Record a filming of a scene from the play, a movie trailer, or an extended scene or alternate ending to the play
Research and create a prezi to present to the class about Lizzie Borden: History, Saying, Rumours, Evidence, Trial, Haunted House, etc.
Using Comic Life, create a graphic novel about the play (10 pages), take your own pictures to incorporate in the graphic novel
"Billy Bishop Goes to War" by John Gray with Eric Peterson
Using Google Docs, have students in pairs, write a series of letters from Billy to his family back home, and from his family to Billy in the war. Each student taking a different perspective. Have students then read them out loud and record them on Audacity, then play them for the class.
Have a war veteran Skype with your class if you do not have one in your community, have the students make connections with the play to the experience of the veteran, asking questions about what the war was like for someone the age of Billy
GRADE 12- ELA B30
"The Crucible" by Arthur Miller
Create a "WANTED" poster using the Comic Life program. Imagine that one of the accused witches has disappeared. Underneath the picture, write their name in large, bold letters. Your wanted poster needs to include: a quick list of your character’s vital statistics, a brief paragraph that thoroughly describes their crime(s), the reward for their return, and any other layout details that may be associated with wanted posters.
Using the Inspiration program, develop a map that shows the relationships between the characters in the play, such as who is related to whom, who was accused, who was executed, etc.
Create a prezi or powerpoint showing each of the different conflicts, illustrating the multiple conflicts and arguments in the play between the Proctor’s, the Putnam’s, the Corey’s, the Paris’s, and the girls. Show who the conflicts are between, whether or not they are resolved, and a short description of who is involved in the conflict.
Create and film a movie trailer for the play, then compare it to the Hollywood version trailer from the film.
Using Google Docs, have students in pairs, re-write the ending of the play and then share it with the class. Starting with Act III, make a change in the play that affects the rest of the play. For example: What would happen if John Proctor admitted witchcraft? Who might he name? What if Abigail suddenly had a change of heart? What would happen if Mary Warren remained strong? What if Danforth believed John Proctor and saw through the girls' lies? These are just a few suggestions. Make sure the play has a new conclusion.
"Death of a Salesman" by Arthur Miller
Skye or record an interview with a travelling salesman. Ask him or her about the pressures and conditions of the job, etc. How the job impacts their personal life, etc.
Using Google Docs, pretend you are Willy. Write a 4 one-page diary entries about your life based on the sequence of the play. Then record those diary entries on Audacity as a personal dramatic reading
Research Arthur Miller's life and present a prezi about him
Create a video collage of the American Dream and how it has changed over the years. Use parts of old TV shows, commercials, old photos, interviews, etc.
Willy has died. Write a 2-page monologue and record it using Audacity, in which either Happy or Biff is describing what his father was like to one of their children who never met their grandfather
Grade 11 - ELA 20
"On Golden Pond" by Ernest Thompson
Research about issues and challenges related to late adulthood and some of the programs and services that are available to people of that age group in your community or surrounding areas. Present this information in a powerpoint or prezi and relate it to the character Norman or Ethel and their struggles they seem to go through in the play.
Film an interview with an elder or senior citizen in your community that is willing to share some reflections on their loves and/or struggles of ageing. Show these clips to the class or combine a number of interviews with different people to create a mosaic of voices describing possibly some of the concerns or wisdom that comes with getting older. This fits in really well with the recollections unit.
Watch the film "On Golden Pond" (1981) staring Henry Fonda and Katherine Hepburn, then do a collaborative mind-map with the similarities and differences between the play and the movie
Have a health care professional Skype with your class about dementia, the possible causes, growth of knowledge about the disease and some of the issues related to how it affects senior citizens in Canada. This is a good chance to have students clarify how accurate the information presented in this play is to what we now know about this disease.
