Activities
Timeline
| WEEK | ENGLISH | HISTORY | DELIVERABLES |
|---|---|---|---|
| 1 | Journal entries and research strategies | Overview of Vietnam/ Historian Poster Work Time | (Project intro) |
| 2 | Reading of The Things They Carried | The war at home versus "over there" | Socratic Seminar performance |
| 3 | The Elements of Drama and resumes | Geography: creating maps of Vietnam | Showcase maps |
| 4 | Character Biographies | Ho Chi Minh | Dramatic reading of Uncle Ho's speech |
| 5 | Writing workshop for plays | Vietnamese culture | |
| 6 | Writing plus staging and projection | The War's tragic details | Conferencing with the teacher |
| 7 | Writing and revision | U.S. exit strategy and Geneva Accords | Rehearsal |
| 8 | Play preparation | Play preparation ensuring historical accuracy with stage and costumes | The performance |
Project Narrative: Weekly Activities and Daily Goals
The following lessons are based on ninety-minute class periods. The lessons could be adapted to fit any historical period or topic.
Long-term goal: Learn an overview of the Vietnam War and answer an essential question through individual research. Historian poster is due Monday, September 15. See standards listed for each lesson for more specific learning objectives. |
Wednesday, September 3rd
- Journal prompt: "What do you know about the Vietnam War? "
- Introductory lecture on Vietnam War
- Review main points
- Introductory reading on Vietnam War (Zinn, first third of Chapter 18 with coding & notes)
- In-class reading time
Homework: finish Zinn reading & use coding (see Appendix IV.1.1) & notes in margins to prepare for tomorrow
Thursday, September 4th
- Journal prompt: "What is the most striking/interesting/important thing you learned yesterday? What questions do you have about what you read or from yesterday's lecture?"
- Show footage from Tet Offensive (15 minutes)
- Lecture on Tet
- Journal prompt: "What questions do you have about what you've learned so far?"
Homework: read second third of Zinn, Chapter 18 with coding & notes in margin
Friday, September 5th
- Take out journals & address questions
- Reading on Vietnam war from perspective of soldier (select chapter from Caputo's A Rumor of War)
- Discuss reading
- Create questions for Vietnam veteran with partner
- Select "best of the best" questions
Homework: read final third of Zinn, Chapter 18 with coding & notes, and complete Zinn Reading Guide (Appendix IV.1.2)
Monday, September 8th
- Guest speaker: Vietnam veteran visits
- Students ask questions
- Students write reflection in journals
- Read On the Rainy River from The Things They Carried by Tim O'Brien aloud in class
Write response to reading in journal. "Having read Zinn, does O'Brien strike you as historically accurate/realistic?"
Tuesday, September 9th
- Discuss reading
- Primary document analysis activity (See Appendix IV.1.3)
- Essential question examples & brainstorm activity
- Historian poster assignment & show example (See Appendix IV.1.4)
- Brainstorm questions for guest speaker
Homework: essential question due Thursday, September 11th. Historian poster due Monday, September 15th.
Wednesday, September 10th
- Guest speaker: Vietnam protester
- Ask questions
- Write response in journal
- Discuss in groups of three & record important points
Homework: code & take notes on reading on U.S. intervention in Vietnam in preparation for tomorrow's seminar (select chapter from Logevall's Choosing War as reading).
Thursday, September 11th
- Share highlights of discussions yesterday
- Socratic seminar on U.S. intervention in Vietnam (60 minutes - see Appendix IV.1.5)
- Work period: time to work on historian poster & note helpful resources
Homework: work on historian poster, due Monday, September 15th.
Friday, September 12th
- Compile list of useful resources on board
- Questions on historian poster?
- Work period
Homework: historian poster due Monday, September 15th. Bring binder to class next Thursday.
Monday, September 15th
- Critique historian posters in groups of 4
- Revise - urge students to be "kind, helpful and specific"
Homework: revise for tomorrow in preparation for presentation. Bring binder to class on Thursday.
Tuesday, September 16th
- Present historian posters
- Introduce Vietnam map project (See Appendix IV.1.6)
- Begin research on map
Homework: Vietnam map due Monday, September 22nd. Bring binder to class on Thursday.
