Theater+11

T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Lecture Notes: What is the conflict, spine, genre, plot of the play Reading of the Scene: "Creatures." || HMK: Creating a World For Your Play || Teaching Theater Collaborative Acts Scene Study Book: Roadmap to Success Teaching Theater/Scene: "Creatures," || 1 2 3 4 || Students will be focusing on script analysis at the beginning just as the seniors are, but they are look at it through the perspective of the actor. || Who is Shakespeare? || T-1(9-12) T-2 (9-12) T-3 (9-12) T-4 (9-12) R-10-11 R-10-4 W-10-3 W-10-5 OC-10-1 || Instructed by a list of steps on how to Score the Action of the play as a director.
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/10/10 || Script Analysis || Understanding parts of the script as the actor. || T-1(9-12)
 * 9/13-15/10 || Script Analysis: Scoring the Action of the Script/Who is William Shakespeare || Understanding parts of the script as the actor.

In class discussion about what is the main objective of the entire ten minute piece," Go Look"

Breaking down "Go Look" into beats, objectives, and physical actions that you can express to your cast. Group Work

William Shakespeare Scavenger Hunt || HMK: Character Study

HMK:Scoring the Rest of "GO LOOK." || Teaching Theater Collaborative Acts Scene Study Book: Roadmap to Success Teaching: Scene: "Go Look." Shakespeare 101 || 1 2 3 4 ||  || Introduction to Shakespeare's Hamlet || Students will understand how to score a play and act according to intention and objectives.
 * 9/16/10 || Scoring the Script,

Students will also begin to understand the family tree surrounded by Shakespeare's Hamlet. || T4(9-12)1bd T3(9-12)1a || Continue Scoring the Script and review with the class.

Finish the are you Shakespearienced Scavenger Hunt

Hamlet family tree

Listen to segments of Hamlet || Scavenger Hunt

Participation

HMWK: Did students complete scoring the script assignment. || Hamlet CD of Hamlet performances ||  ||   ||
 * 9/20/10 || Shakespeare and Iambic Pentameter

Readers Theater: Much ADO about Nothing || Students will understand the concept of iambic pentameter in Shakespeare's works.

Investing Readers Theater as another form of theater and how to perform. || T1(9-12)1c || Quiz

Read the Reader's Theater Version of Much Ado

Discussion and lecture on Imbic Pentamter || Quiz on Are you Shakesperienced?

Participation || Readers Theater: Much ADO ||  ||   ||
 * 9/21/10 || Much a Do About Nothing || Students begin reading Act 1 Sc. 1 of Much ADO

Students are introduced to the scene in which they will be performing in as a class project. || T1(9-12)1b T4(9-12)1b || Reading the Script

Review Assignment for Actors Binder

Readthrough of performance scene || Assignments in Actors Binder

Participation || Much ADO About Nothing ||  ||   || T4(9-12)1b || Pre read Much Ado about Nothing Reader's Theater || Participation || Much ADO About Nothing ||  ||   ||
 * 9/22-9/28/10 || Much Ado About Nothing || Students rehearse and understand the Shakespearean language. || T1(9-12)1b
 * 9/29/10 || Much Ado About Nothing || Movie ||  ||   ||   || Video-Much Ado About Nothing ||   ||   ||
 * 10/12/10 || Much Ado About Nothing || Test on Play ||  || Test on Play || Attendance

Test ||  ||   ||   || T4(9-12)1b || Read MacBeth: Discussion on Act One || Participation
 * 10/14/10 || MacBeth || Continue developing an understanding of the Shakespearean language || T1(9-12)1b

HMWK: Have a Shakespearean monologue to perform in class || Macbeth

Begin watching Macbeth Act 1 ||  ||   || T4(9-12)1b || Review Iambic Pentameter with students. Lecture notes Scansion of monologue
 * 10/19/10 || Review Iambic Pentameter for monologues and character || Students will understand the rhythms in their monologue in order to grasp onto intentions in the scene. || T1(9-12)1b

