Objective: SWBAT dramatize a short scene from a play.
Do-Now: Why did you and your partner/group choose the scene you will be acting out today? What problems did you face in deciding how to act out the scene? How did you decide who would play which character? Ultimately, do you think you and your partner/group will be able to carry out the scene successfully?
Today: 1) Scene Rehearsals: You will have until the end of first period to rehearse your scene with your partner/group.
2) Scene Presentations
3) Scene Reflections
EXIT SLIP: How well do you feel you and your partner/group acted out your scene today in class? What do you feel was your scene’s greatest strength? What might you do differently next time?
Tuesday, September 27, 2011
Monday, September 26, 2011
Tuesday, September 27
Objective: SWBAT evaluate how successfully a film portrays the characters from a play. SWBAT dramatize a short scene from a play.
Do-Now: What are your initial reactions to the film version of “A Raisin in the Sun?” Are you enjoying it more than the play, or did you feel the play was better? Do you think the director did a good job choosing the actors to play the major characters? Explain.
Today: 1) Finish watching "A Raisin in the Sun"
2) Scene rehearsals
EXIT SLIP: Do you feel you and your partner/group are prepared to act out your scene tomorrow? What last minute changes might you have to make before tomorrow’s performance?
Homework: Prepare to present your scenes tomorrow. Make sure to have all your lines MEMORIZED and bring in any props/costumes you need.
Do-Now: What are your initial reactions to the film version of “A Raisin in the Sun?” Are you enjoying it more than the play, or did you feel the play was better? Do you think the director did a good job choosing the actors to play the major characters? Explain.
Today: 1) Finish watching "A Raisin in the Sun"
2) Scene rehearsals
EXIT SLIP: Do you feel you and your partner/group are prepared to act out your scene tomorrow? What last minute changes might you have to make before tomorrow’s performance?
Homework: Prepare to present your scenes tomorrow. Make sure to have all your lines MEMORIZED and bring in any props/costumes you need.
Friday, September 23, 2011
Monday, September 26
Objective: SWBAT evaluate how successfully a film portrays the characters from a play. SWBAT dramatize a short scene from a play.
Do-Now: Think of a movie you saw that was based on a book you read. Which did you enjoy more: the book or the movie? What was lost when the book was turned into a movie? What was gained? Explain.
Today: 1) Begin watching the first half of "A Raisin in the Sun"
2) Get into your groups and continue rehearsing your scene from the play.
Homework: Prepare for your part of the play you will be acting out on Wednesday. Make sure to have your lines memorized and bring any props/costumes necessary.
Do-Now: Think of a movie you saw that was based on a book you read. Which did you enjoy more: the book or the movie? What was lost when the book was turned into a movie? What was gained? Explain.
Today: 1) Begin watching the first half of "A Raisin in the Sun"
2) Get into your groups and continue rehearsing your scene from the play.
EXIT SLIP: What are your initial reactions to the film version of “A Raisin in the Sun?” Are you enjoying it more than the play, or did you feel the play was better? Explain.
Homework: Prepare for your part of the play you will be acting out on Wednesday. Make sure to have your lines memorized and bring any props/costumes necessary.
Thursday, September 22, 2011
Friday, September 23
Objective: SWBAT analyze Walter’s growth throughout the course of the play by describing how he has changed based on his actions and responses to the expectations set for him by the other characters.
Do-Now: Think back to the list we made of gender role expectations for men as fathers/husbands. Has Walter lived up to those expectations or has he failed as a father/husband? Explain.
Today: 1) Class will read pp. 137-151. How does this final scene represent a growth in Walter’s character? What does Mama mean when she says that Walter has finally come into his manhood?
2) Play Practice: You will have the rest of class to get into your groups and practice your scene from the play. Remember, you need to have all of your lines memorized and be ready to perform your scene by WEDNESDAY.
Homework: Work on memorizing your lines from your scene over the weekend.
Do-Now: Think back to the list we made of gender role expectations for men as fathers/husbands. Has Walter lived up to those expectations or has he failed as a father/husband? Explain.
Today: 1) Class will read pp. 137-151. How does this final scene represent a growth in Walter’s character? What does Mama mean when she says that Walter has finally come into his manhood?
