Ryan Hawkins British Drama Unit Stage 1 UBD Desired Results Established Goals: Transfer: (Students will be able

e to independently use their learning to) Grades 11-12 Take texts, of their own choice, and independently complete a character analysis as evidenced within the text 3 week unit Make creative inferences for performance, and set design, from an initial reading of a text, Cite strong and followed by rereading for textual support of those creative decisions thorough textual evidence to Comprehend and analyze drama that uses slang from another culture, and using research support analysis independently for understanding (RL.11-12.1.) Meaning: (Understandings) Essential Questions: (Students will keep Analyze the Students will understand that considering) impact of the The major theme of this play drives What was the playwrights goal in centering this authors choices the motivations of each character in play on one characters coming out story, and regarding how to the play, and the student will need is this the main theme? develop and to provide textual evidence for each How do character motivations impact stage relate elements characters relation to the main performances of this play? of a drama conflict Through rereading the play, how does your (RL.11-12.3) The main characters conflict is a interpretation of the theme change? Did you Read and major theme of this play, and it will discover any new climactic moments? comprehend need to be identified literature, The playwright has written an openincluding ended play, and the students will dramas text need to analyze why this is complexity band significant and how it will impact proficiency, with actors performances scaffolding as Acquisition: (Students will know) (Students will be skilled at) needed (RL.11 The British slang used within the Researching foreign slang for comprehension 12.10.) text Providing textual proof that supports Their own interpretations of each interpretation Text being used: characters motivation and conflict Identifying major and minor conflicts in a play British Drama resolutions The impact of the coming-of-age Beautiful Thing by and coming out storyline in drama Jonathan Harvey

Stage 2 Evidence of Desired Results Established Goals: Performance Assessment: (Students will show that they understand by evidence of) Grades 11-12 Individual portfolio of student work o Two separate character analysis essays both are of the characters in students Cite strong and chosen scenes that they will perform for instructor assessment of the work thorough textual o Research for the analysis is evident evidence to support analysis o Research for the scene performance is included (RL.11-12.1.) o Conflict timeline for the entire play is included Analyze the o Rehearsal schedule is completed and each meeting initialed impact of the o Set design for the scene is completed authors choices Scene performance (Differentiated) regarding how to o Rehearsed develop and o Performed in front of peers and instructor (includes peer comments and assessment relate elements by instructor) of a drama (RL.11-12.3) Read and Other Assessments: (Students will show they have achieved Stage 1 goals by) comprehend Quick-writes literature, o Entrance slips and exit slips including Informal, and ungraded, questioning dramas text Small-group work and reflections complexity band Large-group work and reflections proficiency, with scaffolding as needed (RL.1112.10.) Text being used: British Drama Beautiful Thing by Jonathan Harvey

Stage 3 Learning Plan Established Goals: Hook: Grades 11-12 After completing the previous unit, instructor has given students a film day the movie version of Beautiful Thing will be shown Cite strong and o This will be completed in the first lesson plan of the unit thorough textual evidence to support analysis (RL.11-12.1.) Analyze the impact of the authors choices regarding how to develop and relate elements of a drama Learning Activities: Formative Assessment: (RL.11-12.3) Small-group work for drafting the performance Individual reflections throughout the Read and space (set designs) rehearsal process comprehend Large-group discussions on themes of the play Student portfolio will be a record that literature, the students keep for themselves Small-group performances of the scenes including being rehearsed peers will provide feedback Instructor will review the portfolio dramas text through written comments on organizer and comment on it twice through the complexity band provided by instructor unit proficiency, with Free-writing/timed-writing in class 15 minute Instructor will assess the entire scaffolding as intervals dedicated to getting character portfolio at the end of the unit as part needed (RL.11analysis completed of the performance assessment 12.10.) Free-writing will be reviewed by peers with commentary as modeled by instructor Text being used: British Drama Beautiful Thing by Jonathan Harvey