Read Act II of MacBeth

Continue watching movie || HMWK: Scan monologue

Participation || MacBeth...Continue watching the movie ||  ||   || T4(9-12)1b ||  ||   ||   ||   ||   || T4(9-12)1b ||  ||   ||   ||   ||   || T4(9-12)1b ||  ||   ||   ||   ||   || T4(9-12)1b ||  ||   ||   ||   ||   ||
 * 10/20/10 || MacBeth ||  || T1(9-12)1b
 * 10/21/10 || MacBeth ||  || T1(9-12)1b
 * 10/22/10 || MacBeth || Students continue reading MacBeth with Movie || T1(9-12)1b
 * 10/25/10 || MacBeth || Students continue reading MacBeth Act III. Watch the movie || T1(9-12)1b
 * 10/26/10 ||  ||   ||   ||   ||   ||   ||   ||   ||
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 * 11/30/10 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 12/1/10 || Rehearsal for Junior Arts Night. ||  ||   ||   ||   ||   ||   ||   ||
 * 12/2/10 || Rehearsal for Junior Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 12/3/10 || Rehearsal for Junior Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 12/6/10 || Rehearsal for Junior Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 12/7/10 || Rehearsal for Junior Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 12/8/10 || Rehearsal for Junior Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 12/9/10 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 12/13/10 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 12/14/10 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 12/15/10 || Moliere The Playwright || Students begin to understand the playwright Moliere and his style of writing. ||  || Lecture Notes on Moliere

Students begin watching the movie Moliere || Attendance/Participation

HMWK Quiz on Who is Moliere ||  || 1 2 3 4 ||  ||
 * 12/16/10 || Viewing of Moliere the movie ||  ||   ||   ||   ||   ||   ||   ||
 * 12/17/10 || Viewing of Moliere movie ||  ||   ||   ||   ||   ||   ||   ||
 * 12/20/10 || The Miser || Students begin to understand the many satirical topics that Moliere spoof's to show comedy. || T1(9-12)1 b || Begin reading the first act of The Miser

Students are broken up to groups of two, in order to bring the Miser to the stage || Attendance

Participation in Scene work || The Miser ||  ||   ||
 * 12/21/1011 || The Miser || Students begin to understand the many satirical topics that Moliere spoof's to show comedy.

Students apply satirical theater to real life situations. || T1 (9-12) 1b T2 (9-12) 1c,e, || Continuing reading Act 2

Students choose an article to write a satirical scene spoofing a current event || Attendance

