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1 High School READ! Modules express engage evaluate exhibit Table of Contents MODULE 5: Modern Drama

2 ABOUT THIS MODULE 3 ACADEMIC VOCABULARY 4 REQUIRED MATERIALS 5 EVENT PLANNER 6 MONDAY: NO MORE DRAMA! 7 TUESDAY: LIGHTS CAMERA ACTION! 12 WEDNESDAY: DRAMA IN MOTION 17 THURSDAY: LAW AND ORDER 23 FRIDAY: CULMINATING ACTIVITY: THE PEOPLE'S COURT of 17

3 About This Module By the end of this module members will be able to: Objective Identify various literary concept related to drama and/dramatic works Analyze literature, specifically drama Create and present skit/dramatic monologue Driving Questions Products of the Week 1. What are the most notable dramatic works in American Literature and/english Literature 2. How do literary elements help drive the piece and evoke emotions from the reader/viewer 3. How did authors use drama to influence political and/or pop culture? 1. Advertisement for dramatic production/monologue production. 2. Original piece of drama or realistic interpretation of a famous piece. Community Sharing Event A journey through time Lights, Camera, Action! Members will participate in a Reader s Theater Production of culminating works. Introduction Dramatic Literature has shaped and influenced cultures for many years. For as long as literature has been documented, drama has been at the forefront of the picture. Live works were requested by the aristocracy of England dating back to the 15 th century. 3 3 of 17

4 Academic Vocabulary Word Aside Definition Brief comments by an actor who addresses the audience but is assumed not to be heard by the other characters on the stage Dialogue The lines spoken by the characters Drama Literature written to be performed Dramatic Irony A situation that depends on the audience knowing something that a character has not realized, or on one character knowing something other characters do not know Monologue Extended speech by one character Props short for "properties" Soliloquy Stage Directions Tragedy The pictures, furnishings, historical nuances and so on, that provide the stage's background A speech in which a character, alone on the stage, addresses himself or herself; it is a dramatic means of letting the audience know the character s thoughts and feelings Words in a dramatic script generally italicized that define an actor's (apart from his/her dialogue) actions, movements, attitudes and so forth throughout the play A type of drama as opposed to comedy that depicts the causally related events that lead to the downfall of the protagonist (in classic tragedy this person should be of unusual moral, intellectual or social stature) Unities Rules (originating from Aristotle) that require a dramatic work to be unified in terms of its time, place and action 4 4 of 17

5 Required Materials Note: Facilitator Resource materials and handouts are included on identified websites and should be printed in advance. LCD projector Facilitator Computer with internet access PDF from internet of dramatic work Trifles Each member will have one copy of the play Members will need a computer or smart phones with internet access which will serve as their tool to find local laws Members will serve as Prosecution/Defense reps for Protagonist and Antagonist 2 Teams 5 5 of 17

6 Event Planner Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval. Type of Event on Friday Event Name Who s Invited Readers Theater/Trial The People s Court Club Personnel, Members, Community Supporters Publicity to Use (Circle all that apply, use blank spaces for additional items) Social Media Outlets Personal Invitations Flyer Event Location Display Area for Projects Supplies Needed (Circle all that apply, use blank spaces for additional items) Refreshments (Try to select items that tie into the theme) Gym or Multipurpose Room Walls, Tables Chairs Tables Signs Tape Gavel Task Task Task Task Task Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: Assigned to: Due Date: 6 6 of 17

7 Monday: No More Drama! Monday No More Drama! Warm-up Location Multipurpose Room Estimated Time 10 minutes 1 Discuss the social, political and economic climate of the early 1900 s. 2 Ask members to compare and contrast the circumstances of men and women during this period. Steps to Follow Focus on what accounted for the differences in people s experiences based on their gender. Ask members to consider what factors influenced the experience of and what moved them to advocate for equal rights. Ask members why they think the arts are an effective means through which individuals and groups can express their history, their frustrations and their hopes for the future. Ask them to give contemporary examples. 7 7 of 17

8 Monday Activity No More Drama! Location Computer Lab/Multipurpose Room Estimated Time 1.5 hours Description Members will explore and describe the social and political climate of the early 1900 s particularly Women s Rights Movement and Women s Suffrage. Objective Members will be able to explain the backgrounds of key contributors to the Women s Rights Movement. Members will be able to articulate the Struggles and setbacks women experienced. Members will construct a petition and letter to an official in the legislative branch of American Government demanding the equal or lesser rights of women. What You Need Legal pad Computers with internet access (1 per 2 members); if no computers are present members can use cellular phones to research How to Prepare Watch Judicial Clip from YouTube to familiarize group with judicial procedures Divide large group into two smaller groups Provide: Dictionary and Thesaurus to each group Write the following website on the board: and Steps to Follow 1 Show Explain that equal rights for various groups has been a battle for many years in our democratic government. Explain that women s rights were a movement that took place 40 years before civil rights. Assign each team to represent an affirmative position or negative position. Ask members to use the posted website to research women s rights. 8 8 of 17

9 5 6 Have members research their assigned character and be prepared to understand the legal ramifications in their jurisdiction. Instruct them to create and delineate a clear position, which represents their position. 7 Have members present the petition to the large group. 8 Facilitate discussion/questions as it presents itself. 9 9 of 17