"Pygmalion" by George Bernard Shaw
Film two scenes from the play, then upload them to youtube (create a school channel) and have students view them in class together
Create a soundtrack for the play. Your soundtrack should include a 'theme song', as well as five additional songs that a) trace the plot development throughout the play (one for each act), or b) follow the development of either Eliza or Henry throughout the play, or c) reflect the attitude, personality traits, thoughts/ideas, etc. of five different characters from the play. None of the songs may come from My Fair Lady! You also must write six paragraphs (one for each song) that details why you selected each song. The album cover will also be created using Comic Life, and it must be a symbolic representation of the theme of the play, not a representation of the characters
Do a podcast of a dramatic reading from the play using Audacity
Compare the play to the film My Fair Lady! using Inspiration, show the connections and differences between the two with a concept map or web
"The Glass Menagerie" by Tennessee Williams
Critical Interruptions Recorded Performance: Each acting group must select a key scene from the play and prepare a dramatic presentation of this scene. Your scene should be 4-5 pages long (so it may not be a full scene from the play) and should include at least 2 critical interruptions during which you freeze the scene to analyze a key moment or line in the play. In this critical interruption be sure to explain why this moment is important, what it shows us about the major themes/patterns of the play, how it connects to or foreshadows other moments, what it reveals about character and how specific word choices influence the meaning of the play. Critical interruptions can be supplemented with power point slides for extra credit. In addition to these 2 critical interruptions, you should also prepare an introduction to your scene in which you explain why your group selected this scene and why it is important to the play as a whole.
Research and present information about The Great Depression, and make connections to the play which takes place during that time period
Co-write in pairs using Google Docs, a script of a scene that might take place between any of the main characters after the play ends. Some questions you use could include: Does Tom come back home? How do Laura and Amanda react to his departure? Does Jim ever come back? Why would he return? Are there any new characters that you would want to introduce? How do the characters change after the play ends?
Imagine that "The Glass Menagerie" is coming to your town for a one-time performance. Using Comic Life, create a poster for the show and include characters+actors, short plot description, show times, creative pictures or background
GRADE 9 or 10 - ELA 9, or A10
"The Miracle Worker" by William Gibson
Write an additional scene for the play. What happens after Helen begins to understand words? Create a scene that shows how Annie continues to teach Helen. With the help of classmates, act out and dramatize your scene and film it.
Research Louis Braille and the Braille method, Helen Keller, or Annie Sullivan and present the information in a prezi to the class
Make a "How To" video about how to read braille (this may be hard) or how to do sign language, teaching the class in a video and have them follow along.
View the film "The Miracle Worker" and compare it to the play
Create and record a dramatic reading podcast of a scene from the play
Film a short sequel to the play, showing Helen 5 or 10 years in the future, and how she lives her life and some of her accomplishments
GRADE 9 or 10 - ELA 9, or A10
"The Shipbuilder" by Ken Mitchell - A great local Saskatchewan history play (1978)
"Set in the 1930's in Saskatchewan, The Shipbuilder is based on a true story of a Finnish homesteader who built a huge iron ship on his prairie farm. In Ken Mitchell's play, Jaanus Karkulainen is clever, hardworking, and affluent despite the drought and depression. His brother Jukka has adapted to the Canadian prairie way of life, but Jaanus is an anti-social and fiercely independent man who refuses to involve himself in the community. He has driven away his wife and lost his daughter, and decides his only hope is to build a ship to take him home to Finland, despite the fact that he is miles from the ocean. Ken Mitchell brilliantly evokes the hardships of a prairie homesteader's life, and draws a compelling portrait of the mad shipbuilder and his strange obsession."
The true story comes from the homesteader Tom Sukanen (http://www.sasktourism.com/about-saskatchewan/personalities-in-our-past/tom-sukanen) whose ship you can see while driving 13KM south of Moose Jaw on Highway #2 at Macrorie, SK. There is a museum called The Sukanen Ship and Pioneer Village Museum which is open for visitors from May to October. The website has a lot of background information about Tom and his ship.
