Partner Scene Work Unit

Created by: Megan Michaels

Learning Level:
First and second year theatre students
Prior Experience:
Includes pantomime, improve, content-less scenes, elements of voice and diction, stage areas and
directions, stage pictures.
Unit Educational Objective:
Students will be able to perform a rehearsed scene with a partner while demonstrating their
understanding of stage rules and creating believable characters with objectives and tactics.
National Core Arts Theatre Standards:
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable,
authentic, and relevant to a drama/theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Re9.1.HSI
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its
specific purpose or intended audience.
Unit Big Ideas:
Stage Directions
Basic Script Analysis
Creating Character Backgrounds
Physicality
Objectives and Tactics
Stage Pictures
Rehearsal Focus-Group Collaboration, Preparation, Listening
Memorization Techniques
Essential Questions:
What makes a character believable?
How do the past experiences of a person affect their actions or attitudes?
How do pictures around us tell a story?
What objectives and tactics do I see around me every day?
How can I apply my experience with objectives and tactics to tell a believable story?
Key Knowledge and Skills (activities):
Graffiti Wall

 Stage Directions Map

Follow Stage Directions With a Partner
Facebook Character Profile
Basic Script Analysis
Candy Objectives/Tactics Game
Worksheet for Character Objectives and Tactics
Creating Stage Pictures for Fairy Tales
Creating Stage Pictures for Assigned Scenes
Authentic Performance Tasks:
Perform a scene with partner(s)

LESSON 1: Staging Rules and positions

Educational Objective: Students will show their understanding of stage areas, directions, and notations
by labeling a stage map and developing a basic script notation.
Supplies Needed:
Staging area
4 Large posters or pieces of butcher paper
Ingredients for peanut butter and jelly sandwich
Map of staging areas see Supplements
Pre-Assessment/ Hook: Have 4 posters in the room. Each has one term written large on the top:
Believable Characters, Script Analysis, Character Motivation, Stage Directions. Tell them that they are
going to do a Brain Dump! A Brain Dump is when you take everything you have in your brain about
a certain topic and dump it onto a piece of paper or a poster.
Set up and rules:
Divide them into 4 groups and have each group start at one of the posters. Tell them that
everyone must write at least one thing on every poster.
If they do not feel like they know anything about the topic on the poster, then ask them to write a
question about it instead.
Explain that if one of the students finishes at a poster before the rest of their group, then they are
allowed to move on to the next one on their own. If, for some reason, they finish before the rest
of their group or the class, ask that they rotate back through the posters and see what others have
written about the subjects, especially any of the ones they were not as familiar with.
When everyone is done, ask them to gather around the poster that they felt they knew the most about.
Once theyre in their new groups, tell them to read through all the comments and be prepared to present
the poster and share with the class what each term means in relation to performing in a scene. NOTE:
Make sure that the group for Stage Directions goes last, because they will lead you into the next
instructional step.
Step 1: When the Stage Directions group has presented. Ask them if they feel they could label a map of
a stage accurately? If there is someone who thinks they can (and if they are willing) ask them to come
help you label one for the class to see.
Step 2: Handout a map of the stage without the labels. Explain the difference between Right and Left
Stage, Upstage and Downstage. (The reason it is the way it is. Actors right and left for clarification,
and up and down because of the racked stage in the old days.) If you have an area in the room large
enough, or a rehearsal stage, then as you have them label together each portion of the stage, have a
student stand in the correct place so that they also have a physical example in front of them.
Step 3: Once it is all labeled, tell the class that you are going to quiz them. Have them use the tip of
their pen or pencil to draw the directions you give them on the map (their map should have lines from
the starting stage area leading to the next area). Make sure they understand that when you say cross
you mean move to. You will do this once on the side with the labels they wrote and once on the side
where there are no labels still. Use the master copy to grade their work. Their final shape or design on
their map should match the one you have on the master copy.

