Stage 1 Desired Results

Established Goals:
To acquire knowledge of self and others through participation in and reflection on dramatic
experience
To develop competency in communication skills through participation in and exploration of various
dramatic disciplines
To develop an appreciation for drama and theatre as a process and art form
Understandings:
Students will understand that
Stories can be told in many different
ways and still have the same key
elements.
Characters intentions can be expressed
and enhanced through movement and
voice.
A characters intentions are made more
clear to the audience when the actor is
able to break the script into beats,
because it helps the actor read between
the lines and create characters with
more depth.
Essential Questions:
How can I use movement and voice to create a
character, whose life extends beyond, but is
consistent with the script?
What are the key elements in the monologue,
and how can I use those elements to bring the
text to life?
Students will know

Focus on Theatre Studies:
#4 Recognize dramatic structure of a play

Students will be able to do

Focus on Speech:
# 15 Demonstrate expressive reading of literature
#16 communicate mood and emotion through voice
#17 Identify script indicators of a characters vocal
quality
#18 Demonstrate that spoken interpretation is affected
by characterization
#20 Apply movement and gesture to clarify and
enhance spoken interpretation
#21 Apply previously learned speech skills to
characterization and presentation
#22 Examine the effects of emotion, posture and age
on vocal characterization
#23 Use vocal variety in character development
#24 select appropriate visual elements such as props
and costumes to enhance spoken interpretation.





Students will be able to do

Focus on Acting:
#3 Demonstrate understanding of the identify motivation and
objectives (overall, main and immediate).
#6 Demonstrate the ability to play a character from the characters
point of view.
#8 Demonstrate the ability to pick up cues effectively
#10 Critique the work of self and others through observation of
specific details
#11 Demonstrate understanding of antecedent action, acting beat,
operative word, transitions, interior monologue.
#17 Create and use an interior monologue
#18 Use various vocal skills to enhance characterization
#19 Create a characters life that extends beyond, but is consistent
with the script
#20 Physicalize character through selected and economical
movement and gesture
#21 Create appropriate stage business
#22 Display appropriate character relationships with all other
characters in a scene

Focus on Playwriting:
#4 Generate and collect ideas that have dramatic possibilities
#5 Write a scenario
#9 Define character objectives
#13 Give and accept constructive criticism

Assessment Tool Overview
Assessment Tool Brief Description
Assessment
FOR Learning
Assessment
AS Learning
Assessment
OF Learning
Graffiti Wall
(Pre-assessment)
Students will create a graffiti wall to share their knowledge on
monologues. Students will receive a large sheet of paper and markers and
write/draw anything they think is important in a monologue.
X X
Observation
(Pre-assessment)
Watching the students work each day during teacher led instruction, and
group rehearsal. Give students feedback whenever necessary. See
participation for pre-assessment explanation.
X X
Participation
(Pre-assessment)
Worth 25%
Participation is a key element of drama. Students are required to attend
class in order develop the skills necessary to meet learner expectations. If
students attend classes, and participate in some way, they will receive full
marks. Pre-assess students readiness, are they willing to participate, and
put themselves out there. Also able to see how much they know about
script analysis.
X X X
Character Analysis
Worksheet
Worth 5%
Students will analyze their monologues. They will complete and hand in a
3-question worksheet, to show that they have identified the key elements
and understand their monologue. Teacher will review, and identify any
missing elements. Students may resubmit with new information.
X
Perform portion of
monologue to
classmates
Students will have the full class time to work on their monologues. Half
way through class students will pair up with another group/pair and
present a bit of their scene. Students will give each other feedback.
X X
Perform portion of
monologue to
teacher
Students will have the full class time to work on their scenes. At some
point during class students must present a bit of their scene for peer
feedback. Students will receive constructive feedback/suggestions on
their scenes. Possible things to work on.
X
TDTCQ Original
Crayon
Monologues
Worth 15%
Performance task: Students will select a letter from, The Day The Crayons
Quit. Students will rehearse and perform for the peers, so that they may
receive both peer and teacher feedback.
X X
Selected
Monologues
Worth 25%
Performance task: Students will select one of the monologues from a few
that I have already provided them with. Students will have time to
rehearse their monologue, and then they will perform for their peers.
Students will receive both peer and teacher feedback on their
performance.
X X
TDTCQ New
Crayon
Monologues
Worth 30%
Performance task: Student will select a crayon and write a letter
(monologue) from the perspective of that crayon. Students will have time
to rehearse their monologue, and then they will perform for their peers.
Students will receive both peer and teacher feedback on their
performance.
X X
Crayon Pitch
In groups of four, students will brain storm a Crayon production
plan, which they will pitch to the elementary school.
X X
Reflective Exit
Slips
At the end of each class students will be asked to reflect on the days
lesson. Students must either submit a response to a question, or the
lesson that shows they have thought about their performance, or include
a goal, to receive full marks.
X X X
Collective Creation
As a class students will use The Day the Crayons Quit, and create a theatre
show for young audiences. Students will perform this production to a
group of division one students
X X X





Performance Assessment Criteria

Level
Criteria
4
Excellent
3
Very Good
2
Good
1
Poor*
Insufficient /
Blank *
Stage presence

/4
Appears
confident,
projecting an
enjoyment of
the
experience
Appears
confident
and calm, is
not
projecting
enjoyment of
experience
Appears
calm, with
occasional
flustered
moments
Apparent
nervousness/anxiety
impacts the
performance
No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.
Vocal mannerisms

/4
Effective
vocal effects.
Volume
commands
attention.
Effective
variation of
volume, rate,
pitch, pause.
Interesting
vocal effects.
Strong
volume adds
energy.
Interesting
variation of
volume, rate,
pitch, pause.
Reasonable
vocal effects.
Sufficient
volume to
hear words.
Limited
variation,
monotone.
Vocal
characterization is
not discernible
(sounds like actor)
Inadequate volume.
Inarticulate or
mumbled speech.
Physical
mannerisms

/4
Dynamic use
of postures,
gestures and
facial
expressions.
Interesting
use of
postures,
gestures and
facial
expressions
Reasonable
use of
postures,
gestures and
facial
expressions
Physical
characterization is
not discernible
Personality Traits

/4
Imaginative
character,
driven by
fully
embodied
traits
Interesting
character,
with clearly
defined
traits.
Stock
character
type, with
reasonably
defined traits
Personality traits are
not discernible
Overall interest

/4
An
exceptionally
engaging
performance
enchants
audience
An energetic
performance
holds
audiences
attention
An
interesting
performance
holds
attention in
some
moments
An uninteresting
performance does
not hold audience
attention
5 Bonus marks is student effectively used rehearsal time and was able to give either
positive or constructive feedback.

*When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student
improve.

Student Feedback: /25