2) Play Practice: You will have the rest of class to get into your groups and practice your scene from the play. Remember, you need to have all of your lines memorized and be ready to perform your scene by WEDNESDAY.
Homework: Work on memorizing your lines from your scene over the weekend.
Wednesday, September 21, 2011
Thursday, September 22
Objective: SWBAT examine a character’s perspective by empathizing and/or sympathizing with that character’s experiences. SWBAT recognize the difference between feelings of empathy and feelings of sympathy that they have toward the characters.
Do-Now: Respond to the following quote: “Don’t judge a man until you’ve walked a mile in his shoes.” What do you think this quote means? Do you agree with the quote? Why or why not? How can you relate this quote to your life?
Today: 1) Sympathy vs. Empathy
2) Class will read pp. 131-137. How is Asagai’s perspective on the Younger’s financial situation different from Beneatha’s? What are the reasons for these differences? Can you sympathize with either character? Can you empathize with either character?
3) Acting Out a Scene: In pairs or small groups, choose part of one of the scenes from "A Raisin in the Sun" (approximately TWO pages worth of dialogue) that you would like to act out for the class. Over the next week, you and your partner/group will memorize these lines and descide how to act them out for the class. You will present these scenes to the class next WEDNESDAY (a week from today). You may bring props/costumes to help make your scene more realistic.
Exit Slip: Which character in "A Raisin in the Sun" you you sympathize with the most? Explain. Which character do you empathize with the most? Explain.
Do-Now: Respond to the following quote: “Don’t judge a man until you’ve walked a mile in his shoes.” What do you think this quote means? Do you agree with the quote? Why or why not? How can you relate this quote to your life?
Today: 1) Sympathy vs. Empathy
2) Class will read pp. 131-137. How is Asagai’s perspective on the Younger’s financial situation different from Beneatha’s? What are the reasons for these differences? Can you sympathize with either character? Can you empathize with either character?
3) Acting Out a Scene: In pairs or small groups, choose part of one of the scenes from "A Raisin in the Sun" (approximately TWO pages worth of dialogue) that you would like to act out for the class. Over the next week, you and your partner/group will memorize these lines and descide how to act them out for the class. You will present these scenes to the class next WEDNESDAY (a week from today). You may bring props/costumes to help make your scene more realistic.
Exit Slip: Which character in "A Raisin in the Sun" you you sympathize with the most? Explain. Which character do you empathize with the most? Explain.
Tuesday, September 20, 2011
Wednesday, September 21
Objective: SWBAT describe the difference between situational and verbal irony and evaluate a text to find one example of each. SWBAT recognize a euphemism in a text and explain how the word/phrase is misleading.
Do-Now: Think back to Mr. Lindner’s visit to the Youngers. If you were the Younger family, would you still move into the house or would you be too afraid? Explain what reasons you would have for moving in or staying out.
Today: 1) Review Irony: Situational, Dramatic and Verbal. Review "euphemism."
2) Class will read pp. 119-125, looking for an example of verbal irony and an example of euphemism. How does the name “Clybourne Park Improvement Association” represent a euphemism?
3) In groups, students will read pp. 125-130, looking for an example of situational irony.
4) Class will discuss how the final scene of Act 2 contains situational irony. What did we expect Walter to do with the money Mama gave him? What did Walter do with the money instead? What did Walter expect to happen with this money? What happened instead?
EXIT SLIP: What do you feel would be a more appropriate name for the “Clybourne Park Improvement Association?” Come up with your own, more suitable name for the association and explain how you came up with that name.
Do-Now: Think back to Mr. Lindner’s visit to the Youngers. If you were the Younger family, would you still move into the house or would you be too afraid? Explain what reasons you would have for moving in or staying out.
Today: 1) Review Irony: Situational, Dramatic and Verbal. Review "euphemism."
2) Class will read pp. 119-125, looking for an example of verbal irony and an example of euphemism. How does the name “Clybourne Park Improvement Association” represent a euphemism?
3) In groups, students will read pp. 125-130, looking for an example of situational irony.