Directions:
An actor is standing on DSL.
They cross to DC,
Cross to SL.
Cross to USR.
Cross to SR.
End at C.
Step 4: Allow the students to see the master copy and compare the shape they drew as they followed
your verbal instructions. Ask a student to take the master copy and follow the directions on the actual
stage or rehearsal area that you have marked out. This allows them to have a visual of what it would
look like in real life.
Step 5: Have them turn their maps over the other side where there is another unlabeled map. Explain
that this time they will not have their labels to help them. They will have to see how well they can do
without them. Have a student lead in the stage directions this time. NOTE: You will also have to follow
along so that you can have a master copy of the correct design for them to see after.
Step 6: When the student is done giving instructions show them the correct shape. Have them compare
to their neighbors. Ask them questions like: Which instructions confused you? Did you mix up Left
and Right? Up and Down?
Step 7: Explain that now that we are familiar with the map and names of the stage areas, we are going
to put our knowledge to use by playing Battleship! Divide the stage into two stages. Make sure that the
class knows where both Centers are located and the other areas as well. Pick two students to stay off
stage and face away from the stage. These two students use their maps, if needed, to take turns calling
out various stage areas. For example: Student Captain of Team A calls out Stage Left or Center Stage
Left. The student(s) on Team B who is standing in that area is SUNK and they have to leave the
stage. Student Captain of Team B then takes a turn calling out a stage area. Then all the
battleships/players on the stage, move around to other areas. Student Captain of Team A then takes
another turn. Follow these steps until there is only one team with a battleship on their stage.
Stage 8: Gather the students in their seats again. Explain that now we know where the different areas
are, but we still need to understand why its important for a performer to know and use them. Why do
we have different names for the different parts and how do the actors use them?
Step 9: Have all the items needed to make a PB and J sandwich displayed on a table. Ask for a volunteer
to give you directions on how to make the sandwich. Tell them that no matter what, they cannot touch
you or any of the ingredients or tools that you will use. They must only instruct verbally. As they give
directions make sure you do them in a non-traditional manner that makes a bit of a mess. For example:
They might tell you to take out a piece of bread. You should rip open the bag instead of untying it.
They might tell you to put PB on a piece of bread. You should slap a big glob of it on or only use a very
small piece of bread Etc. NOTE: This may make a mess. Prepare for it!
They will probably laugh and get frustrated when they see you doing the steps they tell you, but not in
the way they expect or want.
Step 10: Once the sandwich is made, ask them, What did you notice about this experience? I did the
directions like you said, so why does this not look like your normal sandwich? Point out that the more

specific you can be with directions, the better the product will look. The same is true for stage
directions. There are special terms and phrases used in order to help actors. Stage directions are always
given from the actors perspective in order to make it clear for them. So when a director says go right,
it means the actors right not the directors right. Performing artists use this lingo so that they can be
specific and avoid confusion. If an actor does not speak the lingo, it will mess up the presentation and
make everyone frustrated at rehearsals.
Step 11: There are other terms in the lingo that we must know as well. Introduce body positions and
other terms we use in stage directions: full back, cheat out, full front, upstaging, cross, hug. Have them
take notes on these in their journal so that they can keep the definitions with them for future reference.
Have students come up and show examples of each as you introduce them.
Step 12: Explain that we know the basic lingo, now we need to know how we can remember what the
director has asked us to do and when. Performers must make notations in their script in order to keep all
their notes and remember what theyve been asked to do.
Step 13: Ask the students to give you two or three lines from a movie or a play. They must be from the
same movie or play. Have a student write them on the board. Introduce a scenario by saying, what if
these are the lines in the script and I start at USL. My director wants me to cross after the first line down
to DSR, throw my shoe toward C after the second line, and then exit off to the R? Tell them that the
notations generally used for cross, exit, and entrance are: X, Ex, En respectively. But how could you
make sure that all the directions are clear in your script notations?
Tell them to copy the lines from the board into their journals and take a couple minutes to make the
notations on the lines there. They can be creative. They may all come up with something different, but
they need to be clear enough for an understudy or director to also understand them.
After a minute or two, ask a couple students to come to the board and show the class what notations they
would make in the script.
Step 14: At the end test make sure they turn in their maps for participation points and to assess whether
they understood the directions given in the beginning. You may also consider having them keep
their maps or giving them back next class so that they have them to refer to during the duration
of the scene unit.