Participation in group work. Writing the scene || The Miser

Newspaper ||  ||   || Begin read through || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 2,3 ||  || View Power Point by student to describe the history of Albee himself more thoroughly ||  || Finish read through and separate into casts of four || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance || followed by a discussion on the impact of each group's performance ||  || Casts will perform the developed performance of Edward Albee's "The Sandbox" || Class Participation ||   || 4 ||   || Reading the scenes as a group today, students will begin a peer editing process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  || Reading the scenes as a group today, students will begin a peer editing process ||   || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  ||
 * 2/4 || Introduction to the Syllabus || To review the syllabus ||  || Students will review the syllabus with the instructor and the rules and objectives of the course || Class Participation || Syllabus || 2 ||   ||
 * 2/7 || Begin reading of an abbreviated version of Oscar Wilde's "The Importance of Being Earnest" || To start with Victorian Theatre as a premise for modern theatrical work ||  || Students will read as a group the play and discuss its significance. || Class Participation || "The Importance of Being Earnest" by Oscar Wilde - in brief || 2,3 ||   ||
 * 2/8 || reading of an abbreviated version of Oscar Wilde's "The Importance of Being Earnest" || To finish our reading and discussion of Victorian Theatre ||  || Students will read as a group the play and discuss its significance. || Class Participation || "The Importance of Being Earnest" by Oscar Wilde - in brief || 2,3 ||   ||
 * 2/9 || Interpretation of "The Importance of Being Earnest as it pertains to Victorian English History || Using the Laptop Cart, student will begin researching topics of interest in Victorian English society to use in an MLA format paper ||  || Students will do internet research || Class Participation || Internet resources || 3 || Individual instructor help and direct guidance ||
 * 2/10 || Begin MLA || Begin to assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  ||   ||   ||   ||   || Individual instructor help and direct guidance ||
 * 2/11 || Read "A Florentine Tragedy" by Oscar Wilde and continue MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  ||   ||   ||   || 3,4 || Individual instructor help and direct guidance ||
 * 2/14 || Watching of the first half of the film version of "The Importance of Being Earnest" || Students will watch and take note of the changes placed in the modern version of this play ||  || Notes will be taken || Class Participation || "The Importance of Being Earnest" Film version || 3 ||   ||
 * 2/15 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/16 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/17 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/18 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/2 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/3 || Finish MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/4 || Lecture on Surrealism || Art and theatre history lesson to prepare students for the upcoming study of surreal and absurdist theatre ||  || Take lecture notes
 * 2/4 || Introduction to the Syllabus || To review the syllabus ||  || Students will review the syllabus with the instructor and the rules and objectives of the course || Class Participation || Syllabus || 2 ||   ||
 * 2/7 || Begin reading of an abbreviated version of Oscar Wilde's "The Importance of Being Earnest" || To start with Victorian Theatre as a premise for modern theatrical work ||  || Students will read as a group the play and discuss its significance. || Class Participation || "The Importance of Being Earnest" by Oscar Wilde - in brief || 2,3 ||   ||
 * 2/8 || reading of an abbreviated version of Oscar Wilde's "The Importance of Being Earnest" || To finish our reading and discussion of Victorian Theatre ||  || Students will read as a group the play and discuss its significance. || Class Participation || "The Importance of Being Earnest" by Oscar Wilde - in brief || 2,3 ||   ||
 * 2/9 || Interpretation of "The Importance of Being Earnest as it pertains to Victorian English History || Using the Laptop Cart, student will begin researching topics of interest in Victorian English society to use in an MLA format paper ||  || Students will do internet research || Class Participation || Internet resources || 3 || Individual instructor help and direct guidance ||
 * 2/10 || Begin MLA || Begin to assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  ||   ||   ||   ||   || Individual instructor help and direct guidance ||
 * 2/11 || Read "A Florentine Tragedy" by Oscar Wilde and continue MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  ||   ||   ||   || 3,4 || Individual instructor help and direct guidance ||
 * 2/14 || Watching of the first half of the film version of "The Importance of Being Earnest" || Students will watch and take note of the changes placed in the modern version of this play ||  || Notes will be taken || Class Participation || "The Importance of Being Earnest" Film version || 3 ||   ||
 * 2/15 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/16 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/17 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/18 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/2 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/3 || Finish MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/4 || Lecture on Surrealism || Art and theatre history lesson to prepare students for the upcoming study of surreal and absurdist theatre ||  || Take lecture notes
 * 2/4 || Introduction to the Syllabus || To review the syllabus ||  || Students will review the syllabus with the instructor and the rules and objectives of the course || Class Participation || Syllabus || 2 ||   ||
 * 2/7 || Begin reading of an abbreviated version of Oscar Wilde's "The Importance of Being Earnest" || To start with Victorian Theatre as a premise for modern theatrical work ||  || Students will read as a group the play and discuss its significance. || Class Participation || "The Importance of Being Earnest" by Oscar Wilde - in brief || 2,3 ||   ||
 * 2/8 || reading of an abbreviated version of Oscar Wilde's "The Importance of Being Earnest" || To finish our reading and discussion of Victorian Theatre ||  || Students will read as a group the play and discuss its significance. || Class Participation || "The Importance of Being Earnest" by Oscar Wilde - in brief || 2,3 ||   ||
 * 2/9 || Interpretation of "The Importance of Being Earnest as it pertains to Victorian English History || Using the Laptop Cart, student will begin researching topics of interest in Victorian English society to use in an MLA format paper ||  || Students will do internet research || Class Participation || Internet resources || 3 || Individual instructor help and direct guidance ||
 * 2/10 || Begin MLA || Begin to assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  ||   ||   ||   ||   || Individual instructor help and direct guidance ||
 * 2/11 || Read "A Florentine Tragedy" by Oscar Wilde and continue MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  ||   ||   ||   || 3,4 || Individual instructor help and direct guidance ||
 * 2/14 || Watching of the first half of the film version of "The Importance of Being Earnest" || Students will watch and take note of the changes placed in the modern version of this play ||  || Notes will be taken || Class Participation || "The Importance of Being Earnest" Film version || 3 ||   ||
