Caitlin Jennings

October 2014
Unit Plan

Subject: Theatre

Teacher: Caitlin Jennings

Unit Title: Renaissance

Grade Level: 9-12

Focus: Renaissance Theatre Length of Unit: 5 days

Themes: Popular playwrights, humanism, shift to secular

Standards: Concept (nouns) know, Skills (verbs) do

C: 1.3 Experience
S: Will use information from this lesson for future scripts.
C: 3.2.1 Demonstration
S: Will be able to use information to demonstrate understanding of
Renaissance as it relates to design.
C: 5.0 Research
S: Will provide a platform and excersise research as it pertains to the

elements
of theatre.
C: 6.0 Presentation
S: Compare, Analyze, interpret elements of history and culture in theatre.
C: 8.0 Context
S: Understanding context. Analyzing and relating the role of theatre in
culture throughout history.

Corresponding Standards/Grade Level before( or prerequisite subjects): Grades K-8

Corresponding Standards/Grade Level after (or prerequisite subjects): Drama 2
Pre-Assessment: Formulative Questioning. Will provide what understanding or
misconceptions of the time period, theme of the renaissance, important
players/playwrights, and period shaping works, students currently hold.
Summative: End of Unit Test Quiz. Short Answer, Multiple Choice/True or False, and
Essay Question.

Lessson Plan
Lesson Day 1:

Lesson Goal: Students will recognize important figures and be able to use this
information in their future theatre practices.
Concept: History. Know what the key figures, events, and terms were and how they relate
to the practice of both theatre during the renaissance and modern day theatre.

Skill: Use this skill to incorporate renaissance themes, ideals, and culture in future theatre
practice.
Objective:
Audience: Drama I students.
Behavior: Can relate key events and figures that shaped the renaissance.
Essential Questions: What are some detailed examples of events or circumstances that
directly shaped theatre during the renaissance? On the flip side of this; How did theatre
during this time reflect the events that shaped them?

Pre-Assesment: Continue with discussion questions. I can use answers to outline how
much my students understand about renaissance theatre at this time.

Teacher Materials: White board, white board materials, computer, powerpoint.

Student Materials: Pencil, paper, previous notes.

Curriculum Integration: This lesson will incorporate history and theatre.

Key terms: Elizabeth I

Medicis

Renaissance

declamatory acting

proscenium

three unities

corrales

interludes

humanists

commedia dell'arte

secular
masques

autos sacramentales

Estimated Time: 45 min.

Hook: 5 min.
Focus: 30 min.
Guided Practice: 8 min.
Questions:
Level 1-2: Who was Elizabeth I?
Level 3-4: Identify the relationship between Humanists and the
renaissance.
Level 5-6: What influence did the Medici's have on the Renaissance?
Closure: 2 min.
Formative Assessment: Renaissance Worksheet.

Differentiation:
Learning Styles:Audio, Visual, Intrapersonal, Interpersonal, Linguistic
Multiple Intelligences: Visual-spatial, linguistic, Intrapersonal, interpersonal.
Specific IEP Accomodations and Modifications: Repetition, Additional
explanation. Modifications and accomodations based on specific IEPs.
Reflection:
Lesson Day 2:
Lesson Goal: Students will be able to interpret theatre's presence, purpose, and influences
in history and culture.
Concept: Culture. Know what the key figures, events, and terms were and how they relate
to the practice of both theatre during the renaissance and modern day theatre.
Skills: Can create scripts, characters, or design elements using this lesson on Renaissance
culture as a model.
Objectives:
Audience: Intro Drama I students. Grade 9-12.
Behavior: Can examine the relationship between the culutre of the time and major
production themes.
Essential Questions: There were some major structural changes in theatre during the
renaissance. Compare and contrast the structure of theatre during the renaissance and the

medieval age. What of these changes still exists today?

How could art and culture be portrayed in theatre? Support your
answer with examples.
Pre-Assessment: Use questions about material from lesson day 1 to access what students
gained from yesterdays lesson. Introduce some ideas and themes from lesson day 2 to
access what knowledge students already have of this material.
Teacher materials: White board, white board materials, powerpoint, computer, projection
system, (promethian board), worksheet packets.
Student materials: Pencil, paper, previous notes.
Curriculum Integration: This lesson will incorporate music, art, theatre, literature, and
history.
Key terms: secular
masques

proscenium

three unities

corrales

declamatory acting

interludes

humanists

commedia dell'arte

autos

sacramentales
Estimated Time: 45 min.
Hook: 5 min.
Focus: 25 min. Powerpoint
Guided Practice: 10 min. Fill in the blank question examples from homework
worksheet from renaissance packet.

