Greek dramas typically dealt with important issues of the day, posed tough questions, and educated theatergoers. Attendance at dramas was considered such a valuable experience that sometimes the government would pay for the tickets.
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In this class we will practice skills in reading, analyzing, and writing about fiction, poetry and drama from a select sampling of 20th Century American Literature. Through class discussion, close reading, and extensive writing practice, this course seeks to develop critical and analytical skills, preparing students for more advanced academic work.
The television landscape has changed drastically in the past few years; nowhere is this more prevalent than in the American daytime serial drama, one of the oldest forms of television content. This class examines the history of these "soap operas" and their audiences by focusing on the production, consumption, and media texts of soaps. The class will include discussions of what makes soap operas a unique form, the history of the genre, current experimentation with transmedia storytelling, the online fan community, and comparisons between daytime dramas and primetime serials from 24 to Friday Night Lights, through a study of Procter & Gamble's As the World Turns.
Popular culture provides an introduction to Shakespeare's poetic devices in this lesson, which asks students to explore an excerpt from Shakespeare's "Hamlet".
ePub version of text The Tragedie of Anthonie, and Cleopatra by William Shakepeare, 1564-1616.
In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written?This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
This course is an introduction to three of the major genres of traditional Chinese literature - poetry, fiction and drama, with a focus on vernacular fiction. We will read translations of a number of the "masterworks" of Chinese literature. We will also examine the intertextuality between these genres - how poetry blends into narrative, how fiction becomes drama, and drama inspires fiction. Through reading these selected works of traditional Chinese literature, we will examine some of the major features of traditional Chinese society: religious and philosophical beliefs, the imperial system and dynastic change, gender relations, notions of class and ethnicity, family, romance and sexuality. All works are read in translation; no language background is necessary.
This course looks at comedy in drama, novels, and films from Classical Greece to the twentieth century. Focusing on examples from Aristophanes, Shakespeare, Cervantes, MoliĚŹre, Wilde, Chaplin, and Billy Wilder, along with theoretical contexts, the class examines comedy as a transgressive mode with revolutionary social and political implications. This is a Communications Intensive (CI) class with emphasis on discussion, and frequent, short essays.
Subject focuses on fiction, drama, and poetry and possibly films inspired by these topics mostly of the 1960s, 1970s, and 1980s. This semester, Contemporary Literature (21L.488) deals with Irish literature, a subject broad and deep. To achieve a manageable volume of study, the course focuses primarily on poetry and prose, at drama's expense, and on living writers, at the expense of their predecessors. Each class session follows a discussion format, often with students assigned to lead-off or summarize the day's topic.
This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.
- Reading Informational Text
- Life Science
- Material Type:
- Lesson Plan
- Ohio State University College of Education and Human Ecology
- Provider Set:
- Beyond Penguins and Polar Bears: An Online Magazine for K-5 Teachers
- Jessica Fries-Gaither
- Nicole Luthy
- Date Added:
Students view photos of Father Serra and his living quarters at Mission Carmel and use their senses to create a speech. Prior knowledge about Father Serra is required - text book, websites, articles, etc.
Google document outlining the steps for a cross curricular activity between a class studying Shakespeare (in my case it was Theatre) and an Art class (in my case it was Advanced Graphic Design). Students are tasked with designing a
t-shirt using a quote or image from Shakespeare and the school logo and name.
This collection uses primary sources to explore Arthur Miller's The Crucible. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Lights, camera, action, and a bit of mystery! In this lesson, students use mystery props in a skit bag to create and perform in short, impromptu skits.
Students analyzing a play can map out the key elements of character, setting, conflict, and resolution for a variety purposes. This interactive is aimed at secondary students.
By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, "The Crucible." As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?