4) Class will discuss how the final scene of Act 2 contains situational irony. What did we expect Walter to do with the money Mama gave him? What did Walter do with the money instead? What did Walter expect to happen with this money? What happened instead?
EXIT SLIP: What do you feel would be a more appropriate name for the “Clybourne Park Improvement Association?” Come up with your own, more suitable name for the association and explain how you came up with that name.
Monday, September 19, 2011
Tuesday, September 20
Objective: SWBAT evaluate how the mood in the Younger household changes between Act 1 and Act 2 and during Scene 3 of Act 2. SWBAT give 3-4 possible causes for this change in mood.
Do-Now: Describe an experience you’ve have where you felt like you didn’t “fit in.” Where were you? Who were you with? What/who made you feel like you did not belong?
Today: 1) What is mood? How does music have a mood? How can literature have a mood? Let's listen to some music...
2) Class will read pp. 110-113. How has the mood changed in the Younger household? What has happened to cause the mood to change? How are everyone’s dreams beginning to come true?
3) In groups, students will read pp. 113 – 119. What is the REAL motivation behind Mr. Lindner’s visit to the Youngers? How does his visit change the mood in the household from earlier in the scene.
4) Students will make a timeline of the major events which have occurred so far in the play. Using a color-coding system, students will show how the mood of the play has changed between events/acts. Students will use blue to color scenes with a somber mood, yellow for scenes with a happy mood, and red for scenes with an angry mood. Scenes with neutral moods will be left white.
Do-Now: Describe an experience you’ve have where you felt like you didn’t “fit in.” Where were you? Who were you with? What/who made you feel like you did not belong?
Today: 1) What is mood? How does music have a mood? How can literature have a mood? Let's listen to some music...
2) Class will read pp. 110-113. How has the mood changed in the Younger household? What has happened to cause the mood to change? How are everyone’s dreams beginning to come true?
3) In groups, students will read pp. 113 – 119. What is the REAL motivation behind Mr. Lindner’s visit to the Youngers? How does his visit change the mood in the household from earlier in the scene.
4) Students will make a timeline of the major events which have occurred so far in the play. Using a color-coding system, students will show how the mood of the play has changed between events/acts. Students will use blue to color scenes with a somber mood, yellow for scenes with a happy mood, and red for scenes with an angry mood. Scenes with neutral moods will be left white.
Sunday, September 18, 2011
Monday, September 19
Objective: SWBAT devise what motivates Mama to change her mind in Act 2 about decisions she made in Act 1 by listing 2-3 possible reasons she might have changed her mind.
Do-Now: What qualities does a man look for in a woman he wants to date? What qualities does a man look for in a woman he wants to marry?
Today: 1) Class will make a list using the answers from the Do-Now and compare/contrast the qualities on the list.
2) Class will read pp. 96-98 of “A Raisin in the Sun.” What does George appear to want in a woman? What qualities does Beneath possess that George wants? What qualities does she possess that he doesn’t want? What motivates Beneatha to finally get rid of George?
3) Class will refer back to the list of qualitites men look for in a woman. How is this list similar/different from what George is looking for?
4) In groups, students will read pp. 104 to 109. What motivates Mama to change her mind about giving the money to Walter for his liquor store?
5) Letter to Your Future Child: Walter has big dreams for his son, Travis. What dreams do you have for your children? Write a letter to your future child, telling him/her how your life has been so far and how you hope his/her life will be. Also, offer any advice you can give him/her as well as any insight on the world.
Do-Now: What qualities does a man look for in a woman he wants to date? What qualities does a man look for in a woman he wants to marry?
Today: 1) Class will make a list using the answers from the Do-Now and compare/contrast the qualities on the list.
2) Class will read pp. 96-98 of “A Raisin in the Sun.” What does George appear to want in a woman? What qualities does Beneath possess that George wants? What qualities does she possess that he doesn’t want? What motivates Beneatha to finally get rid of George?
3) Class will refer back to the list of qualitites men look for in a woman. How is this list similar/different from what George is looking for?
4) In groups, students will read pp. 104 to 109. What motivates Mama to change her mind about giving the money to Walter for his liquor store?