Questions:
Level 1-2 What were the three unities?
Level 3-4 Compare and contrast the major differences in the medieval age and the
Renaissance.
Level 5-6 Develop a short scenario in which proscenium, secular, and the three
unities are being used.
Independent Practice: Renaissance homework review packet.
Closure: 5 min. Pass out renaissance homework review packet. Reminder about
essential questions on the board to be discussed.
Formative Assesment: Guided practice participation and understanding of essential
questions written on board. Renaissance worksheets.
Differentiation:
Learning Styles: Audio, Visual, Linguistic
Multiple Intelligences: Visual-spatial, linguistic, intrapersonal, interpersonal
Specific IEP Accomodations and modifications: Repetition, Additional explanation.
Modifications and accomodations based on specific IEPs.
Reflection:

Lesson Day 3:

Lesson Goal: Students will be able to recognize different playwrights and list their works.
Concept: Playwrights and plays. Know who the key playwrights were and their
influential works.
Skills: Can use this knowledge to research popular renaissance playwrights and their
works for production purposes.
Objectives:
Audience: Introductory Drama I class. Grades 9-12.
Behavior: Can recognize the ground-breaking differences between players of the
renaissance and those of the middle ages.
Essential Questions: What circumstances or events in Marlowe's life might have
influenced his works? How are some of these playwrights still influencing theatre today?
How can you incorporate these playwrights or their works into a theatre production
you're working on?
Pre-assessment: While introducing playwrights and their plays I'll ask generally if anyone
is familiar with these playwrights. Have any of my students worked with or read any of
their works previously?
Curriculum Integration: Theatre, Playwrighting, Literature.
Key Terms: Ben Johnson

Christopher Marlowe

William Shakespeare

Felix Lope de Vega

Teacher Materials: Computer, white board, white board materials, projection

screen(promethian board), powerpoint.
Student Materials: Pencil, paper, renaissance worksheets.
Estimated Time: 45 min.
Hook: 5 min. Take up worksheets. Introduce playwrights.
Focus: 35 min. Powerpoint with clips of examples of works as well as
passages. Take time to analyze examples. Compare and contrast style and theme. Is it for
the common man or more high brow?
Guided Practice: 5 min. Discussion of essential questions. Questions
should be journaled and brought to next class.
Questions:
Level 1-2 Who was Ben Johnson, Christopher Marlowe, de Vega?
Level 3-4 Identify their most well known works.
Level 5-6 Why are they important?
Closure: Continuation of playwrights with Shakespeare at next class.

Formative Assessment: Understanding of essential questions written on

the board.

Differentiation:
Learning Styles: Audio, Visual, Interpersonal
Multiple Intelligences: Visual-spatial, interpersonal, linguistic.
Specific IEP accomodations and modifications: Repition of elements of
presentation. Additional accomodations based on specific IEPs.
Reflection:

Lesson Day 4:
Lesson goal: Students will have a knowledge of Shakespeare, his life, his work,
his influences, his patrons, and that dirty little rumor that shakespeare was not the
brilliant literary genius that he's thought to be.
Concept: Shakespeare.
Skills: Can dissect his work, his style, and his meaning to create their own
interpretation of his work.
Objectives:
Audience: Drama I students. Grades 9-12.
Behavior: Can understand the course of history that shakepeare created for
the literary arts in the renaissance. Can relate these influences in their current and future
theatre courses.

Essential Questions: What are some cultural or political aspects of the renaissance
that were portrayed in Shakespeare's works? (provide examples)
Pre-assessment: Understanding of students knowledge determined throughout the
presentation.
Curriculum Integration: Theatre 2-3, English Literature.
Key Terms: Shakespeare

Globe

Teacher Materials: Projection screen( promethian board), white board, white

board materials, Worksheets,
Student Materials: pencil, paper
Estimated Time: 45 min.
Hook: 2 min.
Focus: 35 min. Presentation including clips and video.
Guided Practice: 6 min. Discuss essential question. Pass out worksheets on
Shakespeare. Go over question example.
Questions:
Level 1-2 Who was William Shakespeare?
Level 3-4 Compare and contrast his earlier and later works.
Level 5-6 What is your theory on Shakespeare's authenticity?
Support your theories with evidence.

Independent Practice: Shakespeare worksheets.

Closure: 2 min. Independent work on homework while secular music
plays. Also detail expectations for participation during next class assignment.
Formative Assessment: Shakespeare worksheets and discussion of
essential question.
Differentiation:
Learning Styles: Audio, visual, interpersonal, linguistic
Multiple Intelligences: Visual-spatial, musical, interpersonal, linguistic.
Specific IEP accomodations and modifications: Repition of elements of
presentation. Additional time allotted for worksheets. Further explanation of directions.
Additional modifications and accomodations based on their specific IEPs.
Lesson Day 5:
Lesson Goal: Students should be able to use research to create profiles on major
playwrights and their plays.
Concept: Research.
Skill: Incorporation. Students should be able to do research and be able to incorporate
that research into scene building.
Objective:
Audience: Drama I students. Grades 9-12

Behavior: Students can use their resources to do structured research.