10 Tuesday: Lights Camera Action! Tuesday Activity Lights Camera Action! Location Multipurpose Room Estimated Time 1.5 hours Description Members will examine a short dramatic work to garner interest in live theatre Objective Members will be able to identify literary terms from vocabulary in action. Members will be able to deliver a novice level performance of a dramatic piece of literature. Members will be able to identify the protagonist and antagonist. Members will be able to uncover evidence, which will support their theories of guilt or innocence based on the text. What You Need Copy of Trifles Susan Glaspell Pens, highlighters and notebook paper for each member How to Prepare Have members to review the vocabulary Give members more background about women s rights during the early 1900 s Prepare members to read parts selected Select narrator (instructor) Steps to Follow 1 2 Read Trifles by Susan Glaspell. Members will read their individual parts and the facilitator will serve as the narrator. Allow short discussion breaks after each element (Exposition, Rising Action, Conflict, Climax, Falling Action, Resolution) of 17

11 3 Check for understanding with a Q and A. 4 Have members read the paly in their individual groups a second and third time and then identify the role of each character. 5 Ask members who they believe is responsible for the death Have members remain in two groups to answer the following questions about the document: Who is the guilty party? Was the crime justified? What evidence supports your group s theory? Does the law support your theory (then/now)? Once the analysis is complete, have members return to a large group and share their findings. Focus on the common themes throughout the document. Have members rewrite an alternate version using today s circumstances of 17

12 Wednesday: Drama in Motion Wednesday Activity Drama in Motion Location Multipurpose Room Estimated Time 1.5 hours Description Objective Dramatic literature is one of the most fascinating forms of art known to man to date. When a group of people can illustrate a work to entertain others by using the literary elements the result can be phenomenal. Members will analyze each element in the play Trifles by Susan Glaspell. Members will reread the play and discuss the role of each character and motives. Copy of the text for each member (Print PDF online) Legal pad for each member What You Need How to Prepare Opening discussion regarding domestic abuse, marriage/divorce, male/female gender roles Discussion on the first impressions of the play after first read 1 Review the rights and roles of women in the early 1900 s. Steps to Follow 2 Highlight the importance of mood and tone. 3 Ask members to analyze the roles of the protagonist, antagonist and stock characters. 4 Have members compare and contrast their work in terms of of 17

13 5 6 themes. Have members to select and reread their selected parts, using their own expressions based on their research of gender roles of the time. Allow members to insert various levels of expression in their reading. 7 Have members use their legal pads to jot down notes of 17

14 Thursday: Law and Order Thursday Activity Social Awareness and All that Jazz Location Multipurpose Room Estimated Time: 1.5 hours Description. Objective Members will begin concluding research and findings based on the information provided in the play and cross referencing information provided by their local governing body to put together a case for or against Mrs. Mallard, who is one of the main characters from the one act play Trifles by Susan Glaspell Members will be able to recognize and explore various levels of gender bias. Members will draw conclusions about the legal system, distinguishing its similarities and differences during the 1920s and today. Computer with internet access and speakers Access to the internet (computer lab) What You Need Legal pad Legal dictionary Copy of literary work How to Prepare Review notes from previous readings Explore articles online which focus on gender bias both today and in years past Whole group discussion about assumptions and prejudgments based on the text and time period Steps to Follow 1 2 Discuss instances of bias represented in everyday life (Socratic Seminar). Move into small groups, which will represent one form of bias each (gender, racial, sexual orientation, religious, etc.) of 17

15 3 Allow members to write down as many biases as they can, both biases that they ve witnessed and ones they ve just seen and heard about. 4 Research and find cases where gender bias was litigated. 5 Tell the group about your findings by sharing group by group. 6 7 Return to your affirmative and negative groups and begin forming your case for or against Mrs. Mallard. Ask members to report their findings and be prepared to debate in the People s Court on Friday of 17

16 Friday: The People s Court Friday Activity Culminating Activity: The People s Court Location Auditorium/Large Room Estimated Time 1.5 hours Description Objective Members will read aloud the 1-Act Play Trifles by Susan Glaspell using a reader s theater format. Each member will have a selected part. Afterwards, the two preselected groups will litigate/debate the main character s guilt or innocence. Members will be able to articulate details about literary terms and ideas pertaining to drama. Members will be able to present and debate a case based on gender bias by using evidence found via research and in the provided text. Long Tables Ample chairs/seating to accommodate guests and litigators What You Need Several copies of the Trifles by Susan Glaspell How to Prepare Allow members to select only five key points to use as evidence to debate Select two members from each group to serve as lead litigators; all other members on teams will prepare the best evidence to be presented Provide debate questions: 1. Who should be charged in the death of Mr. Mallard? 2. What evidence suggests this person should be charged? 3. Based on the text, did the perpetrator have a substantial motive to commit murder? 4. What charges should be brought against the perpetrator? 5. Cross examination of 17

17 Steps to Follow Introduce: Each member will introduce themselves and the character they will be portraying. Read/perform: Reader s Theater begins, members will perform the drama. Transition: Members will transition into their teams and take a 15 intermission to prepare. Audience can take a refreshment/restroom break. Debate: Moderator will introduce teams and the topics they will debate. Members will debate five key points previously selected. Moderator will score each topic on a 1-5 scale. Each side will have three minutes to respond to each debate topic using their researched evidence of 17

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation