Non-Fiction Theater: Moment Writing by Robin Doherty

[Non-Fiction Theater: Moment Writing] [English – Grade 12] [Weeks -4-6 weeks] [Researching a Current Event, Writing Original “Moments” and Exploring Playwriting and Human Rights}

Massachusetts Department of Elementary and Secondary Education Page 1 of 14

Table of Contents Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3 Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p. Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p. Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p. Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p. Lesson 3 ………………………………………………………………………………………………………………………………………………….… p. Lesson 3 Resources …………………………………………………………………………………………………………………………………… p. CEPA Overview…………………………………………………………………………………………………………………………..……………… p. CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p. CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p. CEPA Rubric …………………………………………………………………………………………………………………………………………...… p. CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.

Stage 1 Desired Results Massachusetts Department of Elementary and Secondary Education Page 2 of 14

ESTABLISHED GOALS

SL4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. MA3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and

Transfer Students will be able to independently use interviews and research to create an original theatrical moment(s) about a current local issue. T Meaning UNDERSTANDINGS U ESSENTIAL QUESTIONS Students will understandâ&#x20AC;Ś How do events shape a community? How can How non-fiction theater is constructed multi-perspective theater shed light on an Arrangement and editing of text in creation issue or a human right? How do playwrights of drama dramatize non-fiction events? The effects of events on a community and communal perspectives on an event

Massachusetts Department of Elementary and Secondary Education Page 3 of 14

Acquisition

build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). W9

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Students will know… The concept of juxtaposition and Street Scene theater The process of analyzing texts for perspective, dichotomy, juxtaposition Necessary literary devices for analysis (diction, tone, structure) Understanding of Brechtian techniques (Direct Address, Symbolic sets/props, projection, multi-character, etc.)

Students will be skilled at… S Analyzing theatrical non-fiction plays for perspective, argument, and arrangement (The Laramie Project, Elephant Man, No Child…, The Exonerated, etc.) Using multiple sources including interviews to create an original dramatic “moment” about a current issue Reflecting on human rights issues through journaling to build understanding of perspective and dichotomies

Stage 2 – Evidence Evaluative Criteria Content Fulfillment Adherence to assessment instruction Creation of an original “dramatic” moment Evidence of interview process and research Evidence of arrangement, argument, image and perspective

Assessment Evidence CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) Original Dramatic Moment Based on a Researched and Class-Chosen Specific Task

GOAL: Your goal is to research an issue, arrange non-fiction material into a particular perspective, sequence events, images and voices and collaborate with classmates to create original work.

Massachusetts Department of Elementary and Secondary Education Page 4 of 14

Rubric: Format Originality and Focus Appropriate Conventions Arrangement and Image

ROLE: You are a theatrical journalist/playwright (similar to The Tectonic Player) representing a high school drama class AUDIENCE: The target audience is the Malden community as well as your fellow classmates and playwriting collaborators. SITUATION: The challenges involve deciding on a specific perspective(s), conducting interviews and arranging the interview into a theatrical moment that addresses the unified idea of the class play.

Analysis of perspective and dichotomy through discussion and writing Incorporation of details from text in journaling to support understanding

PRODUCT: You will create an original dramatic moment based on interviews/primary sources and stage it in a public performance (reader’s theater style) that includes images and symbolic staging. OTHER EVIDENCE: OE Journaling as an actor/journalist while reading a non-fiction, moment-based play Quiz on appropriate terminology and perspective Student-Run Discussion on issue and text Moments based on teacher-provided interviews and sources

Formatting of moment and evidence of arrangement of interview and source material