5) Letter to Your Future Child: Walter has big dreams for his son, Travis. What dreams do you have for your children? Write a letter to your future child, telling him/her how your life has been so far and how you hope his/her life will be. Also, offer any advice you can give him/her as well as any insight on the world.
Exit Slip: What do you believe motivated Mama to change her mind about giving Walter money to open up a liquor store? List 2-3 reasons. Did Mama make the right choice? Why or why not?
Friday, September 16, 2011
Friday, September 16
Objective: Students will be able to explain what motivates Ruth and Walter to react differently to Mama’s decision to buy a house based on the dreams each of them has.
Do-Now: What dreams do each of the characters have? How could Mama’s check be used to fulfill each of their dreams?
Today: 1) Motivation: Intrinsic vs. Extrinsic
2) Class will read pp. 86-89 examining the conversation between Ruth and Walter. How has Ruth, once again, conceded to her husband? Why does she put her dreams aside for him?
3) Class will read pp. 89-95 in small groups focusing on the difference between Walter and Ruth’s reactions to Mama’s news that she is spending her money on a house.
4) Side by Side: Class will examine Walter and Ruth’s reactions to Mama’s news by writing brief descriptions of their reactions side-by-side on a sheet of lined paper. Why do Walter and Ruth react differently to Mama’s buying the house? How does the house support Ruth’s dreams? How does the house crush Walter’s dreams?
5) Artistic Representation: Draw one of the main characters (Walter, Beneatha, Ruth or Mama). Draw a thought bubble above the character's head. Inside the bubble, draw a picture of what you feel is that character's INTRINSIC motivation. On the sides of the character, draw what you feel is that character's EXTRINSIC motivation.
EXIT SLIP: Written Reflection: Do you feel Mama made the right decision by buying the house? Was this decision best for her family? For herself?
Do-Now: What dreams do each of the characters have? How could Mama’s check be used to fulfill each of their dreams?
Today: 1) Motivation: Intrinsic vs. Extrinsic
2) Class will read pp. 86-89 examining the conversation between Ruth and Walter. How has Ruth, once again, conceded to her husband? Why does she put her dreams aside for him?
3) Class will read pp. 89-95 in small groups focusing on the difference between Walter and Ruth’s reactions to Mama’s news that she is spending her money on a house.
4) Side by Side: Class will examine Walter and Ruth’s reactions to Mama’s news by writing brief descriptions of their reactions side-by-side on a sheet of lined paper. Why do Walter and Ruth react differently to Mama’s buying the house? How does the house support Ruth’s dreams? How does the house crush Walter’s dreams?
5) Artistic Representation: Draw one of the main characters (Walter, Beneatha, Ruth or Mama). Draw a thought bubble above the character's head. Inside the bubble, draw a picture of what you feel is that character's INTRINSIC motivation. On the sides of the character, draw what you feel is that character's EXTRINSIC motivation.
EXIT SLIP: Written Reflection: Do you feel Mama made the right decision by buying the house? Was this decision best for her family? For herself?
Wednesday, September 14, 2011
Thursday, September 15
Objective: Students will be able to find at least three similarities and three differences between Walter and George in "A Raisin in the Sun" based on the characters' actions and personalities.
Do-Now: What qualities does a woman look for in a man she is interested in dating? What qualities does a woman look for in a man she is interested in marrying?
Today: 1) Class will share out the list of qualities they wrote about for their Do-Nows. Class will discuss the difference between what a woman looks for in a man she just wants to date vs. a man she wants to marry.
2) Class will read pp. 76-81 discussing how humor is being used to lighten the mood after a very serious scene occurring at the end of the prior act. Why is it important for authors to include humor in serious drama?
3) Students will independently read pp. 82-86 looking for differences in how Walter and George speak and act. How do their differences in class and education effect their speech, actions and manners?
4) VENN Diagram: Students will compare/contrast Walter and George using a VENN diagram. They will find at least three similarities and three differences between the two.
EXIT SLIP: Compare/contrast George and Asagai as suitors for Beneatha. Who is a better match for her and why?
Homework:
Do-Now: What qualities does a woman look for in a man she is interested in dating? What qualities does a woman look for in a man she is interested in marrying?
