by Jess Plewe
Objective: Students will begin applying script analysis techniques by discussing reactions and observations to The Glass Menagerie.
Standard TH:Pr4.1.I.a. Examine how character relationships assist in telling the story of a drama/theatre work.
Essential Questions
- How does analysis improve understanding?
- Why is background information important?
- Why do people do what they do?
Enduring Understanding(s)
- Subtext improves characterization
- Analysis deepens understanding
- People’s actions are influenced by their past and their desires
Materials:
- The Student Spotlight Response Sheet
- Copies of The Glass Menagerie for each student
Spotlight
- Pull up the Student Spotlight Response Sheet and choose a student who has not been spotlighted yet.
- Without reading their name, go through all of their answers. After reading all their answers, have students guess which student is the spotlight for today.
- Once correctly guessed, allow the class to ask a few questions of the student spotlight to get to know them better.
Warm-Up:
Do you love your neighbor?
- All students should grab a chair and assemble them into a large circle, with all the chairs facing inwards. One caller will be in the middle, and will ask someone “Do you love your neighbor?”
- The student being asked can provide two responses. If they respond “Yes” then the neighbors of the student being asked must switch chairs. If they respond “No,” then they must follow-up with “but I love everyone who… (has sneakers on, has blonde hair, is in drama 2, etc.)”
- Every student in the circle who resembles the phrase must stand and find a new empty chair. The goal of all the students in the circle is to avoid getting into the middle, and the goal of the person in the middle is to sneak into an empty seat during transitions.
Transition
- Review from last class: Instruct students to Think-Pair-Share, and talk to a neighbor about what we discussed last class. After a few minutes, call students’ attention back and ask students to share something their neighbor mentioned.
Instruction
- Give a brief overview of where we are going in this unit. “The goal is for each of you to have practical experience analyzing a play in its entirety, as well as analyzing a monologue from that play for performance. The play we will do this with is The Glass Menagerie, and today we will start reading together.”
Talk about First Read-throughs with the students.
- “In a first read through, one person is assigned to read for each character, as well as one person assigned to read the stage directions. We start on the first page of the play, and read aloud the entirety of the play. While reading, each character “reads” as though actually performing the lines, with good projection, diction, and emotion. It should feel like a reader’s theater.”
Ask the students: Why do we conduct read-throughs this way? Potential answers include
- To experience the play in one sitting, as an audience member would.
- To hear the words spoken aloud, as the playwright intended them to be heard.
- To visualize the stage directions/imagine what is happening while reading.
- To see the full emotional arch of the story and the characters
- Explain that over the next two classes, we will complete a full read-through of a play as a class. Instruct them to grab a copy of the Glass Menagerie.
Hook
Introduce Glass Menagerie as a famous classic American straight play.
Have them look at the front and back cover, without opening the book. Ask the students
- What are you noticing?
- What do you think this play will be about?
- What is a menagerie?
Read through pre-script text on pg xvii, asking for student volunteers to read out each section
- Regarding Cast listing, ask the students- What is sticking out to you? What are you interested to learn more about?
- Regarding Characters, setting, ask- What is sticking out to you here?
- Regarding the page as a whole, ask- What connections can you make? What do you expect this play to be like?
Turn to the Production Notes from author and divide the students into 4 groups
Have each group read one section and be ready to teach what it said
- Intro (xix)
- Screen Device (xx)
- Music (xxi)
- Lighting (xxi-xxii)
Read Through of Glass Menagerie
Instruction/Modelling
Review again how to read in a first read through
- Practice reading with intensity and excitement!
- Model for them by reading a paragraph of the stage directions at beginning of Scene 1
Ask the students who wants to read for what character to start scene 1.
- Keep in mind that Jim’s character is not present until Scene Six, so do not assign a reader to him until then.
- Also keep in mind that Tom’s character often has long monologues, and it is better to pick someone animated to read for Tom.
- Assure students that we will be switching out who reads for what character often, so everyone will be involved, and can have the chance to read for multiple characters
Exploration
Instruct the assigned readers to begin with Scene 1. Side coach as needed to remind students to read with energy and intensity, and good diction and projection
- If students ask about reading with a dialect, tell them it isn’t necessary to do so
- Stop the readers at the top of page 8. Switch out readers, make sure to include students who have not had a chance to read. Continue reading until scene 1 is finished.
Discussion
Ask the students:
- What is standing out to you?
- What are your initial thoughts? Predictions?
- What do you think of the characters thus far?
Exploration
Continue on to Scene 2, and ask for new readers, making sure to include students who have not had a chance to read if they volunteer
- Keep in mind, Scene Two only involves Amanda and Laura, so only three readers should be assigned for this scene.
- Stop the readers in the middle of pg 14, and pick three new readers. Continue reading until scene 2 is finished.
Discussion
Ask the students:
- What more do we know about the Wingfields?
- What can we guess about Laura and Amanda’s relationship?
- What are your thoughts? Predictions?
- What is intriguing to you?
Instruction
- Explain that we will break into smaller groups to read through the next two scenes.
- Have the students split into groups of 4-5 people each
- Instruct them to follow the same structure we’ve been using as a class: read a few pages, then switch readers, reading a few more pages, and switching again. Because of the smaller groups, everyone should have a chance to read for each character and the stage directions in these rotations.
- Instruct them that at the end of Scene Three, I will have questions written on the board for them to discuss as a group.
Exploration
In their groups, the students should continue on to Scene 3, with their assigned readers.
- Keep in mind, Scene Three only involves Amanda and Tom, so only three readers should be assigned at any one time
- Allow the students autonomy in when they choose to switch readers, and in how they lead their small group discussions after finishing Scene 3.
Discussion
While the students are reading through Scene 3 in their groups, write the following questions on the board:
- What can you guess about Tom and Amanda’s relationship?
- What do you think about Amanda’s character? Is she justified in her actions?
- What do you think about Tom’s character? Is he justified in his actions/behavior?
- What more do you know about the Wingfields?
- What questions do you have?
- What do you think is going to happen?
- When you notice groups who have finished Scene 3, remind them to answer the discussion questions on the board in their groups.
Transition
- When you notice most groups are finished with discussing Scene 3, instruct students to switch into new groups of 4-5 people.
- Once settled with their new group, instruct them to summarize the main points of their discussion with their previous group. This allows students to hear insights from others in the class, and see who thinks similarly to them or different from them.
Instruction
Call back the students attention and explain that they will be reading through scene 4 with their new group, following the same format as before, switching periodically and discussing together at the end of the scene.
- Scene 4 has three characters in it, so four readers should be assigned.
Exploration
- Students read Scene 4 in their groups, switching periodically.
Discussion
As student read, write the following questions on the board:
- What more do you know about the Wingfields?
- Who is your favorite character thus far?
- What does Amanda want? What does Tom want? What does Laura want?
- What questions do you have?
- What do you think is going to happen?
- When you notice groups who have finished Scene 4, remind them to answer the discussion questions on the board in their groups.
When you notice most groups are finished with discussing Scene 4, call back the students' attention and ask:
- What are your overall thoughts about the play so far?
- What do you think is going to happen next?
- Who is your favorite character?
- Who do you relate to?
- Why do you think this play is an American classic?
Explain that we will finish reading The Glass Menagerie next class.