, television, and electronic media in written and oral form
with precise and specific observations
Instructional Guidelines
The teacher will:
The Stage and The school
Chapter 5 – The Structure of
Drama
 Pages 252 – 267
 Guide students as they explore the elements of dramatic structure.
 Present the “word wall” vocabulary and definitions
Key Questions
1.
Rigor
2.
D
Relev ance
Basic Drama Projects
Resource Binder
Playwright Activity Sheet
 Page 52
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
3.
What are Aristotle’s six elements
of drama?
What elements must be included
in a play scenario?
What are the elements of a plot
structure?
Student Behaviors
Getting the Big Ideas
 list and describe Aristotle’s
elements of drama
 apply the elements of plot
structure to Shakespeare’s
Romeo and Juliet
 use the elements of drama and
plot structure to create an
original play scenario
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
 Students will demonstrate an understanding of Aristotle’s six elements of drama
 Students will assess the elements of plot structure in Shakespeare’s Romeo And Juliet.
 Students will create an original play scenario utilizing dramatic and plot structure.
Before: What are the elements of Dramatic Structure? How important is plot structure in playwrighting?
Have the students identify and make predictions about dramatic structure and plot structure.
During: Check for Understanding
Have students apply dramatic and plot structure in the creation of original scenarios.
After: Evaluate
Have students present their original scenarios to the class. Have students critique and evaluate each other’s
original scenarios.
Technology Connection
Dramatic Structure
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 11 of 18
Special Education
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students work with a partner in collaboration to create and present an original scenario.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 12 of 18
Theatre Level I
Week 7
Unit of Study: Voice Production and Articulation
TEKS


I.1.B. the student is expected to develop and practice theatre preparation and warm-up
techniques
I.1.D. the student is expected to develop and practice effective voice and diction to
express thoughts and feelings
Vocabulary
College Prep
Word Wall
 Projection
 Articulation
 Inflection
 Rate
 Pitch
 Circumflex
 Diaphragm
 Larynx
 Resonance
Resources
Basic Drama Projects
Chapter 7 – Voice
Production and Articulation
 Pages 64 - 75
First Grading Period
TEKS HIGH school Theatre Arts I
 I.2.A. demonstrate safe use of the voice and body
 I.1.D. the student is expected to develop and practice effective voice and diction to express
thoughts and feelings
Instructional Guidelines
The teacher will:
Basic Drama Projects
Resource Binder
 Voice Production and
Articulation Activity
Sheet Page 26
 Vocal Exercises
Worksheet Page 27
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
 guide students as they examine the proper use of voice production and articulation
 present voice production and articulation “word wall” vocabulary and definitions
 provide a list of tongue twisters
Student Behaviors
Getting the Big Ideas
Key Questions
1.
Why are proper breathing and
vocal articulation important in
acting?
Explain why the practice of
tongue twisters helps with vocal
articulation.
Why is the voice important in
communicating emotion and
developing characters?
Rigor
D
Relev ance
2.
3.



Explain why the voice is an
important tool for the actor.
Demonstrate the use of proper
breathing, articulation and
projection.
Perform vocal exercises to
demonstrate proper inflection
as it relates to emotions and
characterization.
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment



Students will demonstrate various emotional and characterization traits using appropriate voice production and
articulation techniques.
Students will write and interpret tongue twisters that will assist in the appropriate use of voice and articulation.
Students will actively participate in a demonstration of articulation and projection through a performance of
lines from a poem or a play.
Before: How important is breath control and articulation to an actor?
Have students write several tongue twisters that they know.
During: Check for Understanding
Have students write original tongue twisters and actively interpret the tongue twisters.
After: Evaluate
Have students display proficiency in articulation and projection in a short presentation of lines from a poem or
a play.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 13 of 18
Special Education
Technology Connection
Tongue Twisters
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use the list of tongue twisters for reference.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 14 of 18
Theatre Level I – High School
Week 8
Unit of Study: Ensemble Work
TEKS High School Theatre Arts Level I (Content)

I.3.E. perform the roles of actor, ensemble member, and director in production decisionmaking and collaborate with others to producer theatre with a unified production for public
performance

I.3.F. concentrate in one or more areas of theatre production (acting, technical theatre,
theatre management), demonstrating responsibility, artistic discipline, and creative problem
solving
Vocabulary
Resources
Word Wall
 Ensemble ethic
 Interplay
 Illusion of the
first time
 Fall or break
 Supporting Roles
 Step on
 Going up
Basic Drama Projects
Chapter 8 – Ensemble Work
 Pages 76 – 85
College Prep
Bilingual Word
Wall
First Grading Period
TEKS High School Theatre Level I (Skills and Processes)

