Miss Eggleston’s

Substitute File
Dear Substitute,

Thank you for filling in for my class. Today is comprised mostly of beginning theatre classes. The
schedule goes as such: first period is… second period is… etc. Majority of the classes are simple and the
students should be able to take care of themselves. There are a few students that may need some more
attention than others and I have included those names for each class. If you have any questions, the
students know generally what is going on and what should be happening today. There is a calendar on
the board that gives a general idea and outline for the classes as well.
The attendance sheets are on the board labeled “Callboard” that students should initial/sign
when entering the classroom. You may need to remind them at the beginning of class to sign the sheet.
The sheet itself can be taken down off the board to turn into the office, and there should be a sheet
underneath for the next period of that same class.
Included in this file is a seating chart, the name of a few teachers that can assist if needed, the
bell schedule, a map of the school, lesson plans for the day, the rules and consequences of my
classroom, and a place to leave notes for me for when I get back.

Again, thank you for stepping in today and best of luck.

-Miss Sarah Eggleston

BELL SCHEDULE
MAP

TEACHERS

Mr. John Brown is the band teacher and is located in Room B115.

Ms. Kimberly Locke is the dance teacher in Room B120.

Ms. Jane Austen is the choir teacher in Room B108.

SEATING CHART 1st PERIOD

5 4 3 2 1

11 10 9 8 7 6

16 15 14 13 12

22 21 20 19 18 17

1. Jimmy John (snacks in class, is ok) 11. Harry Potter (good friends w/ Sabrina)
2. Jane Doe 12. (John) Jacob Jingleheimer-Schmidt
3. John Doe 13. Holly Jolly (doesn’t work well w/ Jack)
4. Emily Dickinson 14. Jack Skellington
5. Emily Bronte 15. Archie Andrews
6. Sarah Jean (works well with Mckayla) 16. Sabrina Spellman
7. McKayla Smith 17. Frodo Baggins (tendency to run off)
8. Juliet Capulet 18. Edmund Pevency
9. Louise Belcher (likes to be alone) 19. Percy Jackson (is dyslexic)
10. Romeo Mantuo (some anger issues) 20. Luna Lovegood (often is alone, but nice)
LESSON PLAN
What is a Playwright?

Objective

Students will express personal views and opinions on the role of playwright’s role in the

theatre.

Description

This lesson plan works well at the beginning of a playwriting unit. Students respond to

questions and form personal objectives for their own writing. You can use the questions in this

lesson as a discussion starter when you return to class.

Materials

• Instruction Sheet

• What is a Playwright? Question Sheet (handout)

• Paper and Pens

• Drama Journals

Class Outline

1. Journal Prompt:

a. Students enter and respond to the following question in their journals: What are

three main differences between a movie and a play? Explain your answer.

b. Decide how long students have to respond and indicate this on the Substitute

Teacher Instruction Sheet. Your substitute will take attendance during the writing

time. At the end, the sub asks for everyone to display their work. Your sub is not

reading the journals, just checking for completion and giving a check mark in the

“Journal” column on the Participation Mark Chart. You will need to provide a class

list. In addition, you’ll want to fill out the My Class Info Sheet for your sub.

2. Activity:

a. Students are given the What is a Playwright? Question Sheet.

b. Students have 11 questions to answer. They must fully explain their answers.

c. Your sub will ask students to display their work at certain points in the class for a

check mark on the Participation Mark Chart. Decide on this time and indicate it on
the Substitute Teacher Instruction Sheet.

3. Hand In:

a. Students hand in their responses at the end of class.

4. Assessment:

a. Decide the amount of the participation mark to be given to students who stayed on

task during class time. You can also use these questions as a jumping-off point for

discussion and observe the details in their answers.

4 Emergency Lesson Plans for Theatre Teachers 2nd Edition theatrefolk.com/ELP

Lindsay Price 5

Need to simplify?

• Omit the journal question.

• Reduce the number of questions on the What is a Playwright Sheet. Do the first 6

questions or the last 5 questions.

Need to raise the stakes?