Wednesday, September 17th
- Share research tools & useful sites (teacher first & instruct students to write down useful sites & topic). See militaryhistoryonline.com and teachingamericanhistory.com
- Research time
- Share resources with one another (list on board)
Homework: Vietnam map due Friday, September 19th. Also, remember to bring binder to class on Thursday!
Long Term Goal: Character Biographies due Wednesday, September 24th |
Thursday, September 18th
(See Appendix IV.1.7 for detail of lesson)
- Journal write
- Discuss journal responses
- In-class activity
- Key concepts of drama lesson
- Activity (page 19, Hatcher text)
- Organization activity
- Introduce character biography (see Appendix IV.1.8)
Homework: make list of best scenes from plays (preferably) or film for Monday... (again, see AppendixIV.1.7). Character Biographies due Wednesday, September 24th. Vietnam maps due tomorrow.
Friday, September 19th
- Share Vietnam maps with class
- Introduce project (see Appendix IV.1.9)
- Work on Character Biographies, resumes, and cover letters
- Work Period
Homework: make list of best scenes from plays (preferably) or film for Monday... (see Appendix IV.1.7). Character Biographies due Wednesday, September 24th
Monday, September 22nd
- Share best scenes (select only random students)
- Introduce Aristotle's Element's of Drama (See Appendix IV.1.10)
- Read one act plays in groups (provide several for students to choose from) and identify Aristotle's Elements of Drama (See Appendix IV.1.10)
Homework: Begin reading David Rabe's Sticks and Bones
Tuesday, September 23rd- Journal write with thoughts on the main character, David
- Discuss the examples of Aristotle's Elements of Drama
- Work period
Homework: Character Biographies due tomorrow!
Long Term Goal: Plot map due Friday, September 26th : The plot map is a description of how your story unfolds. |
Wednesday, September 24th
I. Critique character biographies - self then peer, in groups of 3 (see Appendix IV.1.11)
II. Developing characters exercise (see Appendix IV.1.12)
III. Watch portions of Sticks and Bones and answer dramatic elements questions (Appendix IV.1.13)
IV. Create plot line of the act you just watched
Homework: plot line of own play due Friday; hand out examples of different plot line formats & instruct students to use whichever one suits them best
Thursday, September 25th
I. Journal: " Think of your favorite plays, books or films. Create a plot line for this story."
II. As class, create plot line for Romeo & Juliet, Little Red Riding Hood, The Titanic or any other well-known, popular story that the students know
III. Work time: create plot line for your play, using what you have learned about creating interesting drama with conflict, climax, denouement, etc.
Homework: Create plot line for own play, due tomorrow
Friday, September 26th
I. With a partner, look at plot lines and give feedback, using Plot Structure Self Edit (Appendix IV.1.14)
II. Create a French Scene Outline (Appendix IV.1.15)
III. Divide class into four and give each group one speech by Ho Chi Minh (See Bibliography - Jack Woodis). One student from each group reads the speech with dramatic presence. Class selects a winner, who receives a prize
Homework: French Scene outline due Monday, with revisions from feedback (also turn in original plot line with feedback written on it.
Monday, September 29th
I. Critique French outlines & collect
II. Journal entry your thoughts about Ho Chi Minh's words
III. Lesson on Socialism
Tuesday, September 30th
I. Lesson on beginnings (see Appendix IV.1.16)
II. Time to write beginning in class
III. Complete Sticks and Bones
Homework: write one page: the main character is blinded by the horrors of war. How is his family symbolically blinded? Due tomorrow. Also, beginning of play due Thursday
Wednesday, October 1st
I. Lesson on "We're off!" beginnings (see Appendix IV.1.17)
II. Journal (choose prompt from bottom of Appendix IV.1.17)
III. Discuss answers to journal prompts with writing partner
IV. Time to write beginning
Homework: beginning of play due tomorrow
Thursday, October 2nd
I. Read two students' beginnings aloud to class & critique as class (be "kind, helpful & specific")
II. With writing partner, read beginning aloud & critique
III. 45 minutes to revise beginning
Homework: final draft of beginning due tomorrow to turn in
Friday, October 3rd
I. Dialogue lesson, including "things to avoid" (Appendix IV.1.18)
II. Students choose one exercise as homework for Monday (Appendix IV.1.19)
III. With writing partner, read beginning aloud, specifically critiquing dialogue. Is it realistic? Natural? Does each character speak differently and appropriately for his/her character?
