8

th
Grade Drama Curriculum Map
Quarter One Theme
Our Ensemble Matters
Quarter One National Theatre Standards
2. Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
b) Students demonstrate acting skills (such as sensory recall, concentration, breath control,
diction, body alignment, control of isolated body parts) to develop characterizations that
suggest artistic choices
c) Students in an ensemble, interact as the invented characters
8. Understanding context by analyzing the role of theater, film, television, and electronic media
in the community and in other cultures
e) Students explain how social concepts such as cooperation, communication, collaboration,
consensus, self-esteem, risk taking, sympathy, and empathy apply in theatre and daily life.
Quarter One Essential Questions
How does trust increase creativity in the classroom?
How does theatre help us express ideas about our community?
Quarter One Performance Outcomes
Students will be able to create and perform an original monologue revealing character.
Students will be able to perform an improvised scene, sketch, or story slam.
Quarter One Objectives
Develop cultural norms for safety, risk taking, and exploration in the theatre classroom
that mirrors that of the production process (ex. Students will create a system for checking
in with each other as personal topics are explored in our work).
Articulate the need for active listening, focus, and teamwork during performance work
through a series of theatrical games.
Demonstrate sensitivity to the emotional and physical safety of self and others.
Articulate the personal meaning and importance of their own original work, including
their goals, choices and vision.
Create a set series of physical and vocal warm ups that prepare us for class.
Demonstrate proficiency in a variety of vocal skills, including volume, pitch, articulation,
rhythm and tempo.
Use voice to express choices of character voice, emotional quality, and intention.
Use non-verbal communication to support and enhance performance.
Describe and utilize improvisation guidelines when performing scenes.
Compare and utilize different popular Chicago acting methods and theories (ex. Live lit,
improvisation, sketch comedy).
Create storytelling circles to discover elements of plot development.
Maintain focus and concentration in order to sustain improvisations, scene work, and
performance.
Collaborate to create and perform original, improvised scenes.
Apply an understanding of a monologues purpose as a reflection of a characters inner
thoughts at a particular moment in time.
Use physical transformation to create a viable characterization.
Demonstrate the ability to memorize spoken word and movement, and create consistent
performance through journal reflections and self-analysis.
8
th
Grade Drama Curriculum Map

Quarter Two Theme
Our Past Matters
Quarter Two National Theatre Standards
2. Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
a) Students analyze descriptions, dialogue, and actions to discover, articulate, and justify
character motivation and invent character behaviors based on the observation of interactions,
ethical choices, and emotional responses of people
6. Comparing and incorporating art forms by analyzing methods of presentation and audience
response for theater, dramatic media (such as film, television, and electronic media), and other
art forms
a) Students describe characteristics and compare the presentation of characters, environments,
and actions in theatre, musical theatre, dramatic media, dance, and visual arts
Quarter Two Essential Questions
How does characterization help us to better understand people?
How do different cultures express common themes over time?
Quarter Two Performance Outcomes
Students will be able to select, prepare, and perform two contrasting scenes from texts
that share similar themes but have varied dramatic structure
Students will be able to complete a detailed character analysis for their performance,
including research into historical context of the piece
Quarter Two Objectives
Demonstrate knowledge of American theater history and its impact on culture (ex.
Musical Theatre, Off Broadway, Hispanic-American Theatre, American Regional
Theatre, African American Theatre, Chicago Theatre).
Analyze a variety of texts, making connections to the time period in which it was written
(ex. Fences)
Describe and discuss a written text or live performance in terms of its social, historical,
cultural, and political context.
Analyze and critique theater, film, television, and electronic media productions (ex.
Romeo and Juliet and West Side Story).
Compare and contrast the approaches and themes of a live theater piece and a different
version of the same material.
Analyze the dramatic structure of a scene or play.
Recognize patterns of meaning in a dramatic text by identifying various elements of a
script (ex. Plot, time, place, setting, character relationships, stage directions, scene
breaks, production elements, major themes, playwrights intention, moral and ethical
conflicts, language usage, dramatic structure)
Discuss distinct qualities and contrasts between characters in stories and plays as
reflected in their language and expression.
Interpret dialogue expressively from scripted drama.
Write detailed character analyses or biographies.
Compare and contrast how society and various art forms impact each other.
Prepare and perform two contrasting scenes.
8
th
Grade Drama Curriculum Map

