Teacher: Mr.

McGroarty
Subject: Introduction to Theater (various grade levels)
Materials needed: Notebooks and ourselves!
Essential Question: Why is conflict necessary in drama?

Specific Learning Targets:

● Students will be able to perform a short scene in which an objective, obstacle, and conflict
are apparent.
● Students will be able to identify and briefly describe the objective, obstacle, and conflict of
their classmates’ scenes.
● Students will be able to reflect on and discuss the importance of conflict in drama (and
other narrative forms).

Content Vocabulary:
● objective: a character’s goal or intention
● obstacle: something preventing (“getting in the way of”) the character from achieving his or
her objective
● conflict: the opposition of persons or forces giving rise to dramatic action in a play

VAPA Standards: ELA Standards: ELD Standards:

1.0 Artistic Perception
1.1 Vocabulary of Theater
1.2. Comprehension / Analysis
2.0 Creative Expression
2.1 Acting Choices
2.2 Write Scenes
2.3 Perform Scenes
5.0 Connections
5.1 Describe Applications
CCSS.ELA-LITERACY.RL.9-10.4 I.A.1-4 (Collaborative)
CCSS.ELA-LITERACY.W.9-10.10 I.B.5,8 (Interpretive)
CCSS.ELA-LITERACY.SL.9-10.1 I.C.12 (Productive)
CCSS.ELA-LITERACY.SL.9-10.6 2.C.6-7 (Connect Ideas)
CCSS.ELA-LITERACY.L.9-10.1
CCSS.ELA-LITERACY.L.9-10.6

Modifications/Scaffolds/Supports:

ELL: Visual representations of vocabulary; may write vocabulary words only; may create a nonverbal scene
or perform scene in home language; pair ELLs strategically with most supportive classmates

SPED: Absolute silence/stillness not required for opening focus exercise; tactile objects may be held if
needed; may perform scene nonverbally if necessary; if unable to perform, may “discuss” concepts with
teacher

GATE: Mature student may be able to lead opening focus exercise; may want to memorize and polish a
scene with additional direction for performance later in the week; may rehearse sample scene with teacher
ahead of class
SECTION WHAT THE TEACHER DOES: WHAT THE STUDENTS DO: MATERIALS:

ENSEMBLE Non-verbally reminds students to place Place phones in pocket chart. Have
CIRCLE phones in pocket chart. Stand in circle. notebooks
5 MINUTES nearby.
Models opening mindfulness. Offers Pay attention to sensations,
simple verbal cues if needed.Leads thoughts, sounds, body in space.
physical / vocal warm-up. Follows physical / vocal warm-up.
“DO NOW” Directs students’ attention to learning Write essential question and lesson Notebooks
5 MINUTES targets, essential question, vocabulary. vocabulary in notebooks.
INSTRUCTION HOOK: What’s an example of conflict in Participate in discussion, offer Notebooks
6 MINUTES our lives? Can you think of something you feedback, take notes, etc.
really wanted to do over the summer?
(etc.)
TASK: Sketch / improvise a short scene
that shows you trying to convince your
parents to let you do something.
MODEL: (see below)
REHEARSAL Circulates space to coach, monitor Sketch and rehearse scenes. Notebooks
15 MINUTES progress, and engage students in Discuss with teacher as needed.
discussion.
PERFORM. Encourages all partnerships to perform! Perform scenes. Notebooks
12 MINUTES Secretly directs a few students not to Jot down notes / observations: What
engage in conflict with partner. happens when conflict is absent?
REFLECTION PROMPT: How does understanding Respond in writing to reflection Notebooks
5 MINUTES conflict help us to be theater professionals prompt.
or other professionals? (Other jobs?)
ENSEMBLE Leads closing meditation. “Shake it off.” Stand in circle for quiet focus time
CIRCLE “What happens in rehearsal stays in before continuing on with the day!
3 MINUTES rehearsal.” (Dismissal) (Retrieve phones on the way out.)

Formative assessment (clipboard): group discussion, informal questioning, notebook check

Summative assessment: (Schoology rubric): 1 to 4 “mastery” scale

 Objective / Objetivo Obstacle / Obstáculo Conflict / Conflicto
“I want to…” / “Yo quiero que…”

Sample scene sketch

Student: Hey, mom, me and Leo are gonna go to the Santa Monica Pier right now, OK?

Parent: Why do you have to go way over there? What’s over there?

Student: I dunno. Just stuff. We’re just gonna hang out and do stuff.

Parent: What? I don’t think so. Don’t you have homework?

Student: It’s summer!

Parent: So? You s ll have stuff to do. You have to clean up around here. And then you have to
watch your brother ‘cause I have to go to work.

Student: Oh hell no.

Parent: Don’t talk to me like that. Plus, do you even have any money? How you even gonna get
over there?

Student: OK, sorry. Look, if I promise, promise, promise to clean up when I get back, can I just
go for like a li le while?

Parent: With what money?

Student: Can’t I get like ten bucks?

Parent: Oh hell no!