Course: Theatre 2 Middle School Unit: Theatre History and Culture

Week, Essential Objective(s) Activities Homework (if

Day Question(s) any)

What makes -Examine their prior -Warmups

W1 D1: responsible theatre history -Check in
Refresh: storytelling knowledge -Poster Dialogue:
What Is What Do We
Theatre Remember? (Words
History we associate with N/A
theatre history)
-Closer

W1 D2 What makes examine their prior -Warmups/check in N/A

Refresh: responsible theatre history - Group timeline
What Is storytelling knowledge activity (linear, euro
Theatre centric)
History -Group timeline
activity
(multi-faceted)
-Discussion: How did
the two timelines
differ? What did we
notice
-Wrap up
 W1 D3 What makes examine their prior -Warmup/check in N/A
Refresh: responsible theatre history -Importance of
What Is storytelling knowledge Representation:
Theatre Process Drama
History -Discussion over
experience, relation
to theatre history
-Wrap up

W2 D1: How can Argue the importance -Warmup/check in N/A

Intro to theatre be of theatre as a social -Watch: “The Danger
Theatre used as a tool tool of a Single Story”
of the or an outlet? (TED Talk)
Oppresse -Discussion
d -Closer look at
Cannon/Problematic
Play assignment
-Wrap up

W2 D2: How can Argue the -Warmup/check in N/A

Intro to theatre be importance of theatre -Lecture/discussion:
Theatre used as a tool as a social tool What is theatre of the
of the or an outlet? oppressed
Oppresse -Wrap Up
d

W2 D3 How can Argue the -Warmup/check in N/A

Intro to theatre be importance of theatre -Review last class
Theatre used as a tool as a social tool materials
of the or an outlet? -Games that cover
Oppresse material:
d https://organizingforp
ower.files.wordpress.
com/2009/03/games-t
heater-of-oppressed.p
df
-Discussion
 -Wrap Up

W3 D1 What is the Paraphrase the -Check in/Warmups N/A

Role of relationship origins and use of -Lecture/Discussion:
Theatre between anti performance as a anti Harlem Rennisance
and Race racism and racism practice -Wrap up
theatre of the
opressed?

W3 D2 What is the Paraphrase the -Check in/warmups N/A

Role of relationship origins and use of -Lecture/discussion:
Theatre between anti performance as a anti Chicanx theatre, “El
and Race racism and racism practice Teatro Campesino”
theatre of the -Wrap Up
opressed?

W3 D3 What is the Paraphrase the -Check in/warmups N/A

Role of relationship origins and use of -Modern day: Race
Theatre between anti performance as a anti Based perfromace
and Race racism and racism practice short lecture
theatre of the -10 word elevator
opressed? pitch on a modern
day group/research
-Wrap Up

W4 D1: What is the Paraphrase the -Check in/warm ups N/A

Role of relationship origins and use of -Lecture/discussion:
Theatre between performance as a Queer performance
in gender/sexual lgbtq/feminist (Drag, ACT UP, ect.)
Gender/S ity and practice -Wrap UP
exuality theatre of the
opressed?
 W4 D2 What is the Paraphrase the Check in/warm ups N/A
Role of relationship origins and use of -Lecture/discussion:
Theatre between performance as a Female
in gender/sexual lgbtq/feminist empowerment/femini
Gender/S ity and practice st theatre
exuality theatre of the -Wrap UP
opressed?

W4 D3 What is the Paraphrase the -Check in/warmups N/A

Role of relationship origins and use of -Modern day:
Theatre between performance as a Gender/sexuality
in gender/sexual lgbtq/feminist perfromace short
Gender/S ity and practice lecture
exuality theatre of the -10 word elevator
opressed? pitch on a modern
day group/research
-Wrap Up

W5 D1 How does Collaborate on an -Check in/warmups N/A

USING learning original performance -Discussion: What
OUR about history protest piece have we learned so
VOICES change the far (Exploding atom)
way we create -Intro assignment
art? -Groups: Decide
theme
-Short pitch for
theme/get teacher
approval
-Wrap up

W5 D2 How does Collaborate on an -Check in/warm up N/A

USING learning original performance -Student work day
OUR about history protest piece -Wrap up
VOICES change the
way we create
art?
 W5 D3 How does Collaborate on an -Check in/warm up N/A
USING learning original performance -Student work day
OUR about history protest piece -Last 20 mins:
VOICES change the Performaces for
way we create small groups
art? w/critique
-Wrap up

W6 D1: How does Collaborate on an -Check in/warm up N/A

Using learning original performance -Students edit
Our about history protest piece work/finalize product
Voices change the -Wrap up
way we create
art?

W6 D2: How does Collaborate on an -Check in/warm up N/A

Using learning original performance -Performace day 1
Our about history protest piece -Discussion
Voices change the -Wrap up
way we create
art?

W6 D3: How does Collaborate on an -Check in/warm up N/A

Using learning original performance -Performace day 2
Our about history protest piece -Discussion
Voices change the -Wrap up
way we create
art?
 Create Your Own Origin Story
For this assignment, you will be creating a 1 min. retelling the story of one of the
following:
● How you started theatre
● How you got your name
● How you made you friends/found your social group.
The story can be told as an oral story-read outloud, a short video/tiktok, or a series of
drawings/pictures

THINGS TO CONSIDER: While telling this story, you should think of at least one metaphor or
lesson this story is telling. What characters exist in the story? What can we add to make the
story more of a fantasy rather than a retelling of facts?