LESSON 2-Background work

Educational Objective: Students will create character backgrounds and relationships with scene
partners by analyzing clues from the script and creating a Facebook profile for their characters based on
their analysis.
Supplies Needed:
Copies of the scenes you want them to use (prepared previously)
Facebook profile handout see Supplements
Facebook profile finished example see Supplements
Hook: Play the I Have Never game in small groups. Divide the class into 5-6 smaller groups. Tell them
that they must keep one hand visible to the group at all times. Their fingers should be extended and
palm spread. Each person in the group takes a turn telling the others one thing that they have never
done. For example: I have never been horseback riding. The other members of the group who HAVE
been horseback riding then need to curl or bend one finger down. If you lose all your fingers you are out
of the game. NOTE: This is meant to get them thinking about their past experiences and may even help
them open up to peers who might ask about it. It is also a great get-to-know you game.
Step 1 Explain that we will be doing scene work, but that in order for them to perform effective scenes
they need to understand their characters background; things theyve done or have not done, experiences
theyve had that could influence their personality. They also need to know what their relationship is
with the other character(s) in the scene. For example: Has Peter Pan ever had a job? What is his
relationship with Wendy? Etc.
Step 2: Assign scenes and partnerships. Allow 5-10 minutes to read through the scenes together and
mark their parts. As they read together have them pay attention to anything that gives them a clue as to
their characters personality or background. They do not need to act it out, but read it together and
become familiar with what characters they will be playing.
Step 3: Begin your discussion about character backgrounds by asking them what they found in their
script that helped them understand more about their characters. Have them share with the class what
they have found.
Project a script page from a script you are familiar with and show them how you would highlight or look
for clues.
Step 4: Ask them to highlight one thing about their characters history that is revealed in the script they
think is interesting or that would affect their characters mood, personality, or physical attributes in their
scene. Example: they found out in the previous scene that their dog died. Or they served in a war and
still have shrapnel in their left leg. Explain that its important to not only note this in their scripts, but to
also keep all the information in one place where they can look back at it. NOTE: You may also need to
explain that some of them may not have a whole lot of background information revealed in their scripts.
If this is the case, then they need to either look up information about the play or fill the in gaps on their
own. This will allow them ownership and a way to use their creativity when developing their
characters.
Step 5: Ask them if any of them currently have a Facebook account. Ask them: What can you learn
about a person from their profile? (residency, travel, who their friends are, where they work, big events,

favorite books, movies, tv shows, music, you can learn about their personality from the YouTube links
theyve shared. Etc.)
Step 6: Project an example of a Facebook profile for a character. For this lesson, we used Peter Pan.
See Supplements. What things do they learn about Peter Pan just from the profile page that was made for
him?
Step 7: Tell them that they have 10 minutes to work on their background based on what they know
already about their characters. Its ok if they dont know a ton of detail, the purpose is to just get them
thinking about their characteristics and background.
Step 8: Have each of them present their character profiles or portions from the profile. Remember to
ask questions like: How could your background influence the way you perform the scene/ say the lines?
Why did you decide that your character is from ____? What other information in the script did you use
to create the background? Etc. Encourage the class to keep these things in mind as they develop their
characters and scenes. Tell them that MUST keep their Facebook profiles for the rest of the unit. They
will need them to refer to and add ideas to.
Step 8: Introduction to memorizing techniques. Have them brainstorm different ways to memorize.
Have a student list them on the board. Explain what each method entails. Ask them which techniques
would be best for someone who learns visually or aurally? Consider asking them how they memorized
their addresses or phone numbers growing up.
o Listening over and over to the cue line and the line.
o Writing or copying the lines many times
o Remembering the order of big ideas or the important words in each line- also known as a
grocery list. Take the key word or phrase in each line and make a sequential list. Use the
list to clue you on what line comes next.
o Breaking up the memorization (use beats or divide large monologues into shorter
sentences or sections.
o Practicing with a mix of listening to and reading the lines.
o Have some quiz you.
o Write the lines on a mirror or a board with dry erase markers and slowly take away small
words and phrases so that you have to read the line and fill in the blanks on your own.
o Write just the beginning letter of each word in the line and try to say it
o -Jingles-put the lines to a song (more time consuming)
Step 9: Have them write them down 3 that they are interested in trying.
Have them pick one technique and use the rest of the time to work on using it to memorize the lines.