Essential Questions: Why is research important in theatre? How can researching your
subject matter help you create more enjoyable and well rounded products?
Pre- Assessment: Analyze the students understanding of the project and their ability to
research effectively.
Curriculum Integration: practicing research under these circumstances will build their
abilities to complete organized work in theatre and in other classes/subjects as well.
Key terms to be reviewed: Elizabeth I
secular

proscenium
masques

three unities

interludes

Medicis
corrales

humanists

sacramentales Ben Johnson Christopher Marlowe

Renaissance

declamatory acting

commedia dell'arte

autos

Felix Lope de Vega

William Shakespeare Globe

Teachers Materials: White board, white board materials, computer, text
Student Materials: pencil , paper, computers, text
Estimated Time: 45 min.
Hook: 5 min. Take up shakespeare worksheets. Introduce research assignment as
an in class activity.
Focus: 25 min.
Guided Practice: 10 min. Explain assignment and expectations.Provided examples

and as needed explanations.

Questions:
Level 1-2: Who were some of the major playwrights and their works?
Level 3-4: Compare and Contrast the playwrights upbringings and
occupations.
Level 4-5: Identify their specific contribution and influence during the
renaissance.
Independent Practice: Research time,
Closure: 5 min. to briefly discuss students success in the assignment. Assignment
to be concluded at next class period.
Formative Assessment: Completed Research Assignments.
Differentiation:
Learning Styles: Visual, Audio,
Multiple Intelligences: Linguistic, Interpersonal,
Specific IEP accomodations and modifications: Repetition of assignment
expectations and instruction. More time. Additional modification ot instruction according
to their specific IEP.
Lesson Day 6:

Lesson Goal: Review Renaissance Material for lesson days 1-5 for formulative test.

Concept: Culture. Know who the figures, events, and terms were and how they relate to
the practice of bothe theatre during the Renaissance and modern day theatre. Can these
elements be interpreted in productions?

Skills: Can create scripts, characters, or design elements that will be mastered on test day.
Objectives:
Audience: Intro Drama I students. Grades 9-12.
Behavior: Will participate fully in the review projects.
Essential Questions:
Who was Elizabeth I?
Compare and contrast secular and nonsecular.
Analyze Humanism in the major works of the Renaissance? How was the Humanist
philosophy incorporated into these works and the world of the Renaissance itself? What
are some examples?
Pre-Assessment: Review Projects including every topic.
Teacher Materials: Hat, slips with key terms, timer, posterboards, crayons, markers,
props, paper, posterboards, pencils, white board, computer, text.

Student Materials: Pencil, Paper, previous notes, text.

Curriculum Integration: Collaboration, design, acting, directing, music, art, literature,
history, public speaking,and following directions.
Key Terms: secular
masques

proscenium

three unities

corrales

interludes

humanists

commedia dell'arte

sacramentals Elizabeth I
de Vega

Ben Jonson

declamatory acting
autos

Christopher Marlowe William Shakespeare

Medicis

Estimated Time: 45 min.

Hook: 2 min.
Focus: 30 min. Group in class review projects.
Guided Practice:
>Intermixed with project time. Students seperate
into groups. They draw key terms and figures from a hat. Guide students through their
review projects spending a few min. at a time with each group to keep them moving in
the right direction. They have 30 min. to delegate responsibilities and create a short
review. 2-3 min. skits or sketches where students create a visual and a short oral to
portray their key term or figure to the class.
Independent Practice:
Closure: Students are reminded to prepare for their test the next day.

Formative Assessment: Final 2-3 min. group presentations.

Differentiation:
Learning Styles: Audio, visual, linguistic, bodily kinesthetic, (could be musical also),
interpersonal.
Multiple Intelligences: Visual-spatial, linguistic, interpersonal.
Specific IEP Accomodations and modifications: Repetition, additional explanation of the
assignment, designate them a role in the group that might be more appropriate for their
specific needs. Modifications and accomodations based on specific IEPs.
Reflection:

Renaissance Test
Drama 1
A. Identifying Key Terms: Make sure to include who, what, when, where, and
why. (5pts each)
1. Elizabeth I

2. Renaissance

3. Christopher Marlowe

4. Corrales

5. Interludes

6. Declamatory acting

B. True or False. Make each question false. (5 pts each. Must successfully correct
false questions for full credit. False answers without corrections will receive only 2 pts.)

1. Commedia dell'arte is a form of theatre that began in the Italy during the 16th century.
It is characterized by masked types such as Arlecchino, Pulcinello, and Columina. ____

2. A masque was something that nobles and monarchs would wear to court. ____

3. Ben Jonson wrote Doctor Faustus in 1604. ____

4. Prosceniums combined elements of medieval morality and mystery plays and could be
based on secular as well as religious sources; they included supernatural, human, and
allegorical characters. ____

5. William Shakespeare built the Globe theatre in Spain in 1599. ____

6. There are many questions as to whether William Shakespeare was the genuine author
of all of his works. ____

C. Short Essay Questions: (10 pts each)

1. Write and essay explaining the role of Humanism in the Renaissance. Where did it
arise, when, who were some important figures? What was the philosophy behind
Humanism and how did this differ from the philosophies of the middle ages?

2. Three Unities

3. Explain secular and non secular. What was the shift during the Renaissance? Use
examples of a secular and non secular work in your answer.

4. How were merchant families like the Medicis influential during the Renaissance.
Provide examples of their contributions to the time in your answers.