I.3.E. perform the roles of actor, ensemble member, and director in production
decision-making and collaborate with others to producer theatre with a unified
production for public performance

I.3.F. concentrate in one or more areas of theatre production (acting, technical theatre,
theatre management), demonstrating responsibility, artistic discipline, and creative
problem solving
Instructional Guidelines
The teacher will:
 Spotlight on Stage
Etiquette Page 81
 guide students as they examine the concept of ensemble.
 present the “word wall” vocabulary and definitions.
 facilitate and extend the concept of ensemble.
Key Questions
Basic Drama Projects
Resource Binder
 Guidelines for the
Ensemble Worksheet
Page 31
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
1.
How would you explain the
importance of ensemble acting to
the overall success of a play?
How can you compare and
contrast ensemble in real life?
How can you compare and
contrast ensemble on stage?
Rigor
D
Relev ance
2.
3.
Student Behaviors
Getting the Big Ideas
 Define and expand on the
concept of ensemble
 Demonstrate the importance of
ensemble to creating working
relationships based on trust and
respect.
 Develop concentration, skill, and
teamwork necessary to work in
an ensemble.
Strategies








Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Graphic Organizer
Assessment



Students will discuss the importance of ensemble in performance.
Students will utilize a graphic organizer to compare and contrast the importance of ensemble in real life and on
the stage.
Students will demonstrate and evaluate the ensemble concepts through the performance of four-to-six minute
ensemble scenes.
Before: What is ensemble? How does ensemble impact a performance?
Have students list ways people can work together in real life.
During: Check for Understanding
Have students use a graphic organizer to compare and contrast ensemble in real life and on stage.
After: Evaluate
Have students review the use of ensemble in each scene performance through a written and oral critique.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 15 of 18
Special Education
Technology Connection
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students work in groups in compiling the graphic organizer and ensemble scene.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 16 of 18
Theatre Level I – High School
Week 9
Unit of Study: Performance and Evaluation
TEKS High School Theatre Arts Level I (Content)

I.3.E. perform the roles of actor, ensemble member, and director in production decisionmaking and collaborate with others to producer theatre with a unified production for public
performance

I.3.F. concentrate in one or more areas of theatre production (acting, technical theatre,
theatre management), demonstrating responsibility, artistic discipline, and creati8ve problem
solving
Vocabulary
Word Wall
Bilingual Word
Wall
Resources
Basic Drama Projects
Chapter 29– Critique a
Performance
 Pages 384 – 395
Instructional Guidelines
The teacher will:



guide students as they examine all concepts presented to date
present an evaluation/critique sheet based on the concepts and elements to be demonstrated
facilitate the performance and critiques of monologues or scenes
How to practice Critical Ethics
Page 386
Key Questions
1.
College Prep
First Grading Period
TEKS High School Theatre Level I (Skills and Processes)

I.3.E. perform the roles of actor, ensemble member, and director in production decisionmaking and collaborate with others to producer theatre with a unified production for public
performance

I.3.F. concentrate in one or more areas of theatre production (acting, technical theatre,
theatre management), demonstrating responsibility, artistic discipline, and creati8ve problem
solving

I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation (intent,
structure, effectiveness, value) to live theatre in written or oral from with precise and specific
observations
Basic Drama Projects
Resource Binder
 Critique Sheet: Write a
 Critique and Discuss a
Production Page 120
Rigor
D
Relev ance
2.
How can you best demonstrate
skills and concepts learned to
date through performance?
How important is objective and
fair criticism in the review of a
performance.
Student Behaviors
Getting the Big Ideas
 Demonstrate mastery of the skills
and concepts learned through the
performance of a monologue or
small ensemble scene.
 Understand and explore the
elements of objective criticism.
Strategies






Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Assessment
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
 Students will demonstrate the concepts and skills acquired to date through the preparation and performance of
a monologue, duet, or small ensemble scene.
 Students will present a written and oral critique of performances as a member of a team.
Before: What criteria do we use to critique performances?
Have students list criteria for evaluating effective performances demonstrating acting concepts and skills..
During: Check for Understanding
Have students work in small groups to prepare performances demonstrating acting concepts and skills.
After: Evaluate
Have students review the performances through a written and oral critique based on the criteria agreed upon.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 17 of 18
Special Education
Technology Connection
American Theatre Critics Association
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students work in small groups to prepare performances and critiques.
SAISD © 2007-08 High School Theatre Level I (First Grading Period – Week 1)
Page 18 of 18