LESSON 3-Body and Voice

Educational Objective: Students will create a believable character in body and voice by developing and
practicing a physical trait and vocal pattern for their characters.
Supplies Needed:
o Production photos from any show you are familiar with or find online
o Princess Diaries 2 DVD
o BYUs Studio C sketch Anne the Librarian
o Pictures to demonstrate physical traits of characters see Supplements
Hook: Project a picture of an interesting production photo. Ask the students to raise their hands and tell
you what they think they know about the characters just from the picture of their body positions and
expressions.
NOTE: Consider showing a second photo from the same show and asking similar questions.
Step 1: Explain that you will be reviewing traits of physicality and voice today. Have them make a list
of these traits as you go and tell them to keep in mind the question What kind of physicality or vocal
traits will help establish my character in my scene?
Ask the students to describe or explain how each trait or element is used to portray character. As you
cover each one, project a visual example of each one.
Physical Traits/ Elements of Character these pictures are in the Supplements
o Energy (picture of Tigger and Eeyore-even just sitting, they have different energy levels)
o Facial Expressions (Star Trek Capt Kirk vs. Spock, How do their faces accurately
portray their personalities?)
o Posture (picture of the army cook by Norman Rockwell)
o Gestures (picture of town gossip by Norman Rockwell)
Step 2: Now that you have reviewed physical elements of performance, explain that they need to look
for the changes that Chris Pine makes in his posture, gestures, and facial expressions in order to portray
different types of people in this clip from Princess Diaries 2.
Show the clip called Nicholas Cooks on the Deleted Scenes section of the DVD.
Step 3: Ask the students to tell you what changes they saw him make for the various people he
portrayed. Discuss.
Step 4: Now that we have reviewed the physical elements, we are going to review the vocal elements as
well. Since this is a review for most of them ask the students to describe or explain what each term
means and how it might be used to portray character.
Vocal Traits/ Elements of Character
o Rate: How fast or slow one speaks
o Pitch: How high or low ones voice is
o Tone: The emotion in the voice
o Diction: Articulation in the words one speaks

Step 5: Introduce the next clip by saying that this time, they need to decided which character in the clip
is the most interesting to watch visually and what that character does with his/her voice that makes them
unique too. (In essence we are laying physical and vocal on top of one character to make them more
unique.)
Show the first clip of Anne the Librarian from BYUs show Studio C.
Step 6: Ask them, which character was more interesting to watch? What did she do to her voice to make
it stand out from the other characters? To her body? Discuss
Step 7: Ask them if anyone would be willing to try to mimic her in both body and voice? Have a couple
students come up and mold each other into Annes physical positions and try her voice.
Step 8: In order to establish a unique voice, we need to practice various ways of speaking. Have a
student choose a line from their favorite movie. Make sure it is appropriate and write it on the board so
all can see. Have the whole class say it several times: normally, then with a higher pitch, lower, faster
rate, a specific emotion, etc. Perhaps have them try saying the line as Anne would.
Step 9: Have them use their scripts and work together with their scene partners to brainstorm ways they
could create their characters physically and vocally in order to create a unique, but believable character.
Tell them to decide on at least two changes each.
Step 10: Brainstorm ideas for about 5-7 minutes. Then go around the room and have them tell the class
what two traits they want to try to use for their characters in the scene. NOTE: This is mainly to hold
them accountable for their work. We want to make sure that they actually have added some things and
that the reason is legitimate and can be supported by the background of the character.
Step 11: Give them the rest of the class period to work on memorization, (make sure they know their
off-book date) and/or work on their scenes with their partners while also practicing their physical and
vocal qualities.

LESSON 4-Tactics and Objectives

Educational Objective: Students will demonstrate their understanding of objectives and tactics by
identifying an objective (I want [person] to [action]) and choosing 3 tactics they will use for their
character in their assigned scenes.
Supplies Needed:
o Bag of candy
o Tactic list see Supplements
o School room scene clip from Anne of Green Gables
o Objectives/ Tactics homework sheet see Supplements
Hook: Have a large bowl or bag of candy sitting on the table as they walk in. (They should naturally be
excited to see a treat!) Take one piece of candy in your hand and explain that one student may have the
chance to get this from you. Pick a student and tell them to try to get it from you. Their first natural
tactic may be to ask for it, or grab it from your hand. YOU CANNOT LET THEM GET IT ON THE
FIRST TRY. After each try, say try again or that way didnt work, so pick a new way. Let them do
3 different things to try and get it and then finally give in.
Step 1: Explain that the students objective or desired action (outcome) could be stated like, I want
[teacher name] to give me the candy bar. The different ways in which the student tried to get that to
happen are called tactics. Make sure they understand that objectives and tactics are used in everyday
life. Whenever we have a goal, we also decide on a tactic to help us accomplish it.
Step 2: Help them identify objectives and tactics in their own life by asking them the following: What
are some objectives you see at school? Home? What are some things you want frequently? (as they
share ideas, make a list of objectives on the board) Ask them: What are some tactics that people at home
or at school use or could use to get what they want?
Step 3: Explain that tactics are often described as things we do to the other person; like to flatter or
shame. Hand out a tactic list and have them skim through looking for tactics that they have seen used at
school, home, etc. see Supplements
Step 4: If our tactic does not work the first time, then we naturally try another. Our goal as actors is to
make sure that our characters use multiple tactics to keep the scene interesting. Ask them to write down
the objective and at least 2 tactics that are used in the clip from Anne of Green Gables. We want to find
what kind of tactics he uses.
Step 4: Discuss what tactics and objectives they saw in the scene. How did you know when he switched
tactics? (his were mostly physical tactics, so its easier to see when he changed)
Step 5: Have the students play Very Serious Matter. This is where everyone sits in a circle and one
person stands inside. The person in the center must pick one person sitting in the circle and say to them
this is a very serious matter using different tactics until the person theyre speaking to begins to laugh.
In essence, the Objective of anyone standing inside the circle is I want [name] to break into laughter.
Allow them to have their tactic lists with them to get ideas before its their turn. If they can break the
other person they can get a piece of candy.

