Ben Poch Beginning Acting- Scene Performance Unit

Beginning Acting- Short Scene Unit

Overview
In this unit, students working in small performance groups will select the script, rehearse and
perform a 5-10 minute scene. This performance activity will be used as a vehicle to teach and
assess students’ skills in the basic concepts of acting including: script analysis, effective and
communicative movement, vocal control and pacing, characterization, stage presence,
performance, and audience etiquette. Because this is an introductory course, students have been
working on these skills and concepts throughout the semester. Prior to this scene unit, students
completed units where they performed a series of improvisational scenes, and performed
individual monologues. Each of these skills have been and will continue to be reinforced in
individual lessons that help students to take their learning from the lesson and apply it as they
work to polish their scene performances. In order to supports students achievement and a
successful final performance of their scene they will be working with other groups of performers
who will help them to refine and rethink their approach to performance of the piece. Students
will engage in activities designed to highlight and practice each of the elements listed above.
Finally students will culminate their learning from the unit and demonstrate mastery by
producing and performing their scenes for the class.

Rational
This unit is included in this course as continued exposure to the knowledge and skills an actor
must understand, practice, and master in order to be successful as performers in the theatre arts.
Whether or not the student pursues a career in acting, the skills they learn in this unit will help
them as they enter adult life for a plethora of reasons. To begin with acting is a creative art and
requires that a person be able to think creatively both on long term projects as well as on their
feet in the moment. Creative thinking is a skill that many employers from the service industry
(new menu options, new ways to handle customer complaints) to corporate America (creative
problem solving, advertising, marketing, etc.) desire their employees to have. This unit fosters
the creative thinking they will need to engage in future pursuits. In addition students will be
working in teams to help each other develop the best possible scene performance. Collaboration
with others is at the core of what it means to be a theatre artist and is an essential part of being an
actor. This skill is important away from the stage as well, as most adults must work as a member
of a team in order to be successful in their careers. The group work and collaboration that is a
natural part of this work will serve students well beyond the classroom as they learn to take on
various group roles, offer and receive feedback, give encouragement and support, and remind
each other of responsibilities and tasks at hand.
Yet another aspect of this unit is the performance element. Each group must perform in
front of the class and others audience members invited to view the scenes. Speaking in front of
large groups of people is among the top fears most Americans have. Learning to conquer those
fears by rehearsing, revising, and preparing what one is going to say is key to overcoming that
fear. This is exactly what this class is asking students to do. Students must step out of their self-
conscious fears and perform in front of a group. This unit is geared to help students succeed in
this endeavor. Consequently students will be able to take this experience, the skills and
knowledge they gain, and apply it in their future lives when forced to speak publicly. Finally,
American society is rich with entertainment which includes performers and actors. From local
amateur theatre groups, to professional theatre, from TV to Broadway to Hollywood,
Ben Poch Beginning Acting- Scene Performance Unit

entertainment is a huge and booming industry. Whether students pursue a career in this industry
or become consumers of its products, this unit and class will help them become stronger in either
capacity by exposing them to the inner workings of the theatre. From analyzing a script to
interpreting the blocking in a scene, having a better understanding and appreciation of the art will
help make students more informed as they enter the industry or when they simply go to see a
play or movie. This unit acts as a doorway into the larger world of theatrical performance for
students.

Goals and Objectives

Goal 1- Students will learn how to utilize the basic tools of an actor

Objective 1.1- Students will learn how to use their bodies to communicate effectively with the
audience through the use of, body movement/language, gesture, posture, etc.
Objective 1.2- Student will learn haw to use their voice effectively by using appropriate volume,
resonation, articulation of words, tone, and pacing.
Objective 1.3- Students will learn to utilize sensory and emotional recall to communicate
specific emotions and intentions to the audience.
Objectives 1.4- Students will learn techniques for the memorization of lines and blocking
movements in order to help develop a performance.

Goal 2- Students will learn how to prepare a scene to communicate to an audience.

Objective 2.1- Students will learn to identify and, through performance, communicate the
central theme or purpose of a script.
Objective 2.2- Students will learn and be able to analyze the basic elements of a script’s plot
structure to enhance communication of the central theme and help to organize their performance.
Objective 2.3- Students will learn how to use setting, props, costumes, and other technical
aspects of the theatre in order to further the communication of the central theme of their
performance.

