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This was a lesson that went well in my drama class this year.

I liked it because it
established a touchstone for future discussions about the importance of making
conscious interpretive choices as an actor, and being able to articulate and explain
the choices later.

Lesson: Performance glosses the text of a written script; student - actors learn how
to make deliberate performance choices to create meaning from or consciously
interpret a written script.
Goal: Have students become more conscious of decisions and options for actors in
performing a script.
Standards:
RL Grade 8 Standard 1 Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inference drawn from the text.
RL Grade 8 Standard 4 Determine the meaning of words and phrases as they are
sued in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other
texts.
RL Grade 8 Standard 6 Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created through the use of dramatic
irony) create such effects as suspense or humor.
Materials: Several blank scripts for performance. See appendix.
Procedure:
Introduce the idea of performance as an interpretive act by writing a sentence such
as the following on the board: I didnt say James had taken my red pencil. Have
students take turns reading this sentence, with each instructed to emphasize a
different one of the main word. Ask them how the subtext or implied meaning of
the sentence changes with differing emphasis, e.g.,
I didnt SAY James had taken my red pencil. (I didnt say it, but maybe he still
did it.)
I didnt say JAMES had taken my red pencil. (I said someone other than
James took the pencil.)
I didnt say James had taken my RED pencil. (He took not my red one, but my
blue one.)

I didnt say James had taken my red PENCIL. (He took my red pen, not my
red pencil.)
Using such techniques, actors create levels and shades of meaning from the same
text.
Assignment. Divide students into pairs, each with a blank script. Give the same
script to more than one pair so that differing performances can be compared.
Instruct pairs to (1) decide who the characters are and what they are doing at the
moment of the script and (2) create a performance based on those decisions.
Discussion. Pairs perform for the class, who then discusses and guesses the context
based on performance. How many of the actors decisions are reflected in the
performance? Comments should focus on previously introduced dramatic concepts
such as gesture, diction, blocking, and voice.
Exit ticket/Journal Prompt: Use a prompt as a formative assessment, to determine
how to structure future lessons on this topic. E.g., Explain todays lesson in three
sentences or Explain why todays lesson was important for an actor.

BLANK SCENES SCRIPTS


A: What is that?
B: What?
A: That!
B: This?
A: Yes.
B: This is something special.
A: Wow, I wish I had one.
B: Well find your own.
A: Where would I look?
B: Up there.
A: Up where?
B: Oh, I see.
A: Can you see it yet?

B: Yes.
A: This has been a good day.
B: I agree.

BLANK SCENE 1
A: What is that?
B: What?
A: That!
B: This?
A: Yes.
B: This is something special.
A: Wow, I wish I had one.
B: Well find your own.
A: Where would I look?
B: Up there.
A: Up where?
B: Oh, I see.
A: Can you see it yet?
B: Yes.
A: This has been a good day.
B: I agree.

BLANK SCENE 2
A: Help me.
B: I cant.
A: Im sorry.
B: Its all your fault.
A: Stop it.
B: Make me.
A: What are you doing?
B: What does it look like?
A: Its time to go.
B: Not yet.
A: I need you.
B: Just a minute.

BLANK SCENE 3
A: Weve been walking all day!
B: Dont you think I know that?
A: But where are we going?
B: Where we always go.
A: I wish we were there already.
B: Do you remember last time?
A: Yeah, that was fun.
B: How long ago was that?
A: I dont remember.
B: Me neither.
A: Well, weve still got a long way.
B: We should keep going.

BLANK SCENE 4
A: Hello?
B: Hello!
A: Have we met before?
B: Yes, I believe we have.
A: How are you doing?
B: Im doing great. And yourself?
A: Couldnt be better!
B: Thats good.
A: Its not true.
B: Im sorry.
A: Its ok. It was good to see you.
B: We should hang out sometime.
A: Yes, that would be nice.
B: Good bye.

BLANK SCENE 5
A: Where did it come from?
B: They sent it.
A: Was it expensive?
B: Just look at it.
A: Why would anyone give this up?
B: Maybe they forgot it.
A: Did you hear that?
B: Do you think they want it back?
A: We should hide it just in case.
B: I have an idea.
A: Not another one.
B: No, listen to me, this one is great.
A: Too late! Theyre here!

BLANK SCENE 6
A: Hey.
B: Hello.
A: Do you want a mint?
B: No thanks.
A: Sure
B: Wait, why?
A: No special reason.
B: Oh
A: Want one?
B: OK, thanks.
A: Thank you.

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