• Have students research the elements that a playwright would have to include in a

submission packet for a publisher. What does a publisher want to see in a cover

letter? How many pages of a play should a playwright send? Does the criteria differ

depending on the publisher? Then have students prepare a mock cover letter and play

sample for a specific publisher. With the research and application components this

could easily be a multi day lesson. This activity requires students to have access to the

internet.

Instruction Sheet

You have one handout

• What is a Playwright? Question Sheet

At the end of class

• Students hand in their individual responses for the What is a Playwright? Question

Sheet.

Before the class begins

• Write the journal question on the board: “What are three main differences between a
movie and a play? Explain your answer.”

1. Students enter and respond to the question in their journals as you take the attendance sheet down.

2. At the end, ask students to display their work.

3. Give students the What is a Playwright? Question Sheet to students. Read aloud the

instructions and the 11 questions on the sheet.

4. Students have the class period to answer the questions.

5. Students hand in their responses at the end of class. Remind students to put their name on their
work. Leave the sheets in a pile on my desk.

6. Please fill in the Substitute Teacher Feedback Sheet and leave that on my desk as well.

Thank you!
HANDOUT

Answer the following questions on a separate sheet. Fully explain each answer. Aim for a

minimum of five sentences per answer.

1. Why do people go to the theatre?

2. Do you like theatre? Why or why not?

3. What is a playwright?

4. How does a playwright earn a living?

5. What makes a good play? Identify five elements and explain why you chose them.

6. In the process of producing a play, how important is the playwright? Explain your answer.

7. How do you feel about your ability to write a play? Explain your answer.

8. Do you need talent to write a play? Why or why not?

9. What do you dread about writing a play? Explain your answer.

10.What are you looking forward to about writing a play?

11.What are your goals for this unit? How will you achieve them?
RULES AND CONSEQUENCES
Classroom Rules

1. Respect – yourself, your peers, the space.

2. Responsibility – no unnecessary horseplay, your job is to learn.
3. Positive Space – negativity, bullying, and unnecessary competition will not be tolerated. Build
each other up rather than tear each other down.
4. If it’s not your prop, don’t touch it – if you’re not supposed to be touching something that
doesn’t belong to you, then leave it be, whether it is in the space or a peer’s property.
5. Clean up after yourself – allowed ‘clean’ foods as long as you clean up afterwards, and make
sure classroom is as clean as it was before you leave.
6. Cell Phone Policy – can use it in class if not distracting from learning or the class during direct
instruction, during independent work sparingly, if being used as a resource or told to use cell
phone, or can be used if teacher able to see what is going on and not misusing privilege.

Classroom Consequences

1. If you’re not being respectful:

a. First warning
b. Private Conversation
c. Call home
d. Principal’s office/In-Class Suspension/Detention
2. If you’re not being responsible:
a. First warning/reminder
b. Removal from situation and given alternative work
c. Call home
d. Principal’s office
3. If bullying or causing unnecessary competition:
a. First warning/reminder
b. Private Conversation
c. Principal’s Office
4. If touching things that don’t belong to you:
a. First warning
b. Private Conversation
c. Removal from situation and given alternative work
5. If classroom is not clean:
a. First Warning
b. Food privileges taken away
6. Cell Phone Policy
a. First Warning
b. Put phone in phone charging station
c. Private Conversation
d. Confiscation/Principal’s Office

Stage/House Rules
 1. Quiet on stage unless you’re supposed to be speaking
2. No messing around
3. Clean up after yourself – ‘clean’ food allowed when in the house, but not on stage, and food
must be cleaned up afterwards.
4. Classroom rules apply.