Goal 3- Students will learn how to develop a character.

Objective 3.1- Students will learn to analyze a script for a characters goals, obstacles, tactics,
and expectations.
Objective 3.2- Students will learn to incorporate basic acting skills into the development of a
character.
Objective 3.3- Students will learn how to use props and costumes in order to enhance the
portrayal of a character to the audience.

Goal 4- Students will learn how to work as a member of an acting ensemble.

Objective 4.1- Students will learn how to take on various group roles in order to support each
others learning/ performances.
Objective 4.2- Students will learn to give and receive criticism effectively and appropriately.
Objective 4.3- Students will learn how to be an effective audience member by listening,
supporting, and encouraging fellow ensemble members and fellow performers.
Ben Poch Beginning Acting- Scene Performance Unit

Relevant EALRs

1. The student understands and applies arts knowledge and skills.

1.1- understands arts concepts and vocabulary
1.2- develops skills and techniques
1.3- applies audience skills

2. The student demonstrates thinking skills using artistic processes.

2.1- applies a creative process in the arts
2.2- applies a performance process in the arts
2.3- applies a responding process in the arts

3. The student communicates through the arts.

3.1- uses the arts to express and present ideas and feelings
3.2- used the arts to communicate for a specific purpose.

Resources: TV and VCR

Stage
GOTE Sheet for character analysis
Scoring rubric for monologues
Scoring rubric for monologue quiz
Slips of paper (various lessons)
Self evaluation question sheet
Chairs, acting blocks, generic props and costume pieces

Assessments:

Informal

Daily Work
Students will be assessed informally as the work each day in their acting groups. The teacher
will observe students as they work in groups checking to make sure that members are focused,
and working effectively. Since students must work with acting partners, the group must work
together to make sure the scene is polished and ready for performance. This acts as the
accountability students have for the work and to each other.

Graded Rehearsal/ Line Quiz

Each groups performance will be observed and assessed by another group of actors in order to
gain feedback and suggestions prior to the final performance. Students will use feedback sheet
which includes a rubric and lines for making suggestive comments. The teacher will also view
each scene prior to final performance, to give additional support and suggestions.
Ben Poch Beginning Acting- Scene Performance Unit

Self Evaluation
At the end of the unit students must evaluate their own performance and identify areas in which
they performed well and areas in need of improvement. In addition students are to indicate what
they felt they gained from the unit as well as make any additional comments they feel
appropriate or important.

Formal Assessment- Final Scene Performance

The formal assessment for this unit occurs when students perform their finalized scene. A
formal grading scale will be used to evaluate each group’s scene, based on the criteria laid out in
the assignment sheet.

Accommodations/adaptations/enhancements:

Many students in this class have both 504 plans as well as a few students with IEPs. Because of
the large size of the class many general accommodations have been incorporated in order to
support the learning of all students.

Reading- Students must be able to read scripts in order to complete the performance aspect of
this class. In order to support those students who ma struggle with reading I have: 1) allowed
students to select own scripts and groups. Therefore, students with similar interests can choose
scripts relevant and important to them and can also choose scripts appropriate to their reading
level. 2) Students work on scripts in small groups so the pressure of reading in front of whole
class is diminished. Groups can help individuals who struggle with reading, comprehension, and
evaluation of scenes. 3) Given plenty of class time for students to read, practice and rehearse. 4)
We will offer additional time to those students who show need and or request more time in
advance of final performance date.

Writing- Although not a major component of the course, the writing involved is creative and
reflective in nature. In order to support those students who need help we will: 1) give those
students that need it, extra time to complete written assignments. 2) Allow students to use
computers and word processors to complete assignments 3) review assignments as rough drafts
since no writing process will be taught or evaluated in this course. 4) Offer before and after
school assistance for those students who request or are observed to be in need of help.

Behavioral- Students of various learning styles have been considered and are naturally
accommodated for in this class due to its performance nature. Students who are field sensitive
learners will be able to engage in small group activities and work with partners. Those students
who are field independent have the chance to memorize lines, write GOTE sheets for their
characters, and write self evaluations as individual projects in this lesson. Theatre naturally
engages all three learning styles. Theatre is visual, auditory and kinesthetic all at once and the
activities planned incorporate all three learning styles. From watching movies and blocking, to
listening for lines/cues and directions, to learning blocking and character gestures, this unit
considers the need of a variety of learners.
Ben Poch Beginning Acting- Scene Performance Unit

Enhancement- Those students who desire to further their learning beyond the scope of the unit
as set may choose to focus on a particular style of acting or a particular style of theatre. For
example, if students are interested in melodrama, they can choose a script which lends itself to
this genre and then gear their acting to match the style of the script. This will include additional
reading and preparation in order to learn about the style of theatre chosen.

