3rd Hour Drama 1-2-3rd Hour Assignments
- Instructor
- Mr. Dominic Guerriero
- Term
- 2020-2021 School Year
- Department
- ELA
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
A Whole New World (homework)
Follow the instructions on the document. Let me know if you have any questions!
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CO: SWD: creation of unique and well-constructed fictional worlds by devising new, but constant, laws of physics and society.
LO: SW: write to elaborate on their choices in their fictional world using the phrase, "I chose to include ___________ in my fictional world because..."
Vocab: World-building, Genre
Standards: ART.T.II.HS.3
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CO: SWD: creation of unique and well-constructed fictional worlds by devising new, but constant, laws of physics and society.
LO: SW: write to elaborate on their choices in their fictional world using the phrase, "I chose to include ___________ in my fictional world because..."
Vocab: World-building, Genre
Standards: ART.T.II.HS.3
Due:
The Impact of Films (homework)
Follow the Instructions on the document! Let me know if you have any questions!
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CO: SWD: analysis of culturally impactful films by researching the specific cultural shifts that occurred after the release of five specific films.
LO: SW: write to recount important cultural shifts related to film releases using the phrase, "Because of the release of _________, society changed in that it..."
Vocab: Rave Review, Pan, Pull Quotes
Standards: ART.T.IV.HS.1
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CO: SWD: analysis of culturally impactful films by researching the specific cultural shifts that occurred after the release of five specific films.
LO: SW: write to recount important cultural shifts related to film releases using the phrase, "Because of the release of _________, society changed in that it..."
Vocab: Rave Review, Pan, Pull Quotes
Standards: ART.T.IV.HS.1
Due:
Who Am I? (homework)
Follow the instructions on the document! Let me know if you have any questions!
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CO: SWD: analysis of their personal goals, paths, and identities by determining what others want for them and what they want for themselves.
LO: SW: Orally reflect upon the different directions that they're being pulled in life using the phrase: "What my teachers want for me is _____________, but what I want for myself is..."
Vocab: Identity, method acting, bildungsroman
Standards: ART.T.III.HS.9
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CO: SWD: analysis of their personal goals, paths, and identities by determining what others want for them and what they want for themselves.
LO: SW: Orally reflect upon the different directions that they're being pulled in life using the phrase: "What my teachers want for me is _____________, but what I want for myself is..."
Vocab: Identity, method acting, bildungsroman
Standards: ART.T.III.HS.9
Due:
I Am vs. I Want (homework)
Follow the instructions on the document! Let me know if you have any questions!
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CO: SWD: understanding of types of songs found in musicals by classifying various Broadway songs as either "I Want" or "I Am"
LO: SW: write to defend their choice of song type using the sentence stem: "This is a ________ song because the lyrics show..."
Vocab: I Want song, I Am song, musical theatre, principal character, chorus
Standards: ART.T.IV.HS.4
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CO: SWD: understanding of types of songs found in musicals by classifying various Broadway songs as either "I Want" or "I Am"
LO: SW: write to defend their choice of song type using the sentence stem: "This is a ________ song because the lyrics show..."
Vocab: I Want song, I Am song, musical theatre, principal character, chorus
Standards: ART.T.IV.HS.4
Due:
Character Development Assignment (homework)
Follow the instructions on the document. Let me know if you have any questions!
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CO: SWD:
application of their understanding of characters by brainstorming, outlining,
and creating an original character whom they will return to throughout the rest
of the semester
LO: SW:
write to reflect upon their character, and consider his/her needs, wants and
traits using the phrase, “My character should be _________ because __________.”
Vocab: internal traits, external traits, characterization, protagonist
Standards: ART.T.II.HS.2
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CO: SWD:
application of their understanding of characters by brainstorming, outlining,
and creating an original character whom they will return to throughout the rest
of the semester
LO: SW:
write to reflect upon their character, and consider his/her needs, wants and
traits using the phrase, “My character should be _________ because __________.”
Vocab: internal traits, external traits, characterization, protagonist
Standards: ART.T.II.HS.2
Due:
Props to You (homework)
Follow the instructions on the document. Let me know if you have any questions!
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CO: SWD: understanding of the purpose of props to a successful theatrical production by outlining appropriate props that would work in myriad settings
LO: SW: orally elaborate on their prop choices using the phrase, "I chose to include _______ as a prop in this setting because..."
Vocab: hand prop, decorative prop, set prop, props master
Standards: ART.T.II.HS.3
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CO: SWD: understanding of the purpose of props to a successful theatrical production by outlining appropriate props that would work in myriad settings
LO: SW: orally elaborate on their prop choices using the phrase, "I chose to include _______ as a prop in this setting because..."
Vocab: hand prop, decorative prop, set prop, props master
Standards: ART.T.II.HS.3
Due:
You're A Monster! (homework)
Follow the instructions on the document! Let me know if you have further questions!
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CO: SWD: application of makeup designing skills by creating and drawing different styles of stage makeup on blank figures to fit different story criteria
LO: SW: orally explain their creative choices regarding their makeup choices the stem, “I chose to use _______ for this character because _______.”
