Playwright Discovery Award Teacher's Guide - The John F. Kennedy ...
Playwright Discovery Award Teacher's Guide - The John F. Kennedy ... Playwright Discovery Award Teacher's Guide - The John F. Kennedy ...
ACT V: ASSESSMENT Discover Your New Skills To gain a sense of how students’ awareness of disability has changed, complete the following assessment before beginning the VSA Playwright Discovery Program and at its end. To gain a truer sense of student learning, do not correct and discuss the assessment until the program has ended. Allowing the students to compare their first and second set of answers will provide the VSA a truer sense of the program’s success. Teachers may choose to ask students to place their name on the Assessment or not. The primary goal is to identify how the class has improved awareness rather than individual growth. The Discovery Assessment Answer Key is on page 71. • 60 ACT V: ASSESSMENT
Discovery Assessment NAME (optional) _______________________________________ Section/Class Period _____________ ________________ Before beginning the Playwright Discovery program ________________ After completing the Playwright Discovery program Language Awareness 1. What does the phrase “People First” refer to? a. A program to promote understanding disability through public speaking and videos b. A way to describe people with disabilities in the Constitution c. A way to describe people with disabilities focusing on the individual rather than on the disability 2. Which clichés or common phrases use physical or mental disabilities to define or describe a situation? a. His grades are limping along b. That’s so lame c. She’s such a spaz d. Freak out! e. Skip to my Lou, my darling Disability as Metaphor 3. How are characters with disabilities often presented on stage, television, or film? (Circle all that apply) a. As strong individuals b. As ethical individuals c. As loners (we do not see them with a lot of friends) d. As needing help e. As outsiders f. As individuals with a special gift along the lines of a superhero g. As everyday people, parents, teenagers, or kids ACT V: ASSESSMENT 61
- Page 11 and 12: ACT I PREPARATION: Exploring Disabi
- Page 13 and 14: heats up quickly. Isn’t it much m
- Page 15 and 16: Discussion Questions 1. What charac
- Page 17 and 18: presented for entertainment. Instea
- Page 19 and 20: ACT II PLAYWRITING: Igniting the Im
- Page 21 and 22: FOR THE ARTIST’S NOTEBOOK: The Bu
- Page 23 and 24: PLAYWRITING EXERCISE 1 continued PA
- Page 25 and 26: PLAYWRITING EXERCISE 2 continued Wh
- Page 27 and 28: Creating Narrative and Dramatic Act
- Page 29 and 30: PLAYWRITING EXERCISE 3 continued Po
- Page 31 and 32: PLAYWRITING EXERCISE 3 continued PA
- Page 33 and 34: PLAYWRITING EXERCISE 4 : Changing t
- Page 35 and 36: PLAYWRITING EXERCISE 4 continued PA
- Page 37 and 38: PLAYWRITING EXERCISE 5 : Putting Wo
- Page 39 and 40: PLAYWRITING EXERCISE 5 continued DI
- Page 41 and 42: ACT III DRAMATURGY: Shaping What Yo
- Page 43 and 44: FOR THE ARTIST’S NOTEBOOK: The El
- Page 45 and 46: DRAMATURGY EXERCISE 1 continued PAR
- Page 47 and 48: FOR THE ARTIST’S NOTEBOOK: The Dr
- Page 49 and 50: DRAMATURGY EXERCISE 2 continued PAR
- Page 51 and 52: DRAMATURGY EXERCISE 3 : The March o
- Page 53 and 54: DRAMATURGY EXERCISE 4 : What Are th
- Page 55 and 56: DRAMATURGY EXERCISE 4 continued In
- Page 57 and 58: ACT IV PRESENTATION: Sharing Your W
- Page 59 and 60: ACT I Scene 1 1 A Classroom. Upstag
- Page 61: ACT V ASSESSMENT: Discover Your New
- Page 65 and 66: 9. Define what it means for a scene
- Page 67: 19. Name at least three writers or
- Page 70 and 71: EPILOGUE Plays submitted to the VSA
- Page 72 and 73: VSA Rating System continued 4. CRIT
- Page 74 and 75: Contributors Lenora Inez Brown | Pr
- Page 76: VSA, the international organization
<strong>Discovery</strong> Assessment<br />
NAME (optional) _______________________________________ Section/Class Period _____________<br />
________________ Before beginning the <strong>Playwright</strong> <strong>Discovery</strong> program<br />
________________ After completing the <strong>Playwright</strong> <strong>Discovery</strong> program<br />
Language Awareness<br />
1. What does the phrase “People First” refer to?<br />
a. A program to promote understanding disability through public speaking and videos<br />
b. A way to describe people with disabilities in the Constitution<br />
c. A way to describe people with disabilities focusing on the individual rather than on the<br />
disability<br />
2. Which clichés or common phrases use physical or mental disabilities to define or describe<br />
a situation?<br />
a. His grades are limping along<br />
b. That’s so lame<br />
c. She’s such a spaz<br />
d. Freak out!<br />
e. Skip to my Lou, my darling<br />
Disability as Metaphor<br />
3. How are characters with disabilities often presented on stage, television, or film?<br />
(Circle all that apply)<br />
a. As strong individuals<br />
b. As ethical individuals<br />
c. As loners (we do not see them with a lot of friends)<br />
d. As needing help<br />
e. As outsiders<br />
f. As individuals with a special gift along the lines of a superhero<br />
g. As everyday people, parents, teenagers, or kids<br />
ACT V: ASSESSMENT 61
Change language