Special Note
We have one student in the class who is non-verbal and has some difficulty moving and also
with some fine motor skills. This student had a full time instructional aide who has advised us as
to this student’s ability to participate in class activities. With these in mind we have worked hard
to incorporate this student into the activities of the class. We have placed him with a group of
student who know and feel comfortable working with him. We have given him the job of
opening and closing the main curtain when preparing for performances. In addition we continue
to look for new ways to make classroom activities accessible and meaningful for this student.

Daily Breakdown of Activities

Please see unit calendar for additional unit information.

Ben Poch Beginning Acting- Scene Performance Unit

Date: 9/17/03

Lesson Plan- Plot Analysis and the Three Little Pigs

Rationale: This lesson is designed to help student learn the basic structure and elements of plot
as well as demonstrate how to locate and evaluate each of these elements within a script. The
analysis of plot and the discovery of themes and concepts within a script is directly related to the
work professional directors and actors engage in when approaching a script for performance.
These artists must know and understand the phases in which a script builds up to the climactic
action and how this action aids in revealing the central theme or idea of the script. In this lesson
students will learn the basic elements of dramatic plot (an Aristotelian model for plot structure)
and then watch a performance of the Three Little Pigs. This story was chosen because it fits the
basic structure, is familiar to many of the students, and is simple- helping us avoid possible
complications and spotlighting the learning at hand. The students will then use their learning to
identify the different plot elements in the story gaining practice before analyzing their own
scripts.

Resources: Elements of Plot Handout (class set of 60)

Script for Three Little Pigs (8 copies)
Script Analysis Worksheets (class set of 60)
An Empty Stage and Open minds

Objectives:
Objective 2.1- Students will learn to identify and, through performance, communicate the
central theme or purpose of a script.
Objective 2.2- Students will learn and be able to analyze the basic elements of a script’s plot
structure to enhance communication of the central theme and help to organize their performance.

Relevant EALRs
1. The student understands and applies arts knowledge and skills.
1.1- understands arts concepts and vocabulary

Procedures:

Hook: Teacher asks students: How many of you know the story of the three little pigs?
In a minute I will need some volunteers to help me tell the story to the class.

Activities:
1. Student volunteers handout the “student guide to plot analysis.” Students read the
elements silently to themselves (5min)
2. Students review the various plot elements with the teacher adding additional
information (5min)
3. Student volunteers are chosen to play the 3 pigs scene. The teacher narrates as
students perform (10 min).
Ben Poch Beginning Acting- Scene Performance Unit

4. Students in the audience watch the performance and fill in the various plot elements
on their sheet (5 min).
5. Class discussion of the plot elements identified. Parts of the scene can be “replayed”
if necessary to demonstrate the occurrence of a particular plot element again (10 min)
6. Student volunteers are given a round of applause. Class debriefs activity- what did
you learn? What do you still have questions about?
7. Student volunteers hand out Plot analysis worksheet. Students read the sheet silently.
8. Students respond to teacher questions about what they are to do with the sheet (5 min)

Closure: The class debriefs the activity… What did you learn about elements of plot?
How can we apply this to our own scenes? What questions do you have? Etc.

Assessments: Informal- There are a number of informal assessment opportunities in this

lesson. Students written responses to the plot elements in the story can be used to
determine if students understood and were able to identify plot elements. The discussion
of the plot elements after the performance allows the teacher to gather further information
about the students understanding of the elements. In addition, the script analysis
worksheet students fill out for their own script provides the teacher with a way to see how
students apply the information in this lesson in a new situation and with a new script.

Formal- The formal assessment for this lesson is incorporated intot he

final performance of students scenes.

Adaptations/ remediation/ enrichment:

Please see adaptations section of the Unit overview for details. No additional
adaptations are required for this lesson.