Vocab: straight makeup, character makeup
Standards: ART.T.II.HS.4
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CO: SWD: application of makeup designing skills by creating and drawing different styles of stage makeup on blank figures to fit different story criteria
LO: SW: orally explain their creative choices regarding their makeup choices the stem, “I chose to use _______ for this character because _______.”
Vocab: straight makeup, character makeup
Standards: ART.T.II.HS.4
Due:
Type III: My Royal Introduction (homework)
Follow the instructions on the document! Email me if you have any questions!
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SWD: application of costume designing skills by researching and describing appropriate attire to wear in a specific social situation
SW: orally explain their creative choices regarding their costume design using the stem, “I chose to use _______ for my design because _______.”
Vocab: Silhouette, costume plot, acquisitions list
Standards: ART.T.II.HS.4
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SWD: application of costume designing skills by researching and describing appropriate attire to wear in a specific social situation
SW: orally explain their creative choices regarding their costume design using the stem, “I chose to use _______ for my design because _______.”
Vocab: Silhouette, costume plot, acquisitions list
Standards: ART.T.II.HS.4
Due:
Designing my Dream Home (homework)
Follow the instructions on the document, and let me know if you have any questions!
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CO: SWD: application of sets and set design by drafting different sets for provided and original set pieces
LO: SW: orally justify their decisions to classmates and the teacher using the stem, “the reason I designed the room like this is because ____________.”
Vocab: Set piece, Box set, Unit set, Flat
Standards: ART.T.III.HS.4
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CO: SWD: application of sets and set design by drafting different sets for provided and original set pieces
LO: SW: orally justify their decisions to classmates and the teacher using the stem, “the reason I designed the room like this is because ____________.”
Vocab: Set piece, Box set, Unit set, Flat
Standards: ART.T.III.HS.4
Due:
Humor Presentation (in-class presentation)
Be prepared to share with the rest of the class the type of humor you think is the funniest. You’ll give a short explanation about why you think the type you chose is the funniest. Also be prepared to share an example of this type of humor (this can be a video clip, a joke, a story, etc.). Your example must be high school appropriate! Make sure you choose one of the types of humor found in the "9 TYPES OF HUMOR PRESENTATION."
Due:
Humor Presentation (in-class presentation)
Be prepared to share with the rest of the class the type of humor you think is the funniest. You’ll give a short explanation about why you think the type you chose is the funniest. Also be prepared to share an example of this type of humor (this can be a video clip, a joke, a story, etc.). Your example must be high school appropriate! Make sure you choose one of the types of humor found in the "9 TYPES OF HUMOR PRESENTATION."
Due:
The Tragic Flaw (homework)
Follow the instructions on the document! Email me if you have any questions!
Due:
Directing the Monologue (homework)
Use your skills as a director to stage every aspect of a performance monologue. Follow the instructions on the document for clearer details!
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CO: SWD: application of directorial skills by developing a creative vision for a dramatic monologue, focusing on all aspects of the production process
LO: SW: orally explain their directorial creative choices using the phrase, "I think that the (lights, sound, makeup, etc.) should look ____________ because..."
Vocab: Director, prompt, makeup, props, costume
Standards: ART.T.II.HS.4
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CO: SWD: application of directorial skills by developing a creative vision for a dramatic monologue, focusing on all aspects of the production process
LO: SW: orally explain their directorial creative choices using the phrase, "I think that the (lights, sound, makeup, etc.) should look ____________ because..."
Vocab: Director, prompt, makeup, props, costume
Standards: ART.T.II.HS.4
Due:
Midyear Checkpoint (homework)
Follow the instructions on the document!
Due:
Casting Myself! (classwork/homework)
Follow the instructions on the document!
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CO: SWD: application of casting skills by modeling the work of a casting director by casting a real-world actor to star in a stage play about their own (the students') life.
LO: SW: write to explain their creative choices concerning their preferred actor using the stem, "I chose to cast ________________ as myself because..."
Vocab: cast, ensemble, director
Standards: ART.T.III.HS.1
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CO: SWD: application of casting skills by modeling the work of a casting director by casting a real-world actor to star in a stage play about their own (the students') life.
LO: SW: write to explain their creative choices concerning their preferred actor using the stem, "I chose to cast ________________ as myself because..."
Vocab: cast, ensemble, director
Standards: ART.T.III.HS.1
Due:
Which Monologue to Choose? (classwork/homework)
Follow the directions on the document!
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CO: SWD: analysis of monologues by deconstructing different monologues based on required emotional delivery and personal preference, determining which would be best to perform
LO: SW: orally reflect on their personal preferences for monologues using the stem, "I feel most comfortable performing _______________________ because..."
Vocab: Monologue, delivery, memorization
Standards: ART.T.I.HS.2
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CO: SWD: analysis of monologues by deconstructing different monologues based on required emotional delivery and personal preference, determining which would be best to perform
LO: SW: orally reflect on their personal preferences for monologues using the stem, "I feel most comfortable performing _______________________ because..."