Go to The Sukanen Ship and Pioneer Village Museum website and do a virtual tour of the ship with your students by projecting it from your computer (http://www.sukanenmuseum.ca/frames.html)
Create a front page Moose Jaw newspaper article about Jaanus and his ship
Film a Hollywood trailer about the play, create a model ship to use (see the film trailer for the documentary/film that is being created http://youtu.be/_ffV4cu3ldE and use it to help with ideas)
Using Comic Life, create a short graphic novel or comic about Jaanus (or Tom) and his ship idea
Skype with a specialist who works with ships to see how hard it might have been to create a ship that size in Saskatchewan, and discuss how realistic his life-long goal of sailing home from Saskatchewan really was
Teaching Plays - Need Ideas?
GRADE 12- ELA A30
Record a filming of a scene from the play, a movie trailer, or an extended scene or alternate ending to the play
Research and create a prezi to present to the class about Lizzie Borden: History, Saying, Rumours, Evidence, Trial, Haunted House, etc.
Using Comic Life, create a graphic novel about the play (10 pages), take your own pictures to incorporate in the graphic novel
Using Google Docs, have students in pairs, write a series of letters from Billy to his family back home, and from his family to Billy in the war. Each student taking a different perspective. Have students then read them out loud and record them on Audacity, then play them for the class.
GRADE 12- ELA B30
Create a "WANTED" poster using the Comic Life program. Imagine that one of the accused witches has disappeared. Underneath the picture, write their name in large, bold letters. Your wanted poster needs to include: a quick list of your character’s vital statistics, a brief paragraph that thoroughly describes their crime(s), the reward for their return, and any other layout details that may be associated with wanted posters.
Using the Inspiration program, develop a map that shows the relationships between the characters in the play, such as who is related to whom, who was accused, who was executed, etc.
Create a prezi or powerpoint showing each of the different conflicts, illustrating the multiple conflicts and arguments in the play between the Proctor’s, the Putnam’s, the Corey’s, the Paris’s, and the girls. Show who the conflicts are between, whether or not they are resolved, and a short description of who is involved in the conflict.
Create and film a movie trailer for the play, then compare it to the Hollywood version trailer from the film.
Using Google Docs, have students in pairs, re-write the ending of the play and then share it with the class. Starting with Act III, make a change in the play that affects the rest of the play. For example: What would happen if John Proctor admitted witchcraft? Who might he name? What if Abigail suddenly had a change of heart? What would happen if Mary Warren remained strong? What if Danforth believed John Proctor and saw through the girls' lies? These are just a few suggestions. Make sure the play has a new conclusion.
Skye or record an interview with a travelling salesman. Ask him or her about the pressures and conditions of the job, etc. How the job impacts their personal life, etc.
Using Google Docs, pretend you are Willy. Write a 4 one-page diary entries about your life based on the sequence of the play. Then record those diary entries on Audacity as a personal dramatic reading
Research Arthur Miller's life and present a prezi about him
Create a video collage of the American Dream and how it has changed over the years. Use parts of old TV shows, commercials, old photos, interviews, etc.
Willy has died. Write a 2-page monologue and record it using Audacity, in which either Happy or Biff is describing what his father was like to one of their children who never met their grandfather
Grade 11 - ELA 20
Film two scenes from the play, then upload them to youtube (create a school channel) and have students view them in class together
Create a soundtrack for the play. Your soundtrack should include a 'theme song', as well as five additional songs that a) trace the plot development throughout the play (one for each act), or b) follow the development of either Eliza or Henry throughout the play, or c) reflect the attitude, personality traits, thoughts/ideas, etc. of five different characters from the play. None of the songs may come from My Fair Lady! You also must write six paragraphs (one for each song) that details why you selected each song. The album cover will also be created using Comic Life, and it must be a symbolic representation of the theme of the play, not a representation of the characters
Do a podcast of a dramatic reading from the play using Audacity
Compare the play to the film My Fair Lady! using Inspiration, show the connections and differences between the two with a concept map or web
Critical Interruptions Recorded Performance: Each acting group must select a key scene from the play and prepare a dramatic presentation of this scene. Your scene should be 4-5 pages long (so it may not be a full scene from the play) and should include at least 2 critical interruptions during which you freeze the scene to analyze a key moment or line in the play. In this critical interruption be sure to explain why this moment is important, what it shows us about the major themes/patterns of the play, how it connects to or foreshadows other moments, what it reveals about character and how specific word choices influence the meaning of the play. Critical interruptions can be supplemented with power point slides for extra credit. In addition to these 2 critical interruptions, you should also prepare an introduction to your scene in which you explain why your group selected this scene and why it is important to the play as a whole.
