Hook/ review/assessment: Pass out quizzes. Administer “History and Definition of Dramaturgy” quiz as an open-notes quiz. Allow 5 minutes for the test; allow an additional 2 minutes if needed. Correct in class and collect.
1. Script Circle: Students will gather in a “script circle” and each share a brief synopsis (about 1 minute or less for each play, using notes if desired) of the three plays they have read. They may answer either or both of the following questions during the discussion [write on board]: o Ask: What interested you initially about the play? What is appealing/not appealing about considering this play as a project possibility? o At the end of the discussion students will select one play to serve as the basis for their dramaturgical project. Students will report and record their selections at the end of [a specified amount of time]. Note: If during the discussion a student prefers a play that was not one of the three he or she originally read, and that play is not selected by the student who brought the play to the discussion, he or she may choose that alternate play.
2. The Glossary [Tell students that one copy of the glossaries they will build is due in printed form at the beginning of the following class, and one is to be included in the casebook.] To make a glossary of a play: o While re-reading the selected play, write down important and unknown/obscure words contained in the script and the page number these words are found on. There will probably be an average of 1 term per two pages of script (or about 10-20 terms total for a short contemporary one-act play). Make a glossary of these words. Table form works well, but other clear formatting (Excel, for example) that the student is comfortable with is also acceptable. o Show the class a casebook glossary. § Point out specifics: · Words and phrases that pertain specifically to the play are included. · The glossary is typed in 12-point font or neatly hand-written. · Single spacing is used for definitions; double spacing is used between each definition. · Words that seem familiar but have special meaning in the play are included in the glossary (Example: “blind spots” in TKAM; often connected with vision, but in this play refers to prejudice or mindset.)
3. Assignment: Pass out copies of the glossary instruction and example sheet. [See sheet below.] Students may use any remaining time in class to begin re-reading their plays and choosing glossary items. Gauge remaining time and announce how many words/pages are expected to be completed by the end of class in that time; ask students to show this work 3-5 minutes before dismissal.
Play selection and glossaries turned in next class period.