Today: 1) Class will share out the list of qualities they wrote about for their Do-Nows. Class will discuss the difference between what a woman looks for in a man she just wants to date vs. a man she wants to marry.
2) Class will read pp. 76-81 discussing how humor is being used to lighten the mood after a very serious scene occurring at the end of the prior act. Why is it important for authors to include humor in serious drama?
3) Students will independently read pp. 82-86 looking for differences in how Walter and George speak and act. How do their differences in class and education effect their speech, actions and manners?
4) VENN Diagram: Students will compare/contrast Walter and George using a VENN diagram. They will find at least three similarities and three differences between the two.
EXIT SLIP: Compare/contrast George and Asagai as suitors for Beneatha. Who is a better match for her and why?
Homework:
Tuesday, September 13, 2011
Wednesday, September 14
Objective: Students will be able to side with a character in an argument and list three reasons why they support that character.
Do-Now: Should a parent always support their child’s dreams even if he/she does not agree with them? Explain why/why not.
Today: 1) Class will review dramatic irony and discuss examples of dramatic irony they have seen in popular books and movies.
2) Class will read pg. 66-71 and focus on each character’s reaction to Mama’s check finally arriving. Where in this scene is there dramatic irony?
3) Students will pair up and read pp. 72-75 focusing on the argument between Mama and Walter as Mama rejects Walters request for money to open his liquor store.
4) Choose a Side: Each student will choose either Mama or Walter to side with in the argument and list three reasons why they agree with that character.
5) Mini-Debate: Class will debate who was right/wrong in the argument between Mama and Walter. Each student will be asked to support themselves using the reasons they wrote.
Exit Pass: Written Reflection: Has the debate changed your opinion on who was wrong/right in the argument between Mama and Walter? Why or why not? What do you think were the strongest arguments made in the favor of each character?
Do-Now: Should a parent always support their child’s dreams even if he/she does not agree with them? Explain why/why not.
Today: 1) Class will review dramatic irony and discuss examples of dramatic irony they have seen in popular books and movies.
2) Class will read pg. 66-71 and focus on each character’s reaction to Mama’s check finally arriving. Where in this scene is there dramatic irony?
3) Students will pair up and read pp. 72-75 focusing on the argument between Mama and Walter as Mama rejects Walters request for money to open his liquor store.
4) Choose a Side: Each student will choose either Mama or Walter to side with in the argument and list three reasons why they agree with that character.
5) Mini-Debate: Class will debate who was right/wrong in the argument between Mama and Walter. Each student will be asked to support themselves using the reasons they wrote.
Exit Pass: Written Reflection: Has the debate changed your opinion on who was wrong/right in the argument between Mama and Walter? Why or why not? What do you think were the strongest arguments made in the favor of each character?
Monday, September 12, 2011
Tuesday, September 13
Objective: Students will be able to identify one internal and one external conflict that the characters Beneatha and Asagai face in Act 1, Scene 2 of “A Raisin in the Sun.”
Do-Now: Describe a conflict you have recently faced (either internal or external). How did you attempt to resolve that conflict? Were you successful? Explain.
Today: 1) Class will review the major events of Act 1, Scene 1 in “A Raisin in the Sun.” What conflicts have occurred between the characters and how do they remain unresolved?
2) Class will read pp. 54-60 examining Ruth’s internal and external conflict as she reveals her unplanned pregnancy.
3) Students will read pp. 60-66, either independently or in pairs, examining Beneatha and Asagai’s internal and external conflicts (Beneatha tries to assert her independence as Asagai attempts to impress her.)
4) Open Mind: Students will choose either Beneatha or Asagai and fill out an “Open Mind” worksheet in which they describe what they feel each character may have been feeling/thinking during the scene.
HOMEWORK: Finish Open Mind
Do-Now: Describe a conflict you have recently faced (either internal or external). How did you attempt to resolve that conflict? Were you successful? Explain.
Today: 1) Class will review the major events of Act 1, Scene 1 in “A Raisin in the Sun.” What conflicts have occurred between the characters and how do they remain unresolved?
2) Class will read pp. 54-60 examining Ruth’s internal and external conflict as she reveals her unplanned pregnancy.