Research and present information about The Great Depression, and make connections to the play which takes place during that time period
Co-write in pairs using Google Docs, a script of a scene that might take place between any of the main characters after the play ends. Some questions you use could include: Does Tom come back home? How do Laura and Amanda react to his departure? Does Jim ever come back? Why would he return? Are there any new characters that you would want to introduce? How do the characters change after the play ends?
Imagine that "The Glass Menagerie" is coming to your town for a one-time performance. Using Comic Life, create a poster for the show and include characters+actors, short plot description, show times, creative pictures or background
GRADE 9 or 10 - ELA 9, or A10
Write an additional scene for the play. What happens after Helen begins to understand words? Create a scene that shows how Annie continues to teach Helen. With the help of classmates, act out and dramatize your scene and film it.
Research Louis Braille and the Braille method, Helen Keller, or Annie Sullivan and present the information in a prezi to the class
Make a "How To" video about how to read braille (this may be hard) or how to do sign language, teaching the class in a video and have them follow along.
View the film "The Miracle Worker" and compare it to the play
Create and record a dramatic reading podcast of a scene from the play
Film a short sequel to the play, showing Helen 5 or 10 years in the future, and how she lives her life and some of her accomplishments
GRADE 9 or 10 - ELA 9, or A10
"The Shipbuilder" by Ken Mitchell - A great local Saskatchewan history play (1978)
"Set in the 1930's in Saskatchewan, The Shipbuilder is based on a true story of a Finnish homesteader who built a huge iron ship on his prairie farm. In Ken Mitchell's play, Jaanus Karkulainen is clever, hardworking, and affluent despite the drought and depression. His brother Jukka has adapted to the Canadian prairie way of life, but Jaanus is an anti-social and fiercely independent man who refuses to involve himself in the community. He has driven away his wife and lost his daughter, and decides his only hope is to build a ship to take him home to Finland, despite the fact that he is miles from the ocean. Ken Mitchell brilliantly evokes the hardships of a prairie homesteader's life, and draws a compelling portrait of the mad shipbuilder and his strange obsession."
http://www.reginalittletheatre.com/newsletters/SeptOct05.pdfThe true story comes from the homesteader Tom Sukanen (http://www.sasktourism.com/about-saskatchewan/personalities-in-our-past/tom-sukanen) whose ship you can see while driving 13KM south of Moose Jaw on Highway #2 at Macrorie, SK. There is a museum called The Sukanen Ship and Pioneer Village Museum which is open for visitors from May to October. The website has a lot of background information about Tom and his ship.
http://www.sukanenmuseum.ca/Here is the link to the film website: http://www.chrystene.com/sisu/htmls/sisuhome.htm
Movie TrailerHere is the write-up from the Regina Leader Post about the film: http://www.canada.com/reginaleaderpost/news/weekender/story.html?id=e9fa46c6-7358-4f5c-a333-fe8e87ba9655
PLAY PROJECT IDEAS:
Research and present a prezi or powerpoint about the history behind the real shipbuilder of Saskatchewan: Tom Sukanen (http://archives.cbc.ca/arts_entertainment/theatre/clips/1931-12548/)
Go to The Sukanen Ship and Pioneer Village Museum website and do a virtual tour of the ship with your students by projecting it from your computer (http://www.sukanenmuseum.ca/frames.html)
Create a front page Moose Jaw newspaper article about Jaanus and his ship
Film a Hollywood trailer about the play, create a model ship to use (see the film trailer for the documentary/film that is being created http://youtu.be/_ffV4cu3ldE and use it to help with ideas)
Using Comic Life, create a short graphic novel or comic about Jaanus (or Tom) and his ship idea
Skype with a specialist who works with ships to see how hard it might have been to create a ship that size in Saskatchewan, and discuss how realistic his life-long goal of sailing home from Saskatchewan really was