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K–12 teaching and learning · from the UNC School of Education

Broken worlds

http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Broken_Worlds.aspx

A lesson plan for grades 9–12 English Language Arts and Theater Arts Education

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In this ARTSEDGE lesson, students explore the similarities and differences between Eugene O’Neill’s The Hairy Ape and Tennessee Williams’ A Streetcar Named Desire.

Students will:

  • gain increasing awareness of how societal issues can be the centerpiece for themes and forms of drama;
  • further probe specific ways philosophical and psychological theories shape themes and forms of drama;
  • explicate and appreciate the power of visual and auditory expressionistic elements to help shape set design, narrative, characterization, and theme in the building of dramatic scripts;
  • exercise skills of explication. craft essays of critical analysis and creative writing scripts;
  • recognize elements that build artistic tension in dramatic scripts;
  • expand skills of comparative analysis;
  • participate in special projects;
  • experience growth in the writing process, oral skills, skills of research, contextual analysis and collaboration; and
  • compare and value the work of two of America’s most gifted and valued playwrights.

ARTSEDGE provides detailed instructions for completing the lesson, a supply list, suggestions for assessment and extension activities, and links to related web resources and student handouts.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 11

  • Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
    • Objective 4.01: Interpret meaning for an audience by:
      - examining the functions and the effects of narrative strategies such as plot, conflict, suspense, point of view, characterization, and dialogue.
      - interpreting the effect of figures of speech (e.g., personification, oxymoron) and the effect of devices of sound (e.g., alliteration, onomatopoeia).
      - analyzing stylistic features such as word choice and links between sense and sound.
      - identifying ambiguity, contradiction, irony, parody, and satire.
      - demonstrating how literary works reflect the culture that shaped them.
    • Objective 4.02: Develop thematic connections among literary works by:
      - connecting themes that occur across genres or works from different time periods.
      - using specific references to validate connections.
      -examining how representative elements such as mood, tone, and style impact the development of a theme.
  • Goal 5: The learner will interpret and evaluate representative texts to deepen understanding of literature of the United States.
    • Objective 5.01: Interpret the significance of literary movements as they have evolved through the literature of the United States by:
      - analyzing the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and how the selection of genre shapes meaning.
      - relating ideas, styles, and themes within literary movements of the United States.
      - understanding influences that progress through the literary movements of the United States.
      -evaluating the literary merit and/or historical significance of a work from Colonial Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature.
    • Objective 5.02: Analyze the relationships among United States authors and their works by:
      - making and supporting valid responses about the text through references to other works and authors.
      -comparing texts to show similarities or differences in themes, characters, or ideas.

Theatre Arts Education (2001)

Grade 9–12 — Theatre Arts II

  • Goal 1: The learner will write based on personal experience and heritage, imagination, literature, and history.