3) Students will read pp. 60-66, either independently or in pairs, examining Beneatha and Asagai’s internal and external conflicts (Beneatha tries to assert her independence as Asagai attempts to impress her.)
4) Open Mind: Students will choose either Beneatha or Asagai and fill out an “Open Mind” worksheet in which they describe what they feel each character may have been feeling/thinking during the scene.
HOMEWORK: Finish Open Mind
Sunday, September 11, 2011
Monday, September 12
Objective: Students will be able to identify and describe an external conflict in “A Raisin in the Sun.”
Do-Now: What conflicts have you had with your parents? What do you feel caused these problems to occur?
Today: 1) Class will review the difference between internal and external conflict and discuss a few of the conflicts the characters in “A Raisin in the Sun” are facing.
2) Class will read pp. 46-53 of “A Raisin in the Sun” examining the external conflict occurring between Beneatha and Mama as Mama exerts her authority over the household.
3) Students will write a one to two page scene in which Beneatha and Mama discuss the argument they had in Scene 2 and attempt to resolve it.
Homework: Finish writing your scene.
Do-Now: What conflicts have you had with your parents? What do you feel caused these problems to occur?
Today: 1) Class will review the difference between internal and external conflict and discuss a few of the conflicts the characters in “A Raisin in the Sun” are facing.
2) Class will read pp. 46-53 of “A Raisin in the Sun” examining the external conflict occurring between Beneatha and Mama as Mama exerts her authority over the household.
3) Students will write a one to two page scene in which Beneatha and Mama discuss the argument they had in Scene 2 and attempt to resolve it.
Homework: Finish writing your scene.
Thursday, September 1, 2011
September 6, 2011
Drama
Ms. Winberg
2011-2012 School Year
Course Objective: Explore various forms of drama including plays, films, and television.
Supplies: Notebook (70 sheets or more)
What to Expect:
- Daily journal writing/Do-now activities
- Class discussion
- Acting
- Reading/watching/analyzing drama
- Play-writing/screen-writing
- Creative writing
- Getting out of your seat
Grading Breakdown
Journal/Do-Now = 10% (Incomplete = 0 pts. Partially Completed = 5 pts.
Fully Completed = 10 pts.)
Homework = 20% (Each assignment worth 20 pts. unless otherwise noted)
Classwork = 30% (Each assignment worth 20 pts. unless otherwise noted)
Participation = 40% (200 pts. per week)
Classroom Procedure
Every day when you enter class you are expected to take out your notebook and begin answering the prompt written on the Smartboard unless an alternate Do-Now assignment is provided. You will be given approximately five minutes to complete your response/Do-now. During this time, Ms. Winberg will take attendance and check to see you have completed your response/Do-Now. After time is up, class will begin. Before you leave, you are expected to return the room to the condition it was in when you entered class (return desks to their original places, put away work, clean trash, etc.) Make sure all of your work is turned in before you leave class. Hand all your work DIRECTLY to Ms. Winberg (DO NOT LEAVE IT ON HER DESK!!!) Graded work will be placed into your class “OUT” bin located on Ms. Winberg’s desk and you may take it at your leisure.
Lateness
You are expected to arrive to class on time every day. You will have 20 pts. deducted from your participation grade for each day you are late.
Make-Up Work/Late Work
If you are absent from class it is YOUR responsibility to come to Ms. Winberg to get your make-up work. You will have exactly one week from the day of your absence to complete make-up work. Any late work (excluding work missed due to an absence) will be assessed -5 pts. for each day late.
Hallpasses
Hallpasses may be issued on a case-by-case basis. Do not ask for a hall pass unless you really need one. Each student will be allowed ONE pass per week (use it wisely!) If you do not use a hallpass for an entire week, you will be awarded 5 pts. Extra Credit.
After-School Help
If you need extra help with the work we are completing in class or have an issue you want to discuss with Ms. Winberg, let her know which afternoon you would like to come after school to speak with her. If you are not here by , Ms. Winberg might not be here, either.
On-line
Your grades will be available for you to view online using the StudentNet system on the school district’s website. The agenda for each day’s class will be available on the class website.
Teacher Contact:
e-mail: TeacherWinberg@gmail.com
website: http://winbergdrama.blogspot.com
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