Step 6: Explain that they have now heard the same line (this is a very serious matter) said with many
different tactics and in many different ways. Not all the tactics that were used in the circle may be
appropriate for their scene, but this should help them get ideas of tactics they could use. Instruct them to
work with their scene partners and decide what each character wants from the other. Have them also
work together to brainstorm at least 3 different tactics each person will use in the scene to get what they
want. (about 10 minutes?) They will turn in this paper for points as an assessment. The objective
should be stated as I want [person] to [action].
----The objective and tactics chosen should be written on their character Facebook profile page and also
on the objective/ tactics sheet that they will turn in. this allows all their character work to be on one
page
Step 8: If any of them do not finish this in class, then their homework is to finish the homework sheet
see Supplements. And all of them should be practicing their tactics at home as they rehearse. Send with
them home with the tactic list that you introduced before and the brainstorming one they made so they
can use it at home if they need to reference it or change a tactic.
Step: 9 Ask them how memorization is coming and give them time to work on it. Remember that these
are students who are largely untrained and usually distracted while at home. They need all the time they
can get in order to memorize.

LESSON 5: Stage Pictures

Educational Objective: Students will demonstrate a working knowledge of how to create effective
stage pictures, by developing a distinct picture for the beginning, middle, and end of their scenes.
Supplies Needed:
o Performance space
Hook: Have 4-5 students come to the center of the room with you. Explain to the rest of the class that
they will need to identify the story fairy tale that these three pictures are telling. Put them in the three
tableaus.
1-Cinderella on the floor scrubbing. With step-mom pointing down at her and two step-sisters
turning their backs or putting on make-up being hoity-toity.
2-Cinderella in her gown being asked to dance by the prince (perhaps hes kissing her hand),
with the fairy god-mother in the background waiving her wand!
3-The Prince putting the lost slipper on Cinderella as the step-sisters gasp and the step-mom
covers her face in shame or shakes her fist in anger.
Step 1: After you have staged all three tableaus, ask the class: What fairy tale did you see? Can you
identify the beginning, the middle, and the end?
If they get stuck on one you may need to have the group go back to that particular position to help
refresh their memory.
They should have gone more in depth with stage pictures in their earlier classes, so here, review the
following elements of stage pictures:
o pulling focus
o power and authority in levels
o body positions
o energy.
o proximity
Remind them that effective stage pictures reveal the relationships of the characters, the story, and may
also give us a clue as to who is winning their objective at that moment.
Step 2: Explain that for their scenes they will need to make sure they have created at least three pictures
that help tell the story to us. They should show us the beginning, the middle, and the end. Give them
examples from one of their scenes or a movie. Pick out the beginning, the middle and the end of it to
help them understand how they could break their scenes into 3 parts too. Give them about 7 minutes
first to see if they can focus their rehearsal on it. Check their progress and then, if they need more time,
extend it to a full10 minutes.
Step 3: After their 10 minutes, have them review what the stage pictures communicate story,
relationship, emotion, character, focus. Ask the class to gather to watch the pictures of the other groups.
Allow each group to show all three pictures and encourage the other class members to tell the group
what they are seeing. This will help the group assess if their pictures are giving the effect they wanted.
Coach them, if needed, so that they can fix anything in the picture that is misleading.
Step 4: Discuss their experience as a whole. What elements did they see well done?