DEADLINE: YOU WILL HAVE ONE AND A HALF CLASS PERIODS TO WORK ON THIS. WE
WILL BE PRESENTING IN CLASS.

RUBRIC: Grading Criteria Checklist (Points/30)

Was your story submitted by the deadline? (5)
Did it meet the time limit? (5)
Is the story ppropriate for school? (5)
Did you use class time wisely? (5)
Were you expressive with your face and body? (5)
Did you include at least one of the things to consider? (5)

Staging Your Own Theatrical Protest

For this assignment you will be working in groups to create a theatrical protest over an
issue happening at school, based off the material we have covered in the past week. (For
example: anti bullying, dress codes, fine arts funding) This performance can take place as one
of the following formats:
● Movement piece
● Short staged play scene
● Poem/song
● Other: ask teacher first
Each piece must:
● Be 2-3 minutes
● Include EVERYONE in the group
● Have a teacher approved theme
This assignment will be broken up over a week and a half with different due dates for each
section:
Mon: Decide Issues with group, turn in for teacher approval
Wed: Work day
Fri: Turn in draft/peer reviews
 Mon: Editing workday
Wed: Final performance day 1
Friday: Final Performace day 2

Students will be graded on:

Collaboration with peers that is supportive and efficient
Completed a performance that is school appropriate
Peer edits/response to critique
Continuity with theme - Your project is cohesive with the theme
Presentation of performance.

________ /25
 Decolonizing Theatre History Lesson Plan

Description: Reviewing the story of La Llorona and comparing and contrasting this
story, and other myth/origin stories to the student’s previous understanding of theatre
history in a theatre 2 middle school classroom setting. These students have a basic
knowledge of what theatre history is, as well as having previously explored Greek and
Western stories. In this particular lesson, we’ll be focusing on Mexican culture and the
origins of theatre through narratives passed down through the history of Black,
Indigenous, and People of Color (BIPOC) communities.

Subject Matter: Multiculturalism, mental health, colonization, deconstructing

prominently white narratives, exploring myths from Mexican culture

Rationale: This lesson is important because it teaches students to think critically about
the origins of the material they are engaging with and provides a space for a
conversation on which communities are being silenced and which are given a platform.
It will also teach theatre 1 students about Mexican culture, and the creation of theatre
through multi-generational myth stories.

Materials Needed: Instructor will need access to a whiteboard, a copy of the La

Llorona story from the anthology Drama of Color by Johnny Saldana.

TEAKS: 4A demonstrate knowledge of theatre as a reflection of life in particular times,

places, and cultures
4B explore the relevance and influence of theatre heritage and dramatic texts on
the student's daily life

Objectives: By the end of this lesson, students will be able to…

· Summarize the story of La Llorona
· Compare and contrast the role empathy plays in western
theatre versus stories from BIPOC communities
· Discuss the history and the role storytelling and theatre plays
in different communities

Lesson
Preset: Prior to the lesson, the instructor should have access to the La Llorona story.
When students enter the class, the instructor should have a slide detailing the history of
colonization in history.

Activities and Timeframe:

Intro/Story of My Name activity

Start class by encouraging student participation, saying, “Today’s class is going
to be a lot more rewarding if you are participating.” Begin offering the prompt: What is
the story of a nickname you have? If you have an answer go ahead and raise your
hand.” Invite students to share out loud.

Transition
Bring student attention to the diversity and backgrounds shared through
nicknames, also point out that by sharing our nicknames we have a better
understanding of who people are and link this to the idea of origin stories. Then prompt:
“Today we are going to discuss the idea of origin stories AS a form of theatre, and we
are going to begin by learning about decolonization.” .” “Who are some ppl you’ve
learned about thus far?” Bring Bring up slide on what decolonization is and why it is
important, as well as the slide on theatre history and the focus on empathy in
non-western stories. Then ask the prompt, “Does anyone know the story La Llorona?
We are going to be exploring that today.”
REFLECTION QUESTIONS: “what are some of ways you’ve seen this in your own life

La Llorona
READ LA LLORONA STORY

Transition
Teacher will give the prompt, “Okay, so now we are going to play a game. I am
going to act in the role as the mayor of this town who has called a meeting about how
we can help Luisa before she dies. I would like all of you to act as if you are people in
the town or people who knew Luisa personally: you can act as doctors, therapists,
friends, neighbors.. You will have 20 seconds to decide who you are.”

La Llorona Town Hall

Teacher will introduce the townhall acting in role as the mayor, giving the prompt,
“hello people of the town! I am so glad you all have made it to our meeting today! It is
clear Luisa is going through a very hard time, what do you think we could do to help
her?” Begin to call out students by their “profession.” As students respond, provide
additional questions based of their answers. Close up the discussion by giving the
prompt, “thank you all for sharing and taking the time to care about Luisa’s mental
health. I think this is just what she needs. Remember to give these to yourself as well.”

Closing:

Teacher will invite students up to a white board and ask students to write down one
word that comes to mind when they think about theatre history. Teacher will share out
the responses.

Contingencies:
If behind on time, the town hall can be changed to anothe white board prompt and
added to the closing activity. If too far ahead on time, an extension activity can be added
where students are asked to complete the prompt, “______ it made me think” by
sharing an activity that made them think and then popcorn calling on another member of
the class