Quarter Three Theme
Our Creative Process Matters
Quarter Three National Theatre Standards
1. Script writing by the creation of improvisations and scripted scenes based on personal
experience and heritage, imagination, literature, and history
a) Students individually and in groups, create characters, environments, and actions that create
tension and suspense
b) Students refine and record dialogue and action.
5. Researching by using cultural and historical information to support improvised and scripted
scenes
a) Students apply research from print and nonprint sources to script writing, acting, design, and
directing choices.
7. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and
from theater, film, television, and electronic media productions
d) Students describe and evaluate the perceived effectiveness of students' contributions to the
collaborative process of developing improvised and scripted scenes.
Quarter Three Essential Questions
How do different writing processes impact the stories we tell?
How do we create stories collaboratively?
Quarter Three Performance Outcomes
Write a one-act play inspired by our personal experiences which utilizes multiple forms
of American theatre styles.
Quarter Three Objectives
Explore peaceful conflict resolution and through improvisation and role playing.
Explore the connection between dramatic situations and students own lives.
Brainstorm potential themes for our collaborative play that have meaning for our class.
Create/write original work drawn from or inspired by a variety of source materials,
including literature, history, current events, music, poetry, interviews, and their own
imagination.
Create detailed settings and stage directions that contribute to the action and theme of a
scene or play.
Write monologues, scenes and one-act plays in script form that conforms to structure.
Explore social and ethical issues raised by dramatic material.
Know, understand and apply various theatrical forms in writing and improvisation (ex.
Linear narrative, non-linear narrative, collage play, poetry, story theatre, class invented
forms)
Write non-verbal scenes that have characters with clear intentions, obstacles, growth, and
a consistent theme.
Demonstrate curiosity, open-mindedness, and imagination in expressing ideas,
perspectives, and personal and social views in original work.
Articulate the cultural, historical, and social context of their original work, and a clear
statement of theme.
Extend and refine writing based on reflections, analysis, and staged readings.
Work collaboratively to adapt multiple texts from the classroom into one coherent piece.
8
th
Grade Drama Curriculum Map

Quarter Four Theme
Our Artistic Decisions Matter
Quarter Four National Theatre Standards
2. Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
b) Students demonstrate acting skills (such as sensory recall, concentration, breath control,
diction, body alignment, control of isolated body parts) to develop characterizations that
suggest artistic choices
c) Students in an ensemble, interact as the invented characters
3. Designing by developing environments for improvised and scripted scenes
a) Students explain the functions and interrelated nature of scenery, properties, lighting, sound,
costumes, and makeup in creating an environment appropriate for the drama
c) Students develop focused ideas for the environment using visual elements (line, texture,
color, space), visual principles (repetition, balance, emphasis, contrast, unity), and aural
qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional
sources
4. Directing by organizing rehearsals for improvised and scripted scenes
a) Students lead small groups in planning visual and aural elements and in rehearsing
improvised and scripted scenes, demonstrating social, group, and consensus skills.
Quarter Four Essential Questions
How do different artistic decisions impact our performances?
How can the feedback of others impact our work?
Quarter Four Performance Outcomes
Fully stage our one-act play, taking on the role of director, actor, designer, or tech staff.
Quarter Four Objectives
Participate in auditions.
Take on the responsibilities of the director.
Select effective design elements that convey meaning.
Design and build a set.
Explore texture and quality in scenic and costume design.
Use sound, music and rhythm to convey meaning.
Identify and create symbolism within secondary elements.
Assume the roles and responsibilities of the production staff.
Work in collaboration with other designers, the technicians, and director.
Use rehearsal time effectively to brainstorm, experiment, plan, and rehearse.
Understand and apply vocabulary and elements of theatre making (ex. Stage composition,
text analysis, design, time, place, mood, pace)
Understand how a directors concept and artistic choices impact the play.
Apply knowledge of blocking, stage directions, focal point and tone.
Synthesize several art forms into dramatic presentations.
Fully stage a one-act play, taking on the role of director, actor, designer, or tech staff.