The+Doubt


 * || **“The Doubt” **


 * General Resources for Lesson Plans: **
 * 1) []
 * 2) [|**http://www.denvercenter.org/Libraries/Study_Guides/Doubt.sflb.ashx**]
 * 3) [|**http://centaurtheatre.com/downloads/John%20Patrick%20Shanley%27s%20Doubt%20--%20Theatre%20of%20Tomorrow%20Workbook.pdf**]


 * __Pre-Reading __**
 * 1) Show students pictures of optical illusions. Explain how they see “double” and how double is related to the word “doubt”. Both mean “two.”
 * 2) Individually, students make lists of things that they have doubts or uncertainties about. Then they circle 1 or 2 of those things that they want to discuss.
 * 3) Pairs discuss what they circled and why.
 * 4) Students put ideas on board to create class mindmap. Class discussion about class doubts and uncertainties.

//Resource: Word doc //
 * __Pre-Reading (Background Information) __**
 * 1) Jigsaw activity: read background information about play and playwright


 * __Scene 1 (Facts vs. Faith/Gut Instinct) __**
 * 1) Ch. 1 vocabulary
 * 2) Group discussion:
 * 3) What are some examples of things that you used to be certain about but no longer are?
 * 4) What are some examples of things that you used to be uncertain of, but are now certain about?
 * 5) What are some types of things that it’s impossible to be certain of? (Can be tied into TOK)
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write a blog entry of at least 400 words answering the following question: “What do you do when you’re not sure what to do in a given situation? How does faith/gut instinct vs. fact play a role in your decision-making process?” Follow the expected format for a blog (title, date, address audience, rhetorical questions, informal language, etc.)


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Scene 2 (Theme of Youth/Change) __**
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Powerpoint: discuss pens and their importance and symbolism to the scene
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Watch pen scene from movie (22:19 - 23:01) and discuss associated questions
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Act out scenes about other situations in which youth “take the easy way out” these days (calculators, internet, etc.)
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss whether youth are “lazy” or “crafty” as a result of their strategies

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Scenes 3 and 4 (Symbolism)** __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- What does the expression mean? How does it relate to scenes 3 and 4? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Jigsaw symbol analysis (women vs. men p. 18, 23, garden/pruning p.17, innocence p. 20, 24, long fingernails) ||
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Play telephone “Innocent until proven guilty”
 * __Scene 5 (Prop Power)__**
 * 1) Groups compete to put together cut-up picture of hierarchy triangle; ask them what it represents (power, authority, etc.)
 * 2) Individually and/or in small groups, analyze the shifts in power from one character to another on pp. 31-35 (from Flynn: “What are we talking about?” to “I’m not pleased with how you handled this, Sister.”)
 * 3) Practice reading scene in small groups, but use a prop and changes in character position/height to demonstrate when power shifts; audience has to note who has the power in the scene and when and why
 * 1) Practice reading scene in small groups, but use a prop and changes in character position/height to demonstrate when power shifts; audience has to note who has the power in the scene and when and why

<span style="font-family: 'Times New Roman','serif';">- Ask students what dialogue is referring to from the story
 * __Scenes 7 and 8 (role of Mrs. Mueller)__**
 * 1) Vocabulary
 * 2) Order the jumbled piece of dialogue from scene 8 “when/good/rest/the/the/him/he/leave/leaves/place/June/this/in/Let/take/and”
 * 1) Watch scene of Mrs. Mueller and Sister Aloysius when they’re walking in park
 * 2) Answer questions about video


 * __Scene 9 (ambiguous ending)__**
 * 1) What does the ending, “I have doubts.” Mean? For most of the play, who has doubts (the audience).
 * 2) Individuals and/or groups complete chart identifying how the playwright portrays Farther Flynn, Sister James, and Sister Aloysius all as both “sympathetic” and “unsympathetic,” causing the audience to not know who to believe.
 * || Sympathetic || Unsympathetic ||
 * Father Flynn ||  ||   ||
 * Sister James ||  ||   ||
 * Sister Aloysius ||  ||   ||


 * 1) Groups put information on board. Review as a class. Who do they believe?


 * __Play Cumulative Activity #1__**
 * 1) Students brainstorm ideas to the following questions:
 * 2) Is Father Flynn guilty? Why or why not?
 * 3) Has Sister Aloysius accomplished good? Why or why not?
 * 4) Divide class in half and hold two Socratic Circles on the following two questions (students can choose which one they prefer). While half the class is doing the circle, an assigned partner on the outside of the circle is evaluating oral skills according to IB criteria.
 * 5) Partners from both Socratic Circles meet to give feedback on oral skills.


 * __Post-Play Activity__**
 * 1) Do listening exercise using interview with Philip Seymour Hoffman.
 * 2) Do listening exercise using interview with John Patrick Shanley.


 * __Watch movie “The Doubt”__**