Unit+II+ Realism

By the end of this lesson students will be able to: || Lesson || Resources || Homework ||  || The Crucible || Elements of the plot ||  || * Recognize the structure of a piece (beginning, middle and an end) Setup/ confrontation / resolution
 * Week || Unit II || Lessons Name ||  || Learning Objectives
 * 3 || Realism

Breathing, notice the process, (inhale-beginning-abnea middle- end apnea) Tossing a ball (same process) THEORY This cycle is repeated in all actions, is the structure of a play. Review on relationship between character/thought/action CONSOLIDATION Watch extracts of the movie. What must happen at the beginning of a story? What most happen at the middle? PLENARY Groups, tell the story so far in 4 still images. || 1) Extracts of the movie 30 mins. 2) Worksheet on characters of the play. || 2 Choose a character and write it’s train of thought, How does he/she explain the situation? why does he/she make those decisions? / ACT II worksheet ||  || Jumbled up plot of Modern Tragedies (Inception, Forrest Gump, Toy Story)Examples of Peripetia and Anagnorisis in Modern Tragedies. THEORY Peripetia is the moment where the story takes a turn, the situation changes. Turning Point Anagnorisis is the moment of reflection, where the audience or the character has an insight/introspection. CONSOLIDATION Review beginning of the film. Predictions on how it’s going to end. Finish watching the Film. Discover these two elements. PLENARY Write what the Tragic Hero realizes at the end. What do you realize at the end of this film? ||  || 1)Worksheet on modern tragedies MOVIES... WHAT ARE THEY ABOUT... WHATS THE MOMENT WHERE DESTINY CHANGED.
 * Understand the importance of character to follow the progression of the story || STARTER
 * ^  ||^   || Peripetia and anagnorisis. Tragic Hero || * Recognize the moments where the story changes. (the moment when a)
 * Relate the actions in plot to character and thought || STARTER

2)EXTRACTS OF MOVIE. ||  || Objective and super-objective || * Define objective and Super-objective. Review Homework. In groups discuss the decisions of the characters. How did the change the story. THEORY Decisions/strategies/motivation are what define an action. An action is a movement with purpose. Objective springs from the need to change something in the environment. CONSOLIDATION Read the scene and make changes with each different unit (objective) PLENARY Underline with different colors each unit. || 1) Copies of scenes of THE CRUCIBLE. 2) Colors. || 3 Look for pictures/images related to the Puritan time || Read an article of 1957, about Arthur miller’s conviction. THEORY Discuss about the relationship between Puritan society. Now a days where could we find an example of this? CONSOLIDATION Review ACT 3 PLENARY Fill in the scene: improvisation (how to sway a group) 2) Images of Mc Carthyism & mass media hysteria ||  || Emotions Party THEORY Inner monologue is the expression of objective/goal. The first attempt to change things is silent CONSOLIDATION PLENARY Create an OSTINATO of each character || 1)Emotion Cards || 4 Memorize your scenes. || Follow the progression of a scene. Develop a method of empathy (putting yourself in someone elses shoes) || STARTER Discuss What we have learned from The Crucible. What does it say? Is there something in our every day life that relates to this. Different point of view worksheet. Review lines. THEORY Through personal experience and an exercise of empathy we can relate to anyones situation. CONSOLIDATION Share work and evaluate PLENARY Use this discoveries for your own scene. How do they change? ||  || 1) Points of view Boxes. ||  || Transport these elements to your body and your voice. Experience the possibility of another person thinking differently from you, and still being right. ||  || STARTER Status Card game THEORY Your position and your relationship changes your character CONSOLIDATION Make a list of all that is said of your character in the extract. Choose his/hers main features Each character goes to the stand. Find the strategies of your character. Review scenes with character. PLENARY Would you react different than your character? Why o why not? || 1) Card Game ||  || ASSESMENT CRITERIA Concentration. Having trades of character. Knowing the lines. Actions should be clear. The presentation should run uninterrupted. ||   ||   ||   ||
 * 4 ||^  || Analyzing Text/ Stanislavsky
 * Understand a characters motivation (objective and superobjective)
 * Analyze a scene through objective an super objective. ||  || STARTER
 * ^  || Context ||^   || * Understand the point of view of the piece according to it’s historical/social/ cultural context.
 * Put the characters position in perspective. || STARTER
 * How does the trial work? What are their true intentions? Do they really want justice? Ulterior motives
 * Share work and evaluate ||  || 1) Worksheet on Arthut Milles article.
 * 5 ||^  || The thought process/inner action || * Write an inner monologue related to a character’s situation.
 * Use a monologue to develop movement on stage.
 * Use an inner monologue to build focus on a scene ||  || STARTER
 * Prepare monologues for performance
 * Conscience Alley, Elizabeth on one side, John on the other
 * Begin to speak monologues to each other at some time
 * Try meeting opposite in the middle slowly
 * Teacher walk through middle (Abby) stops them in any way: once been touched mustn’t change position but try to communicate still- uncomfortable, frustrated, restricted
 * ^  || Building a scene through Empathy ||^   || Understand the point of view of a character through role play.
 * Divide class into 3 groups:
 * 1) 1. Accused
 * 2) 2. Accusers
 * 3) 3. Judges
 * Create a shape together depicting your group. Add a movement that can be repeated again and again.
 * Think of a sentence that represents your groups thoughts
 * Repeated layering: bring in group after group
 * 2 Freezes, same 3 groups:
 * 1) **1.** In court
 * 2) **2.** In jailand sentenced
 * Show photograph: ‘The Witches of Mora Sweden’
 * Freeze groups of 7/8 with a message of the picture
 * Replay the trial:
 * 1) 1. with scripts
 * 2) 2. without scripts
 * 3) 3. plan, direct adjust original material
 * 1) 3. plan, direct adjust original material
 * 6 ||^  || Building a Character from the Outside. (Looking at what others say, think, do) || Look at the elements of the character (age, status, subtle body)
 * ^  || Assessment ||^   || The students will be able to share with an audience the exploration and knowledge they have acquired through the bimester. || Present two projects: an project (Action/thought/character) and a scene from The Crucible