HOOK: Play an improv game called “Accents.” Receive a list of accents from the audience. Two or three actors are given a location and relationship, and they begin the scene. The teacher will call out a new accent every so often, and the actors will incorporate those accents into the scene.
TRANSITION: Ask the students questions such as: What specifics of time, location, etc. did you notice throughout the scene? How did the changing accents affect the scene?
GROUP PRACTICE: Provide a short script to the class featuring information such as time of day, time period, location, dialect, etc. Have the students get in groups and dissect the script to gather as much information as possible about the production or scene in a short amount of time.
DISCUSSION: What did you discover about this production? How could you learn more? What could you learn about your fairytale by doing research? Answers may include time period, dress, body language and posture, vocabulary, social ranks and expectations, etc. How could the information you gathered affect the production?
TRANSITION: Play the “FACT!” clip from Kid History. Ask the students questions such as: What are good sources for gathering information? What are bad sources?
INDIVIDUAL PRACTICE: Students will work in a computer lab to find information about their fairytale and concept.
ASSESSMENT: At the end of class, students will present what they learned to the class, and how it will affect their concept and/or storytelling. Students will answer the following questions in their presentations: What have you learned about the people, architecture, fashion, location, etc. of your scene? How will this new information change the way that you direct your scene?