 * 2/15 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/16 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/17 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 2/18 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/2 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/3 || Finish MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/4 || Lecture on Surrealism || Art and theatre history lesson to prepare students for the upcoming study of surreal and absurdist theatre ||  || Take lecture notes
 * 2/18 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/2 || Continue on MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/3 || Finish MLA || assemble research and write graphic organizers of the MLA paper - reviewing the instructor's guidelines ||  || Research and writing of the assigned MLA format paper || Class Participation || Online research, MLA format guidelines within student agendas, "The Importance of Being Earnest" and "A Florentine Tragedy" by Oscar Wilde || 3,4 || Individual instructor help and direct guidance ||
 * 3/4 || Lecture on Surrealism || Art and theatre history lesson to prepare students for the upcoming study of surreal and absurdist theatre ||  || Take lecture notes
 * 3/7 || Finish Read through || Read through the script "The Sandbox" by Edward Albee
 * 3/8 || Begin rehearsals || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/9 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/10 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/14 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/15 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/16 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/17 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/18 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/21 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/22 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/23 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/24 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/25 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/28 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/29 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/30 || Rehearse performance pieces || Using the script "The Sandbox" by Edward Albee, Students will develop a performance focusing on the character's psychological impact as archetypes in the Jugnian sense ||  || Casts will develop a performance of Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 3,4 || Individual instructor help and direct guidance ||
 * 3/31 || Perform "The Sandbox" by Edward Albee || Using the script "The Sandbox" by Edward Albee, Students will perform focusing on the character's psychological impact as archetypes in the Jugnian sense
 * 4/1 || Write a four paragraph reflection on the job done by one's own performance || Students will reflect on their own personal performance of the Edward Albee piece - "The Sandbox" ||  || Casts will reflect on Edward Albee's "The Sandbox" || Class Participation || Instructor notes - The script "The Sandbox" by Edward Albee || 4 || Individual instructor help and direct guidance ||
 * 4/4 || Begin reading "The Tibetan Book of the Dead" by Jean-Claude Van Itallie || For the unit on cultural theatre students will study and analyze the play "The Tibetan Book of the Dead" by Jean-Claude Van Itallie ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script || 3,4 ||   ||
 * 4/5 || Finish reading "The Tibetan Book of the Dead" by Jean-Claude Van Itallie || For the unit on cultural theatre students will study and analyze the play "The Tibetan Book of the Dead" by Jean-Claude Van Itallie ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script || 3,4 ||   ||
 * 4/6 || Search and find creation or spirit myths from one's own culture || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/7 || Lecture on Morality Plays || Students will learn examples of modern takes of medeival morality play myths ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/8 || Search and find creation or spirit myths from one's own culture || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/11 || Begin cultural power point || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/12 || Work on Cultural PPT || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/13 || Work on Cultural PPT || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/14 || Work on Cultural PPT || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/15 || Work on Cultural PPT || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/25 || Work on Cultural PPT and script || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process ||  || Investigate culturally based theatre in modern context || Class Participation || Instructor notes and the script as well as personal investigation and laptop carts || 3,4 ||   ||
 * 4/26 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 4/27 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 4/28 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 4/29 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 5/2 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 5/3 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 5/4 || Work on Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 5/6 || Present Cultural PPT and script with a primary readthrough of scripts || Students will search out their own heritage in order to track down the primal myths of the culture from whence they originated in order to write a scene and present a power point on the process
 * 5/7 || Introduction of Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Begin the brainstorming process of what thematically is required to create a surreal piece of multi media, multi dimensional work of theatre ||   || Instructor notes and the script as well as personal investigation and laptop carts and copies of student scripts. || 3,4 ||  ||
 * 5/9 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Create the scripting and concept for a multi-media performance art piece ||   ||   ||   ||   ||
 * 5/10 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Create the scripting and concept for a multi-media performance art piece ||   ||   ||   ||   ||
 * 5/11 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Create the scripting and concept for a multi-media performance art piece ||   ||   ||   ||   ||
 * 5/12 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Create the scripting and concept for a multi-media performance art piece ||   ||   ||   ||   ||
 * 5/13 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Create the scripting and concept for a multi-media performance art piece ||   ||   ||   ||   ||
 * 5/16 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Concepts due, begin scripting for the multi-media performance art piece ||   ||   ||   ||   ||
 * 5/17 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Work on scripting for multi-media performance art piece ||   ||   ||   ||   ||
 * 5/18 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Work on scripting for multi-media performance art piece ||   ||   ||   ||   ||
 * 5/19 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Work on scripting for multi-media performance art piece ||   ||   ||   ||   ||
 * 5/20 || Performance and and Multimedia theatre

Stage one of the theatre final || Students are introduced to the use of tech media inside of performance in the form of monologues that employ several different means to tell a surreal story ||  || Work on scripting for multi-media performance art piece ||   ||   ||   ||   ||