Reflection: The students were highly engaged in this lesson. I think that in future
lessons we will need to continue to practice and discuss the elements of plot in order to
determine that students have a good grasp of the concepts. In the future perhaps having
students create their own performance of a fairy or folk tale while including each of the
plot elements would be good practice and further their understanding?
Ben Poch Beginning Acting- Scene Performance Unit

Directions for Your Scene Performance

You and your acting partner(s) are going to develop and perform a short scene from a
play, adapted novel, or a scene taken from a book of short scenes for actors. You will choose
your own scene partners and then select a scene which appeals to you and your partners. The
scene can be comedic or dramatic. You will first read your selected scene and analyze the plot,
characters, and the central message the scene is meant to convey to the audience. We will do
some lessons in class on ways to do this analysis.
When you finish with your analysis you will begin blocking, memorizing, and rehearsing
your scene. In your scene:

a. Present developed characters with clear goals, obstacles, tactics, and expectations (GOTE)
b. Develop clear and appropriate blocking.
c. Include and use props and costumes
d. Use set pieces to establish the setting of your scene.
e. Clearly communicate the central message to the audience through the use of resonate,
articulated, and emotive delivery of your lines.
f. Fully memorized your lines.

After you have prepared and rehearsed your scene you will rehearse your scene in front
of a small group of your classmates who will give you feedback and suggestions for improving
your scene. You will also perform the scene in front of Mr. Poch, Mr. Kline, Katie, or Ella who
will also give you feedback you will use to improve your scene.
Finally you will perform your scene in front of the class as a whole. Some things I will
look for in your final performance are:

□ Well developed characters with clear G.O.T.E.

□ Clear gestures, movement, and blocking
□ Set pieces that work to establish the location of the scene
□ Props and costume pieces appropriate to the characters and the scene
□ Good use of appropriate volume and resonation (you can be heard by audience)
□ Clear pronunciation of lines (you can be understood by audience)
□ Good use of vocal variations to convey emotions and purpose of character.
□ Clear communication of the central idea of the scene (your scene communicates a central
message or idea to the audience)
□ Lines are memorized
□ Some feedback from peers and teachers is incorporated into the final scene.

When you finish your final scene you will need to turn in the following paperwork as part of
your overall grade for the scene:
□ Cover Sheet for Scene
□ Scene analysis form
□ GOTE sheet for each character in scene
□ Personal reflection for each actor in scene.
Ben Poch Beginning Acting- Scene Performance Unit

A Student Guide to Script Analysis

PLOT
Definition: Plot is the succession of events which go together in a
story. Plot and story are not the same things. The plot is the
particular manner in which the writer decides to tell the story,
it is the way the playwright tells the story, not the story itself.

SOME OF THE ELEMENTS OF PLOT: Here is an analogy that

often helps students when thinking about the elements of the plot.
Think of the plot of the story as if it were a fireworks show. Each
part of the plot then leads to a bigger and more spectacular display
of fireworks until we reach the “grand finale.”
‰ Inciting Incident- The inciting incidents is the event that

takes place before the curtain goes up or the story starts. It is

the lighting of the first fuse in our fireworks show. The
audience learns about the inciting incident in the exposition.
ƒ In the three little pigs the inciting incident is when:

__________________________________________________________________

‰ Point of Attack- If the inciting incident is the lighting of the

first fuse then the point of attack is the explosion of the first
firework in the show. It is the moment when the main action
begins.
ƒ In the three little pigs the point of attack occurs
when:
__________________________________________________________________

‰ Exposition- The background information the audience has to

know in order to enter the world of the play. In the fireworks
analogy the advertising of the show would be the exposition. In
order for people to see the show they must know where and
when it will be.
ƒ In the three pigs the end of the exposition occurs:
__________________________________________________________________

‰ Complications- These are the forces that change or intensify

the course of the play. Each complication acts as the
explosion of a new and different colored firework.
Ben Poch Beginning Acting- Scene Performance Unit

ƒ In the 3 pigs some of the complications are:

__________________________________________________________________

‰ Crisis- The major crisis can be thought of as the turning point

of the action that leads directly to the climax. The major crisis
is built up through a series of complications. In terms of
fireworks, the crisis is a series of vivid explosions before the
“last big bang” or the show stopper.
ƒ In the 3 pigs the major crisis appears when:
__________________________________________________________________