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction UNDERSTANDING MOMENTS AND STREET SCENE: Students will be given an introduction to Brecht’s idea of street scene theater and the work of the Tectonic Theater Company. This unit will build off prior units on Boal and Brecht. Students will use improvisation and interviews to create mini-moments. Students will research necessary prior information/background knowledge regarding an issue present in a non-fiction, moment-based play (Matthew Shepard, John Merrick/Victorian England, etc.) READING FOR PERSPECTIVE AND DICHOTOMY: Using The Laramie Project an example, students will read in-class and independently, markingup the text for perspectives and dichotomies. I will instruct students on terminology. Students will practice the concept of interviewing for Massachusetts Department of Elementary and Secondary Education Page 5 of 14

perspectives by brainstorming voices that may be used in creating a play about the Malden High Prom. We will explore diction used by characters and how the perspectives are arranged for dramatic effect. Students will write about perspectives in short responses, journals, and in-class perspectives. Students will perform scenes (Act 3: Moment Snow) to analyze juxtaposition and sotto voce’s effect in dramatizing perspective. Students will view and respond in discussion to source material for the text (photos of John Merrick, videos of the Westboro Baptist Church, etc.). Students will define characters by his/her dichotomies (i.e. Doc O’Conner represents the older generation, an outside voice, while Romaine Patterson represents the younger generation, a local voice) JOURNALING AS A PLAYWRIGHT/ACTOR: While reading the text, students will answer the following essential questions in a journal. They will use these journals for Student-Run Discussion. The essential questions would be: What perspectives do you hear? What are missing? What dichotomies are present? Could this happen here? What voices are most prominent? What argument is created through the arrangement of perspectives and voices? COLLABORATIVE PLAYWRITING: Students will bring in articles related to a local issue. The class will select an issue to explore, determine individuals to interview and potential source materials (articles, city council minutes, blog posts, etc.). Students will be instructed on the formatting of moments (Tectonic Theater Project) and draft moments – first based on teacher provided sources, then on chosen individual. Through discussion and small group work, students will edit and arrange moments to create a multi-perspective play about the current issue. Student’s individual moment will be graded on a rubric. READERS THEATER: Students will work in small groups to stage moments in reader’s theater format. We will explore The Laramie Project, Elephant Man, or American Land to study the concept of juxtaposition and the use of image and direct address. Students will select relevant images to support dramatic moments. Student performance will be scored using a theatrical rubric.

Massachusetts Department of Elementary and Secondary Education Page 6 of 14

Lesson 1 Brief Overview: <type here> Prior Knowledge Required: <type here> Estimated Time: <type here> Resources for Lesson: <List materials needed. Include any necessary documents at the end of this lesson>

Massachusetts Department of Elementary and Secondary Education Page 7 of 14

Content Area/Course: <type here>

Unit: <type here>

Pre-Assessment

Time (minutes): <type here>

Lesson: <type here>

What students need to know and are able to do coming into this lesson (including language needs):

Overview: <type here> By the end of this lesson students will know and be able to: <type here> Essential Question addressed in this lesson: <type here> Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework):

<type here> Information for Teacher <type here> Lesson Sequence <type here> Formative assessment:

Instructional Resources/Tools (list all materials needed for this lesson)

Preview outcomes for the next lesson:

Anticipated Student Preconceptions/Misconceptions

Summative Assessment:

Instructional Model<type here> Instructional Tips/Strategies/Suggestions: Massachusetts Department of Elementary and Secondary Education Page 8 of 14

Resources for Lesson 1 <list materials and any specific documents that follow this page (maps, informational sheets etc)> Instructions for adding resources (delete this section before publishing unit)

* To insert a new page, place cursor at the end of the page and click: Insert>Blank Page * To insert a new page with portrait orientation, place your cursor at the end of the page and click: Page Layout>Breaks>Next Page Insert or type your text or picture then click: Page Layout>Breaks>Next Page Select all of the text on the page you want to be portrait orientation then click: Orientation>Portrait *To remove header for a single page, select the items within the header, right click and select â&#x20AC;&#x153;Cutâ&#x20AC;? *To undo an action, click ctrl/z

Curriculum Embedded Performance Assessments (CEPA) for <insert unit title here>: <Utilizing content in Stage 2 of the Unit Plan, elaborate on connections to standards here>

CEPA Teacher Instructions: <type here>

CEPA Student Instructions: <type here>

CEPA Rubric: <type here>

CEPA documents and other resources needed: <type here and include any other documents needed after this page>