Stage/House Consequences

1. Quiet
a. First Warning
b. Separation from friends
c. Watching on your own in back of house, not able to participate
d. Private Conversation
e. Principal’s Office
2. Messing Around
a. First Warning
b. Separation from friends
c. Watching on own in back of house, not participating
d. Private Conversation
e. Principal’s Office
3. Clean up after yourself
a. First Warning
b. Food privileges revoked
4. Classroom Rules and consequences apply

Booth Rules

1. No food or drink allowed, just water with a secured lid/cap.

2. Responsibility – no messing around allowed.
3. Must get permission before entering booth
4. Classroom rules apply.

Booth Consequences

1. No Food or Drink Allowed

a. First Warning
b. Drink permissions revoked.
c. Booth Access Revoked
2. Responsibility
a. First Warning
b. Booth Access Revoked
3. Must get permission
a. First Warning
b. Removal from classroom
4. Classroom rules and consequences apply

Shop Rules
 1. Be aware of your surroundings
2. Safety First
3. Buddy System
4. No using shop tools unless previously trained on tools or with teacher supervision.

Shop Consequences

Failure to follow any shop rules without explicit permission from the teacher will result in
immediate revocation of access to the shop. If continued to access shop without permission, student
will be removed from the class and sent to the principal’s office.

General Rewards

Candy/Food

Movie Day

Extra Credit

Permitted to continue behavior/have access to areas of the theatre

Freebie Assignment Coupon

Procedures

Attention Getter:

1. Teacher calls out “I like my eggs…” and points upwards.

2. Students turn and face towards teacher.
3. Students respond “Sunny Side UP” and point upwards.
4. Students should then go quiet, face the teacher, and be pointing upwards.

Hall Pass:

1. Students will ask to exit the classroom for any reason.

2. Teacher may grant permission or provide reasoning for declining permission.
3. Student will put name and time on a sheet next to hall pass.
4. Students will grab the foam egg on a yellow string (the hall pass) and exit the classroom.
5. Student should return within a reasonable time and place the hall pass back on its hook.

Enter Class:

1. Students will enter the classroom and go to the callboard.

2. Students will initial their name on the sheet on the callboard to show that they attended class.
3. Students after initialing their name will sit down in their assigned seat.
4. When the bell rings, students should have initialed their attendance and be seated in their
assigned seat, ready to start class.

Turning In Work:

1. If there is an assignment due, teacher will call out “eggs in the basket” ~5mins before class ends
or once all students are back in the classroom.
 2. Students will go to the basket by the door labeled with their class period and turn in their
assignments unless it’s a bigger assignment in which it will be placed on the table near the
teacher’s desk.
3. Students should then return to their assigned seats before bell rings.

Exiting Class:

1. 10mins before class ends, teacher calls out “back to the coop”.
2. Students will start to clean up what they are doing and if not in the classroom, will head back to
the classroom.
3. Students will return to their assigned seats and will await further instruction if needed.
4. Teacher will wrap up class, give any announcements necessary.

Performances:

1. Students will volunteer or have previously signed up for performance orders.

2. Teacher will call out “Let the roosters strut” before students perform.
3. Students should go quiet and face the performance space, giving performing group or student
their full attention.
4. Students will then perform and students not performing should show proper audience
etiquette.
5. When students are done performing, clap.
6. Teacher will call out “Cheep, cheep”.
7. Students will then raise hands to make comments on their peers’ performances, in which the
student performing will call on them to make comments.

Transitions:

1. Teacher will say “I like my eggs…” and then use a hand signal for what is expected of the
students to do. Options include:
a. “Sunny Side Up” – teacher points upwards, students’ attention should be to the teacher
at the front of class
b. “Scrambled” – teacher will put arms out almost in a Y-shape, and students will go their
separate ways to work or find a partner/group to work on.
c. “Hard Boiled” – teacher will put up a fist, then students should sit down where they are
at.
DISCIPLINE REFERRAL FORM

Student Name: _____________________________________ Grade:_______________________

Referring Teacher: _________________________________________________

Date: ___/___/___ Time:____________ Location: ______________________________________

Others Involved: ________________________________________________________________

Potential Witnesses: _____________________________________________________________

Nature of Incident: ______________________________________________________________

Describe Incident: ______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Possible Motivation: ______________________________________________________________

_______________________________________________________________________________

Teacher Signature: ______________________________________________________________

NOTES

Period 1:
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Period 2:
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Period 3:
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Period 4:
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Extra:
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