Vocab: Monologue, delivery, memorization
Standards: ART.T.I.HS.2
Due:
Survey-Midterm Info
Due:
Type III: Formatting a Play (classwork/homework)
Follow the instructions on the document. You'll be writing a scene focusing on dialogue and stage directions and formatting for a play. Make sure to follow the FCAs to receive full credit! Also, make sure the first draft is done by Wednesday morning so that we can peer-edit during class!
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SWD: application of playwrighting skills by correctly formatting a sample script following relevant FCAs in a Type III paper
SW: write to demonstrate understanding of proper formatting techniques for a script using the phrase, "for stage directions, I should use __________________ because..."
Vocab: dialogue, stage directions, dramatis personae
Standards: ART.T.III.HS.3
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SWD: application of playwrighting skills by correctly formatting a sample script following relevant FCAs in a Type III paper
SW: write to demonstrate understanding of proper formatting techniques for a script using the phrase, "for stage directions, I should use __________________ because..."
Vocab: dialogue, stage directions, dramatis personae
Standards: ART.T.III.HS.3
Due:
Memorizing Lines Notes (classwork/homework)
Fill out the information on this paper using the source that Mr. G. provides in class
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CO: SWD: understanding of memorization techniques by restating useful tips and tricks practiced by professional and amateur actors when memorizing lines
LO: SW: write to paraphrase several memorization tips and tricks using the phrase, "The most helpful memorization technique for me is ________________ because..."
Vocab: Memorization, Line, Cue
Standards: ART.T.IV.HS.5
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CO: SWD: understanding of memorization techniques by restating useful tips and tricks practiced by professional and amateur actors when memorizing lines
LO: SW: write to paraphrase several memorization tips and tricks using the phrase, "The most helpful memorization technique for me is ________________ because..."
Vocab: Memorization, Line, Cue
Standards: ART.T.IV.HS.5
Due:
Stage Directions Grid (Classwork)
Fill out the blank spots in this grid as Mr. G. presents the information regarding stage directions. If you didn't attend class on the day of lecture, use the information from the "Stage Directions" slideshow to fill in the grid.
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CO: SWD: understanding of stage directions and related ideas by categorizing specific terms based on unique criteria
LO: SW: write to sequence different areas of the stage using content-specifc words such as upstage and downstage
Vocab: upstage, downstage, center stage, stage right, stage left, blocking
Standards: ART.T.I.HS.1
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CO: SWD: understanding of stage directions and related ideas by categorizing specific terms based on unique criteria
LO: SW: write to sequence different areas of the stage using content-specifc words such as upstage and downstage
Vocab: upstage, downstage, center stage, stage right, stage left, blocking
Standards: ART.T.I.HS.1
Due:
The Stage is the Thing (Group Performance)
Collaborate with your teammates to make the most convincing argument about why your type of stage is the best type of stage!
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CO: SWD: application of knowledge of various stage types by embodying a persuasive persona to sell the superiority of their assigned stage type
LO: SW: Orally recount positive aspects of their stage and negative aspects of other stages using the phrase, “the ________ stage is the best type of stage because…”
Vocab: Arena, Proscenium, Thrust, Traverse, Ensemble, Collaborate
Standards: CCSS.ELA-LITERACY.RI.9-10.3
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CO: SWD: application of knowledge of various stage types by embodying a persuasive persona to sell the superiority of their assigned stage type
LO: SW: Orally recount positive aspects of their stage and negative aspects of other stages using the phrase, “the ________ stage is the best type of stage because…”
Vocab: Arena, Proscenium, Thrust, Traverse, Ensemble, Collaborate
Standards: CCSS.ELA-LITERACY.RI.9-10.3
Due:
Types of Stages and Terminology (Notes)
Fill out these notes as Mr. G. goes through the slideshow presentation!
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CO: SWD: understanding of various types of stages by categorizing them based on audience interaction and potential sets
LO: SW: Write to recount stage specifics using the frame “this stage is _________ because there are audience members on ______ sides”
Vocab: Arena, Thrust, Proscenium, Traverse Stage
Standards: CCSS.ELA-LITERACY.RI.9-10.3
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CO: SWD: understanding of various types of stages by categorizing them based on audience interaction and potential sets
LO: SW: Write to recount stage specifics using the frame “this stage is _________ because there are audience members on ______ sides”
Vocab: Arena, Thrust, Proscenium, Traverse Stage
Standards: CCSS.ELA-LITERACY.RI.9-10.3
Due:
Writing Prompt #3
Please make sure to reach the word count requirement!
Due:
Writing Prompt #2 (Homework)
Please make sure to write at least 100 words!
Due:
Sensory & Emotional Recall (Homework)
Follow the instructions on the document. Make sure to email me if you have any questions!
Due:
Chapter One Questions
Answer the questions in the document to the best of your ability using the information from the Chapter One Notes
Due:
Writing Prompt #1
Complete this writing prompt following the instructions on the paper. Don't forget to use the SAMPLE WRITING PROMPT if you become confused. This will be your first graded assignment!
Due:
Tell Me About Yourself!
Follow the Directions on the Slideshow!