IV. Time to write dialogues
Homework: Choose one of the possible exercises to complete over the weekend & turn in Monday, along with revisions in dialogue to beginning.
Note to teachers: this week includes ample time to write in class. I suggest using a writing workshop model, such as Nancie Atwell's. It is important to give students time to write individually in class, but also time to meet with peers to get feedback. When meeting with peers, I suggest students choose a writing partner (with your discretion) to bounce their ideas off one another. Also, it is crucial that they read their plays aloud to one another so they can hear the way it sounds when spoken. In addition, I suggest beginning the writing time with a "mini-lesson" on a topic that is relevant for the group. This is to be decided by the teacher depending on the strengths and weaknesses of the particular class.
Long Term Goal: First draft due Monday, October 20th |
This first draft must include all dialogue. It will probably take you a number of scribbled out pages and revisions to even arrive at this "first draft". It should be typed and be believable both to the era and the character dialogues. Because you are aiming for a fifteen-minute play, the draft should be no fewer than about 15 single spaced pages. This amount may vary greatly depending on the number of stage directions and descriptions of setting etc., but spoken aloud the entirety of the play should be as close as possible to fifteen minutes. This does not mean I want you to include filler to get there but for example, if your play lasts three and a half minutes, you will not pass. On the other hand, please do not make a full length play that lasts an hour and a half. Please include a title page, a list of characters, a bibliography, all dialogue, setting and stage directions of your play. In other words, it should be in final (typed) script format. |
Monday, October 6th
I. Read aloud examples of beginnings & critique dialogue as a class (Is it realistic? Natural? Does each character speak differently & appropriately for his/her character?
II. Thirty minutes to write middle
III. Improvisation activity (see Bibliography)
Homework: first draft of play due next Monday, October 13th Prepare questions for tomorrow's guests
Tuesday, October 7th
I. First thirty minutes to write plays
II. Elements of Culture Lesson - Invite students (either from your own class or outside visitors) of Vietnamese ancestry or nationality to share their culture with your class through food, language, non-verbal expressions, and questions.
Wednesday, October 8th
I. Journal entry on previous day's cultural experience.
II. Thirty minutes to write plays
III. Lesson on staging. Invited actors will instruct students in staging (blocking out; exiting stage left instead of stage right, etc. - see pages 129-137 of Peterson & O'Connor's Kids Take the Stage)
Thursday, October 9th
I. First hour write staging into plays
II. Activity on projection (see Bibliography)
Friday, October 10th
I. Meet with writing partner for first 30 minutes to read plays aloud & get feedback
II. Write for rest of class!
Homework: Read first twenty pages of Chapter Seven in America's Longest War with notes and coding
Monday, October 13th
I. Journal entry: discuss "peace with honor" and "peace through coercion." What's the difference?
II. Lesson on endings (Appendix IV.1.20)
III. Time to write
Homework: first draft of complete play due Monday, October 20th
Tuesday, October 14th
I. Informal class discussion on U.S. exit strategy in Vietnam
II. Read second twenty pages of Chapter Seven in America's Longest War with notes and coding
Homework: If not finished in class, read the balance of the chapter
Wednesday, October 15th
I. Journal entry: Explain Vietnamization and the Easter Offensive's impact upon it.
II. Brief lecture on the war's end and the complete withdrawal of U.S. forces
III. Complete lecture ameliorization in class (see Appendix IV.1.22)
Homework: first draft of complete play due Monday, October 20th
Thursday, October 16th
I. Final revision of all acts, scenes, and staging
Homework: first draft of complete play due Monday, October 20th
Friday, October 17th
I. Time to write
Homework: first draft of complete play due Monday, October 20th
Long Term Goal: Final draft due Wednesday, October 22nd |
The Final Draft is exactly what its name entails. It is a polished piece of drama that is free from errors, including both dramatic and grammatical mistakes. The final version is the compilation of peer and teacher recommendations put through numerous cuts and additions. A final play is visually sound and well composed. |
Teacher's note: this week will be for finishing plays so there will be lots of time to write in class. During this time, work your way around to each student and conduct writing conferences. In order to limit the time in each conference and ensure that you get around to each student, give students a copy of the final play grading rubric (AppendixIV.2.1) and have them grade their own play first and write down on the rubric a question that they have and what they are most proud of and what they are most concerned about. Use this to guide the conferences.
