Learning Goals
Students will be able to analyze multiple interpretations of a Shakespeare scene, an American dramatist’s scene, and a filmed adaptation to determine how performance choices shape meaning and audience response.
Students will be able to write and revise original monologues, dialogues, and scenes that use effective dramatic technique, well-chosen details, and clear event sequence for a specific audience.
Students will be able to analyze how playwright and screenwriter choices in setting, action order, and character introduction develop conflict and meaning in dramatic texts.
Students will be able to refine acting and staging choices in a scripted drama using theatrical conventions, table reads, and rehearsal feedback to create believable performance.
Students will be able to justify the use of reliable acting exercises and rehearsal strategies to prepare a believable and sustainable performance for a live audience.
Students will be able to collaborate to define a user-centered dramatic writing problem and generate a shared performance concept that responds to audience needs and feedback.
Products
Dramatic Writing and Performance Analysis Portfolio
Each student submits a portfolio containing a comparative analysis of two versions of a dramatic text, an original monologue, dialogue/scenes, a short screenplay excerpt, and revision notes with recorded self-reflection. The portfolio demonstrates how firsthand feedback and performance testing improved the writing for clarity, character, setting, and audience impact.
Staged Reading of an Original Scene Package for a Public Audience
Teams develop a shared problem statement and a higher-fidelity staged reading package that combines individual concepts into one polished scene or short performance sequence. The package includes a collaborative script, stage directions, rehearsal plan, and presentation for classmates, families, or community guests.
No rubric has been generated yet.