9/21 Drama Agenda


Theatre is essentially storytelling and improvisers have to come up with stories on the spot.

  1. Seven-sentence story structure

Most stories can be boiled down to seven basic sentences. These sentences begin like this:

Once upon a time….

And every day…

Until one day…

And because of that…

And because of that…

Until finally…

And from that day…


  1. Groups of 7/8 sit in a circle and come up with one sentence from the story structure each. If you have more than 7 students you can just begin from the first sentence again once you reach the eight student.
  2. Once you’ve done this you can broaden the exercise and take away the 7-sentence restriction, allowing students to tell the story in as many sentences as they like.
  3. Direct a story.  How? Like this:

9/21 English 2

How to write a topic sentence?

We wrote topic sentences responding to the question: Should the law be changed to allow all people under ten years old to watch Rated “R” movies?

What is plagiarism?

Plagiarism by Easy Bib

Paraphrasing from Imagine Easy Solutions

After the videos we discussed citation format and when to quote versus when to paraphrase.

Finally, we skimmed, as a class,  Sen. John Walsh, D-Montana, plagiarized his Master’s Degree thesis article from The New York Times.

9/21 English 1 & English 9RCP Agenda

Today we went over the plot point definitions for review purposes.  After, the students drew three plot mountains on a piece of paper, and then watched one Pixar short film.  They filled out where the plot points were for the short film, discussed in small groups, and then discussed as a class.  We did this for three short films, and had a quiz on the concept at the end of class.





9/20 Drama Agenda

9/20 Sneeze (10 minutes)

Write a one page dialogue scene based on one of the improvisations started yesterday.

If you cannot remember how one started, raise your hand and I will give you a place to start.

RULE TWO: Keep Questions Direct

Open-ended questions can really stump your partner as you are essentially forcing them to do the work in the scene

‘What’s going on here?’ means someone else has to supply the information for the scene.

‘Why are you shaving that pygmy?!’


Come Again? a game where we make poorly articulated scenes into more precise scene starters.

9/20 English 2 Agenda

Today we watched the last ten minutes of SCENE 5 in Antigone.  Afterwards, we had a short discussion comparing and contrasting the movie and the play.

We concluded class by taking notes on how to write an evidence paragraph for a persuasive essay.  Should you need those notes, you should see me or a classmate.

9/20 English 1 & 9RCP Agenda

Today we watched the rest of “The Most Dangerous Game,” and then shared compare/contrast notes.

After we did so, we immediately jumped into defining and understanding plot points.  The “plot mountain” included the terms: exposition, inciting action, rising action, climax, falling action, resolution, and denouement.


9/19 English 2 Agenda

Today we talked about what words we use when comparing an contrasting.

Next, using a graphic organizer to compare and contrast the movie and play “Antigone,” we filled out the differences and similarities while watching the last two scenes.

9/19 Drama Agenda

Choose to interpret this question any way you see fit, and write at least four sentences on it.
Cook or painter?

The Rules of Improv
RULE ONE: Offer and Accept
A: Wow, did you see that elephant over there?
B: No. What are you talking about?
A: Wow, did you see that elephant over there?
B: WOW! That’s the biggest elephant I’ve ever seen! Where do you suppose it came from?

Yes, and – improv practice
This is a nice little game that trains students to accept offers and add to them. Like in the second example above, B accepts the existence of the elephant, and offers a question as an addition to his acceptance.

1. Divide the class into two even lines, line A and line B

2. Begin with the students who are at the top of the lines. Ask the student in the A line to come up with an offer. The student in the B line must accept and add to it. A must then accept B’s addition, and add to it again.

A: Would you like to cut my hair for me?
B: Yes!I have a hairdressing set in my room, let’s do it there.
A: Great! I’ll bring a picture of what I want it to look like.

3. When they’re finished, each student will go to the end of the line, and switch roles.

9/19 English 1 & English 9RCP

Today we talked about what words we use when comparing an contrasting.

Next, using a graphic organizer to compare and contrast the movie and short story “The Most Dangerous Game,” we filled out the differences and similarities while watching the first 30 minutes.

9/18 Drama Agenda

Your Brain on Improv! a Ted Talk:


Sentence Response Improv Game

  1. Get in a circle (move desks if you must…remain standing)
  2. I will give you a sentence on a paper. You should walk to another student ACROSS the circle, say the sentence, and that student will respond with whatever comes into their heads first
  3. I will then give the responding student a new sentence, and repeat.
  4. This game should be FAST PACED!!!

Remember the two questions:

  • How do I do this? Just do it!
  • Am I doing this right? Yes!

NOW come up with sentences on your own so that both participants in the exercise are now improvising