Link to Teacher's Guide

Do you have something to say?  Is there an issue, something you see happening and would like to explain to others, something that isn't right and that you want to speak about, tell people, make them care like you do, make the world a better place?

In this quest, you will work in a team of 4 to 6 students who share a concern for a special issue in the real world and use theater, a play, to inform, sensitize and instruct others while exploring the issue yourselves.   

Download and use the Student Log to guide your quest:

Some possible topics include the following that are linked to the internet for investigation:

Instructions

v     You will have 6 class periods to accomplish your preparations.

v     ALL presentations (oral and print) will be during the 7th period.

v     Plays are handed-in as printed documents and saved for reference on the school network.

v     Plays are performed with the text in mind but not necessarily memorized nor read – improvisation should provide for any memory lapses.

v     Each student is responsible for an equally demanding part or parts (if a student plays more than one) which has/have a minimum of 100 words. (Each student is responsible for their role. For presentation to the teacher, the roles are assembled into one document.

v     Basic costumes and props should be included in the performance.

v     The written presentation of the play (transcript) includes a title, a list of roles and actors, the number of words per role, a list of materials and costumes, an introduction/narration, the text, …

Agenda:

Team members:

Brainstorm ideas – issues  (start by writing your own ideas and then share)

Concept Organizer – from an issue you choose, subordinate ideas related to your central idea / issue

Planning Notes: (what you might need, research to do, etc.)

Roles: Who plays which role? (complete when available)

PLAYS??

Have you ever been to a play? ( brief description)

Have you watched a play on television? ( brief description)

What do you think will make your play interesting? 

What props and costumes will you need?

v    Background:

v    Furniture & elements

v    Costumes (describe & for who?)

                                    Research                           

The issue/:

Do you now the issue well?

What experience or information have you had concerning the issue?

What do you need to know? Questions you have…

Setting the stage:

Briefly describe the situation in the play:

v      

Briefly describe the “punch” / climax:

v      

Begin your scripT: Writing

Tips:

qUse this file or sketch the conversation on paper to begin

qWork as a team and write out your own lines but choose one student who writes well and quickly to write down everything so as not to lose the thread of the conversation.

qGo back to re-read the conversation from time to time to make sure it flows and to improve on the wording.

John: “What are you doing here, Margo?”

Margo: “It`s none of your business, John!”

John: “But I love you, … take that gun out of your mouth, Margo!!!”

Etc.

Annex any sheets you may use.

• Do the editing activity in the Student Log to improve your writing.

Before you present and hand in your Play and Student Log:

Checklist:

Final copy:

q            a title,

q            a list of roles and actors,

q            the number of words per role,

q            a list of materials and costumes,

q            an introduction/narration,

q             the text,

q            a back-up file on the network

…

Performance appreciation sheet 
(during the presentations of the plays)

Instructions: Double space and use ink

On a sheet of loose-leaf paper describe each performance:

The story was about…

It was ______+_______ because…                                      =75 words

Give a short comment on the pros and cons of Plays vs TV

Oral interaction (speaking) will be evaluated throughout the preparation based on participation in group discussions and during the presentation as well as the following criteria:

v     Articulation of message (how you say it) – pronunciation, grammar, complexity of structures
4 – 3 – 2 -1  (excellent – good – acceptable – insufficient)

v     Pertinence of the message (what you say) – related directly and efficiently to …4 – 3 – 2 -1

Writing will be evaluated through the individual journal entries, the group’s written transcript of the play and the individual written appreciation of the presentations of the other teams based on: 

v     Articulation of message (how you say it) – punctuation, grammar, complexity of structures 4 – 3 – 2 -1

v     Pertinence of the message (what you say) – related directly and efficiently to the subject …4 – 3 – 2 -1