‰ Climax- This is the biggest moment in the play and what all of
the prior fireworks lead to; it’s the GRAND FANALLY. This is
where the main character (or characters) is either triumphant
in meeting their main objective or they give up the struggle. It
is the point of maximum disturbance.
ƒ In the 3 pigs the climax is:
__________________________________________________________________

‰ Denouement (Resolution of the conflict)- After the final

explosion of fireworks have lit up the sky, the denouement is
much like the final sparks descending to the earth and the
smoke clearing as the audience sits quietly in awe. It wraps
up all the loose ends leaving the audience with a sense of
completion and knowledge of the final outcome.
ƒ In the three pigs the denouement occurs when:
__________________________________________________________________
Ben Poch Beginning Acting- Scene Performance Unit

Actors Script Analysis Workshop

Actors Names: ________________________________ Date: ________

Scene (Play) Title: _____________________________

Playwright: ______________________________________________________

Character Names: _______________________________________________

1. Write a brief (3-5 sentence) summary of your scene.

2. Plot Elements
For each element listed write a brief quote that shows where the
plot element occurs in the script. Include the page number.

EXAMPLE:
Inciting Incident: When MOTHER PIG says “I do not have enough food to feed
you three little pigs. You must leave the nest and make your own way in the
world” (pg 1).

Inciting Incident:
__________________________________________________________________
__________________________________________________________________

Point of Attack:
__________________________________________________________________
__________________________________________________________________
Ben Poch Beginning Acting- Scene Performance Unit

End of the Exposition:

__________________________________________________________________
__________________________________________________________________

A Complication in the Scene:

__________________________________________________________________
__________________________________________________________________

The Major Crisis:

__________________________________________________________________
__________________________________________________________________

CLIMAX:
__________________________________________________________________
__________________________________________________________________

Denouement:
__________________________________________________________________
__________________________________________________________________

What is the major message or theme of the scene? What

idea/feeling do you want your audience to have after watching
your scene?

Hey! You finished your analysis. Keep these ideas in mind as

you rehearse your scene.
Ben Poch Beginning Acting- Scene Performance Unit

Name:____________________________ Date:____________

Get Your Character’s G.O.T.E

Answer the following questions as if you were your character (use “I”
statements)

Name: _____________________________

Sex: ______

Age: ______

Significant relationships: _______________________________________________

Physical description:

Goals: What do I really want? When do I want it? (use powerful active verbs)!

I want…

Obstacles/Others: From whom or what (in the play) do I want it? Who in the
play can help me? Who in the play can hurt me? Who or what is an obstacle?
Why? What are my deepest fears?

Tactics: How can I get it? How (and whom) can I threaten? How (and whom)
can I coerce or badger?

Expectation: Why do I expect to get it? Why does it excite me? What will I do
when I get it?
Ben Poch Beginning Acting- Scene Performance Unit

List of some active verbs to help you…

(This is not a complete list of workable verbs. You may or may not find a verb
here that works for your character).

I want to….

Convince Help Dazzle

Encourage Seduce Preserve
Prepare Ignite Facinate
Enlighten Build Tease
Annihilate Hurt Focus
Overwhelm Awaken
Reassure Mock
Bombard Crush
Suppress Inspire
Belittle Destroy
Lambast Incite

Sample goal statement:

I want to suppress my feelings for my best friend’s girlfriend so he will never

find out!
Ben Poch Beginning Acting- Scene Performance Unit

Scene Rehearsal
Peer Feedback Sheet

Scene observers: __________________________________________

Actor’s observed: __________________________________________

Line Memorization: circle the description that best fits the actors’
preparation of their lines.

4- Wow! These actors have all their lines memorized, and had very few to no stumbles or
pauses in their scene due to lines.

3- Fairly Good. The actors have most of their lines down, but that might have had some
pauses or stumbles in their lines. The actors stayed in character and worked through the
trouble, they even finished the scene.

2- Getting there. The actors have some of their lines memorized and might have had
some major stumbles or pauses in the scene. They had to use their scripts to get back on
track and might have broken character if they got lost in the lines.

1- Not a Clue. These actors looked as if they hd never even seen the script. They barely
know any lines and without scripts, these actors wouldn’t be able to get through the scene
at all.

Comments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Characterization: circle the description that best fits the level at which the
actors have prepared their characters.