Step 5: Tell them to finish class by rehearsing and memorizing while using their picture positions.
They should mark in their scripts when they will reach or create each picture. They can do whatever
they need to in order to move from one picture to the other, but we need to maintain a clear beginning,
middle, and end.
Step 5: The rest of time needs to be working on memorizing and rehearsals.

LESSON 6-Rehearsal
Educational Objective: Students will rehearse scenes while focusing on their stage pictures, vocal and
physical traits, and spending time on memorization.
Supplies Needed:
o 4-5 papers or posters to write the name of each station on
Hook: Have a student lead the class in a warm up; an energy circle or some other activity that will force
them to use their bodies and the voices.
Step 1: Explain that today is largely a rehearsal day to help them practice each layer of their
performance so that they can master their scenes. Divide the room into four or five various areas. Each
area is assigned one of the following elements:
o Objectives and Tactics
o Staging (all staging choices including how they get from one stage picture to the other)
o Characterization in voice
o Characterization in body
o Relationship between characters
The scene groups will rotate through the various stations. At each station they will rehearse their scene
and focus mainly on the element assigned to that station. The first 2 minutes at each station, they should
be creating a goal for themselves that has to do with that element. Then they will have roughly 10
minutes to work on that goal.
Step 2: Project the rubric for the preview and the performance days on the wall so that they can see what
is expected for the following days. Have them write down a goal for something to work on before the
next time.
Step 4: Homework Remind them that they must also bring their completed Facebook profile page for
their characters next time to pass off as part of their preview.
Step 3: Theyve been working really hard today. If there is time, have them take a work break and play
the Woosh-Zap game until the end of class.

LESSON 7-Preview
Educational Objective: Students will demonstrate their ability to receive and give helpful feedback to
other scene partnerships by previewing their scenes for peers.
Supplied Needed:
o Preview group rubric see Supplements
Hook: Gather everyone into a circle and have them pick just one of their lines and one of their tactics
from their scene.
Step 1: Warm-up two. To get the energy going and to keep them aware of their body, do the warm up
I Feel So Good. Lead the students in this first. Start out shaking or moving their bodies as much and
as big as possible while yelling Ooo, I feel so good. Ya, like I knew I would. Oh, I feel so good! The
Leader slowly makes their motions and voice smaller as the rest of the group follows. At the end you
should all be whispering the line and laying on the floor only moving your finger.
When the line is almost imperceptible, jump up move around like you did in the beginning while
yelling the line one last time.
Step 3: Review Review the criteria for the preview grades as you pass out the grade sheets they will use
to sign each other off. Each group should observe 2-5 other groups. Each person gets their own group
preview sheet see Supplements
o Must have 3 tactics and 1 clear objective
o Must use proper staging practices and 3 clear stage pictures.
o Must have Facebook Profile for characters completed.
o Must show an understanding of physical traits and vocal variety
Step 4: Rehearsal. Designate a practice area for each scene partnership. Give them ten minutes to
rehearse.
Step 5: Previews Then divide them into groups (2 scene groups each) and give them 5 minutes to
perform and grade each other, then rotate. In the end they should have previewed for and critiqued at
least two other groups. NOTE: the preview rubric has space for 5 just in case.
Step 6: Assessment and Discussion Have the class sit in their seats after performing. Ask them the
following. Was there a performance that you saw that was really good at using 3 clear tactics? Which
one? Why did it work so well? Ask similar questions regarding the other criteria. We are trying to see
if they can articulate what they liked, what worked, and if they participated.
Step 7: Assessment and Discussion Ask one person from each group to tell the class one of the things
they had been told to work on. Ask all the performers to set a goal for what they will improve on before
their actual performance. Write the goal down in their notebooks so they can look at it later.

LESSON 8-Performance day

Educational Objective: Students will demonstrate their ability to apply stage directions, body
positions, tactics and objectives by performing a short scene.
Supplies Needed:
o Rubric for grading each scene see Supplements
Hook: Use the same warm-ups as previous lesson.
Step 1: Rehearse and Instruction Give ten minutes to rehearse. Make sure that they are referring to
and working on the goals that they had set based on the feedback they received last time.
Step 2: Performances. Volunteers first, but then they will then call on the next group; they will take a
turn calling on the third group, etc.
Final Assessment: see Supplements for rubric.

