Sample Planning Questions (Subject: Shakespeare)
Use the questions below to help flesh out your course goals, resources found in your community, and the kinds of careers your students can learn about. Then use the Blank Planning Matrix for Career Pathways to lay out your class activities.
What local and state standards are served by student activities?
- Read, interpret, & present Shakespearean play.
- Recognize literary devices (imagery, soliloquy, asides, etc.).
- Understand the process of play production.
- Learn about careers related to the theater in Shakespeare’s day. Which ones still exist? How have they changed?
What businesses, organizations, and occupations are related to my subject? To the unit’s specific topics?
- Community theater people—from manager to ticket taker.
- Advertising performance—artist, ad design (accounting).
- Newspaper, television, radio reviewers.
- Drama teachers & students (community college/university).
- Organizations: local theater, artists co-op, theater construction groups/unions.
What related businesses, community organizations, social service, or government agencies are located in or near my community?
Community theater, senior citizen center, outdoor theater, children’s theater, arts organizations (nonprofit & gov’t sponsored), people who can sponsor, give time or materials, speak to class, or do site tours/job shadows.
What resources are available in the community to teach students about the subject or a topic?
- Community theater people (children’s & adult theater).
- Community college/university students or professor.
- Costume & make-up people from theaters.
- Parents who might be professionals or have related hobbies.
- Someone who can teach kids about designing or constructing sets.
If students go on a site tour, what should they gain? How should they demonstrate what they’ve learned (written report, public presentation, portfolio, journals, etc.)?
- Know steps & people it takes to get to the end product— the performance; specifics of jobs visited.
- Ongoing journals, oral & written reports, construct matrix of all elements & occupations involved in play production. Write review of the production. Interview audience to see how they interpreted the "text." Videotape the play, maybe even practices.
- Do their own production; demonstrate through the production: ads, set, acting, review, ushers, budget, etc.
Brainstorm related careers
Reviewer/writer
Playwright
Actress/actor
Director
Make-up artist
Costume designer/maker
Set construction worker
Manager
Fund raiser for nonprofit theater
Teacher/drama coach
Dramaturge/historianWho, What, and Where
Who can talk to my class about related careers and postsecondary education options?
Theater manager, TV reporter, newspaper writer/reviewer, local play director, costume & makeup person from theater or TV station
What groups of people in the community can benefit from student projects?
Senior center, elementary school, our own school, whole community
What kinds of projects can students design and carry out?
Put on own play; research & design costumes & setting; help with local production—ads, make-up, costumes, understudies
Who can I turn to for resources and materials?
Local theater, school drama club, senior/ community center, stores (costumes & make-up), hardware/lumber stores (materials), artists, parents
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