4- Holy Cow! These actors really become their characters. I was drawn into the world of
the script and see the characters rather than a bunch of actors. The actors use their voices
and physical gestures that establish the character. Each character has a clear goal or
motivation in the scene. This is a play I would pay money to see.

3- Well Done. The actors have established their characters. I was drawn into the play and
often felt that I was watching characters interact rather than actors acting. The actors used
some vocalizations and gestures that helped to establish their character. Each character
appeared to have a major goal or motivation in the scene. This is a play I would be
interested in seeing.

2- Okay. The actors have developed their characters somewhat, but may often lapse into
“actor mode” or lose the character. I was mildly interested in this scene because the actors
had a few interesting character traits, but most often I was watching the actors rather than
the characters. The actors used few gestures and some vocal variety to bring the scene to
life. I might see this play if I didn’t have anything else to do.
Ben Poch Beginning Acting- Scene Performance Unit

1- What was that? The actors were like a line of talking heads. They rarely, if ever, had
any feeling or emotion at all. I was more interested in watching John do his homework than
in the characters on stage. The actors shuffled their feet, but other than that they did not
develop or use gestures. Their voices did not change pitch or have any sort feeling behind
them. I could barely hear them. You would have to pay me to come see this scene.
Comments: ___________________________________________________
_____________________________________________________________
_____________________________________________________________

Blocking/ Movement: circle the description that best fits the level at which
the actors have prepared their characters.

4- Amazing! I could “see” details within the location where the scene took place because
of the way the characters interacted with and in the space. The characters in the scene
moved with a purpose and the blocking supported the major idea of the play. If all the lines
were taken out of the scene it would still be very interesting to watch.

3- Not Shabby. The location of the scene was clearly set. I knew where the characters
were and could “see” it as the scene was played. The characters in the scene showed
purpose behind their movements and blocking. If no lines were included in this scene I
would still watch it with some interest.

2- Alright. The location of the scene was somewhat clear, but more from clues in the lines
rather than from the set or the characters interactions with and in it. Some of the
characters’ movements and blocking seemed to have a reason behind it, but perhaps
sometimes I couldn’t figure out why the characters were moving or what they were trying to
do. If no lines were included in this scene I would most likely have a hard time knowing
what was going on.

1- Statue Like. What set? Where are we? When I watch the scene I do not “see” where
the scene is taking place. The characters were static, the did not move much a t all. IF
they did move, it looked more like an accident than something the character meant to do in
the scene. If this were a silent scene, it would look like a group of people standing around.

Comments:
_____________________________________________________________
_____________________________________________________________

Write one positive comment about the scene: (the best thing about this
scene was…)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Write one HELPFUL suggestion for ways the actors could improve their
scene:
Ben Poch Beginning Acting- Scene Performance Unit

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Any additional helpful/ suggestive comments:

Ben Poch Beginning Acting- Scene Performance Unit

Grading Scale for Scene Performance

Student Name: ____________________________ Date: __________
Circle a Rating for each characteristic that is present

Characterization: 3 2 1
Character has goals Clear Understandable Unclear
Character has obstacles Clear Understandable Unclear
Character uses tactics Clear Understandable Unclear
Character has expectations Clear Understandable Unclear
Character is set apart from actor Strong Adequate Weak
Communicates central message of
Scene Clear Understandable Unclear
Movement and Blocking:
Blocking is included Well-chosen Acceptable Needs work
Stage “business” incorporated Well-chosen Acceptable Needs work
Character gestures used Well-chosen Adequate Needs work
Vocal Performance:
Actor is heard All the time Most of the Time Needs work
Actor is understood All the time Most of the Time Neeks work
Actor conveys emotion and purpose
with voice Effective Understandable Weak
Props, Costume, Setting:
Props incorporated into scene Yes No
Costume pieces worn Yes No
Setting pieces incorporated for
communication of location Effective Adequate Unclear

Line Memorization: Accurate Mostly Accurate Little Accuracy

Rehearsal Process:
Actor worked effectively with
Partner(s) Always Mostly Infrequently
Actor worked on task Always Mostly Infrequently
Used feedback from peers,
if appropriate Improved No improvement No change

Used feedback from teacher Improved No improvement No change

Paperwork:
Cover sheet turned in Yes No
Analysis form turned in Yes No
GOTE sheet turned in Yes No
Actor personal reflection
completed Yes No