Supplements Index:
Lesson 1
Map of stage areas
Lesson 2
Facebook profile
Facebook profile example
Lesson 3
Pictures to demonstrate physical traits
Lesson 4
Tactic list
Objectives/ tactics homework sheet
Lesson 7
Group preview rubric
Lesson 8
Final scene performance rubric

AUDIENCE
SEATS

AUDIENCE
SEATS

facebo

Name:
Age:
Height:
Eye Color:
Hometown:
School:
Work:

Talents:
Three Characteristics: (example: bad temper, selfish, brainiac)

4 friends on Facebook:
Most important event in your life:
Best memory:
If your life had a theme song:
Other notes:

What is your objective? (What do you want from your scene partner?):

Sword fighting, swimming, leadership,

impersonations, flying
Talents:

List 3 tactics you will use:

Three Characteristics: (example: bad temper, selfish, brainiac)

forgetful, immature, loyal

What is your objective? (What do you want from your scene partner?):
4 friends on Facebook: Wendy, Tinker Bell, Tiger Lily, the

lost boys
List 3 tactics you will use:
Most important event in your life:

and found Tinker Bell

face

when I ran away from home

Name:
Age:

Peter Pan

very young

Height:

5ft

Eye Color:

green

born in London, claims

Neverland
Hometown:

School:

elementary drop out

PLAY: fighting pirates,

leading
Lost Boys
Talents: Sword fighting,
swimming,
leadership,
impersonations, flying
Work:

Three Characteristics: (example: bad temper, selfish, brainiac)

forgetful, immature, loyal

4 friends on Facebook:

Wendy, Tinker Bell, Tiger Lily, the

lost boys
Most important event in your life:

when I ran away from home

and found Tinker Bell

Best memory:

getting a kiss from Wendy

What is your objective? (What do you want from your scene partner?):

List 3 tactics you will use:

to Dazzle
to Earn
to Fascinate
to Ensnare
to Cheer up
to Explain
LIST OF TACTICS
to Convince
to Encourage
to Prepare
to Enlighten
to Annihilate
o Get Even
to Overwhelm
to Reassure
to Bombard
to Suppress
to Belittle
to Lambaste
to Help
to Seduce
to Ignite
to Build
to Hurt
to Awaken
to Mock

to Inform
to Relay
to Prove
to Devastate
to Obliterate
to Charm
to Manipulate
to Destroy
to Tease
to Conquer
to Possess
to Compliment
to Praise
to Encourage
to Fortify
to Elevate
to Exalt
to Glorify
to Surround
to Dominate
to Victimize
to Provoke
to Occupy
to Flatter

to Reinforce
to Strengthen
to Invigorate
to Immortalize
to Lionize
to Deify
to Question
to Encourage
to Help
to Enlighten
to Ignite
to Build
to Bombard
to Dazzle
to Earn
to Fascinate
to Ensnare
to Seduce
to Cheer up
to Explain
to Inform
to Relay
to Prove
to Devastate
to Compliment
to Surround

to Crush
to Inspire
to Win
to Reduce
to Persuade
to Contain
to Tantalize
to Guilitify
to Interogate
to Preserve
Scene Work Character Objective and Tactics
If not finished in class, then this assignment is due: ____________________ at the beginning of class.
Your Name: _______________________________________________________________
Play Title: ____________________________________________________________
Character Name: _______________________________________________________

State the Objective of your character using the format we discussed in class:
______________________________________________________________________________
______________________________________________________________________________

List 3 tactics you will use in your scene:

1. __________________________________________________
2. __________________________________________________
3. __________________________________________________

Scene Group Preview Rubric and Feedback

Drama 1
Name:______________________________________________ Period:____________
Observe 2-5 different scenes and critique them on the following:
o Each character must have 3 tactics and 1 clear objective
o Each actor use proper staging practices
o The cast must use 3 clear stage pictures.
o Each actor must have the Facebook Profile completed.
o Each actor must show an understanding of who their character is and communicate that
physically and vocally.
o Cast members must be memorized!
Write down at least one critique for each scene you watch:
Scene:
1

Comment you want to make:

2
3
4
5

Perform your scene 3-5 times and write down critiques given about your scene:
Scene:
Comments given to your group:
1

Drama 1 Scene Rubric

Name: __________________ Scene: ____________ Period: _______