Monday, October 20thI. Self edit plays in class & make revisions
II. Conference with students
Homework: final plays due Wednesday
Tuesday, October 21st
I. Peer edit plays in groups of 4 (see instructions on Appendix IV.1.23)
II. Revise play
Homework: final plays due tomorrow!
Wednesday, October 22nd
I. Collect plays
Teacher's note: While exceptionally arduous, it is very useful to get the plays back to the kids as quickly as possible. By this point you are sure to be terribly familiar with the plays already, so final grading should not take too long. That said, I always clear my schedule so I can grade all of the plays in a single evening, though taking two or three is fine. For each period I select three "finalists", partially based on realistic staging potential. The authors of these plays will then pitch their work to the class for voting. By week's end, the plays you perform should be decided and cast.
Thursday, October 23rd
I. Return plays; announce finalists
II. The three finalists will spend one hour selecting a portion of their play to perform in class so as to give their peers a better idea of what their play is all about.
III. Perform eight to ten minutes per play and then have the kids select which one they would like to perform through the timeless voting system of "heads down, hands raised"
Friday, October 24th
I. The plays' authors now take on the role of director by organizing casting. Spend the period defining each role and then casting. Whoever does not have an acting role will then take on a role that assists the production in some manner. While I have avoided actual auditions in the past, that might be an equitable way to approach casting. A more efficient version is simply to turn it over to the director who already has an idea of who should play which role. Have the class openly dialogue so that everyone is in agreement. Amazingly, students who have never acted a day will land lead roles while students experienced with theater might back away and take on stage building. Either way, encourage the kids to shine outside of their comfort zones. At period's end, hand out character biographies for respective roles.
Homework: Begin familiarizing/memorizing lines
Monday, October 25th through Friday, October 29th
I. Rehearsal! Directors will take on the leadership of guiding and directing their caste of actors and stagehands. While seemingly chaotic, the kids will embrace this time to act, build, draw, create, and everything else that is required to bring about a successful production. Interrupt the schedule at time to practice projection or staging with the entire cast including non-actors. Also, invite back professional actors and playwrights from before to lend assistance.
Production of plays: We recommend using bare bones sets and instead focusing on revising the script so that it is the best it can be, training actors well and gathering effective costumes and props. It is important that everyone has a role, whether it is actor, director, stage manager (a crucial role since this is the person in charge of logistics such as getting actors to rehearsals on time, taking charge of props & costumes, playing the role of "bad cop", etc. so the director can do his/her job without being burdened by logistics), set & costume director, grip, etc. We have seen students memorize lines and prepare a performance in as little as a week and a half, although we would recommend 2-3 weeks. What is most important is to have an evening where students perform at a high-stakes event where outsiders are invited. Because of this, be sure to assign students to market the event by creating posters, flyer (see Appendix IV.1.24), sending out e-mails, letters home, etc. to advertise the event. The "higher the stakes" of the event, the more inclined students will be to work hard and create their best work. Be sure to assign someone to create a professional playbill (program) to hand out on the night of the performance (see Appendix IV.1.25, for example of director's note for play bill). In addition, it is important to expose students to experts in the field as they are preparing their performance. For example, we have invited professional actors to visit the classroom, a professional playwright to tutor the kids as they write, a community theater director to advise the students on staging and to work with actors, a set designer to consult students, and we have taken a field trips to the Old Globe Theater each year we have done the project. This step is crucial, in my opinion, so the students can see that they are doing "real work".
All said: Have students fill out a post project reflection of their performances and what they would suggest for improvement (see Appendix IV.1.26 )