Lesson Plan from California Educators Together

https://www.caeducatorstogether.org/q/lp/tK1t1w

Starting Off With Stereotypes

Author: Jason Hamada
Last Revised: September 28, 2021
Exported: November 09, 2021
Grades: Grade 9, Grade 10, Grade 11, Grade 12

Introduction
Understanding the different stereotypes is an important tool for understanding how to
develop and create a character. One way to understand stereotypes is to look at
stereotypical portrayals of cliques in high school. Mean Girls the Musical does an excellent
job of looking at those stereotypes and highlighting their differences and how they might be
perceived. We will be looking at those stereotypes and use them to understand
the development characters. It's also important to think about how individual culture
impacts stereotypes, so we will be looking at the use of culture to change or further
individualize stereotypes. 

Objectives
 Ss will understand stereotypes and how they are used in character creation.
 Ss will develop a basic understanding of different characters, leading into a further in-
depth lesson on character types.
 Ss will be able to identify key characteristics of different characters.

Vocabulary List
Uta Hagen
A highly acclaimed acting coach that delved into acting techniques that valued
understanding the mental state of the character.

Activities in this Lesson

Mean Girls Journal Entry

Type: Hooks / Set

Teacher Notes

Knowing that this is something most high schoolers know, it will excite Student X and get
them started on a good note. If they aren't immediately interested in the topic with
something fun and silly like this, then they don't participate throughout the rest of the

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Starting Off With Stereotypes

activity. 

Ss will watch a short clip from the musical Mean Girls to observe the use of stereotypes. The
Ss will then create a short journal entry, responding to the video, about the stereotypes they
observed in the clips and incorporate their own thoughts. 

Resources and Materials

 Mean Girls 'Where Do You Belong' Performance video - Video

This is a recorded performance for the Macy's Thanksgiving Day Parade and
highlights the stereotypes often associated with the high school setting.

Uta Hagen's Questions

Type: Lecture

Teacher Notes

Ss should rely on their previous knowledge of pantomime and improv to think about how
they inhabited those characters. Improv and pantomime are all about creating a character
quickly and establishing the setting. They should take the skills they learned in those and
build upon it with the questions and the activities. Specifically, Student K has a built in
foundation with these skills, so the questions should be able to push them further and
create a more concrete understanding of the material. Take moments to emphasize that
these should not be about the outward appearance, but about their motivations and their
mentality. 

T will discuss Uta Hagen's questions and how they can apply these to this assignment. T will
select a character that most/all of the class knows and will do a quick overview of how Uta
Hagen's questions can be used to understand the character. 

Character Movement

Type: Guided Practice

Teacher Notes

This is also a great time to have Ss connect this entire lesson to what we've previously
done in improv and pantomime. Connect their previous knowledge to this new activity, so
they understand that they've already done this, but it's more concrete research now. 

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Starting Off With Stereotypes

Ss will be asked to take the character they thought about for Uta Hagen's questions and
physicalize something about that character. T will call out a physical action for the Ss to
perform on the stage, in order to get them thinking about what it means to embody a
character. 

Character Biography

Type: Independent Practice

Teacher Notes

Focus on the development of language at this time and have students think about the
outward expression of their character. Take moments to respond to what they're writing
and have Ss move deeper into their characters as they become more comfortable with
their biographies. You should see an array of characters being developed. Make sure to
emphasize that these characters don't have to be an "Avenger" or a "Disney Princess".
They can characters like Selena. No cultural boundaries, because studies by CASEL
highlight that students take more interest in the material if they can include their culture.
These classes are diverse and every student should be able to dictate who is
"recognizable". 

Ss will develop a short biography on their selected character. This can be any character they
know. Information must be as accurate as possible and must be appropriate. This will be
done independently and can be done in any format the Ss prefer. Ss will be given Uta
Hagen's questions as a guideline, but they don't necessarily have to follow the exact
method. 

1. Who am I?
2. What time is it?
3. Where am I?
4. What surrounds me?
5. What are the given circumstances?
6. What are my relationships?
7. What do I want?
8. What is in my way?
9. What do I do to get what I want?

Character Monologues

Type: Guided Practice

Teacher Notes

Students are also allowed to bring in their own monologues, but it must be approved by

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Starting Off With Stereotypes

the teacher first. Some students may not be comfortable learning a monologue or may be
non-verbal, so they will be mostly graded on their written work. However, they will still
need to perform something on the stage, whether it be a pantomime or even with another
student.

Ss will be given one of three preselected monologues. They will choose one and practice the
monologue as the character of their choosing. Ss will also have the option of finding their
own monologue, pending T approval. Ss are also allowed to select a monologue in their
native language if they are an emergent bilingual. T will go around and check if everybody is
understanding the assignment and will spend time working with Ss who need extra help. 

Group Rehearsal

Type: Group Work

Teacher Notes

T should attempt to pair English Language Learners with bilingual students that speak
their native language. This is especially pertinent for Ss that have chosen to perform a
monologue in another language. 

Ss will get into groups of 3-4 and will work on their monologues together. Each Sa will need
to perform their monologue for the group and the group will need to give constructive
criticism. Each group member should perform for their group at least three times, each time
having received notes. T will go around to each group and check for understanding as
individuals perform. 

Character Biography and Presentation

Assessment Type(s): Demonstrations, Writing Samples

Ss will turn in their character biography and will present their character biography to the T
before they perform for the class. T will mostly be looking for how the information the Ss put
on their biographies is shown through their performance. 

Resources and Materials

 Character Analysis Scene Rubric - Document

This is an updated rubric for the presentation on developing a character. This

exercise is more about getting them to start thinking about different character
qualities rather than performing the monologue in an effective manner. It should be
focused on how they incorporate different qualities of their studied character.

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Starting Off With Stereotypes

Assessment
Assessment Type(s): Writing Samples

Ss will submit their written character biographies to T and will be given notes on how they
might improve or discuss how the Ss is going to implement the biographies. 

Formative Assessment
Assessment Type(s): Demonstrations, Presentation

T will go around the class whenever Ss are working independently or in groups to check for
their understanding. This will be a time for T to observe Ss who need more time/help and
give them individualized attention. 

Character Biography and Presentation

Assessment Type(s): Demonstrations, Writing Samples

Ss will turn in their character biography and will present their character biography to the T
before they perform for the class. T will mostly be looking for how the information the Ss put
on their biographies is shown through their performance. 

Resources and Materials

 Character Analysis Scene Rubric - Document

This is an updated rubric for the presentation on developing a character. This

exercise is more about getting them to start thinking about different character
qualities rather than performing the monologue in an effective manner. It should be
focused on how they incorporate different qualities of their studied character.

Assessment
Assessment Type(s): Writing Samples

Ss will submit their written character biographies to T and will be given notes on how they
might improve or discuss how the Ss is going to implement the biographies. 

Formative Assessment
Assessment Type(s): Demonstrations, Presentation

T will go around the class whenever Ss are working independently or in groups to check for
their understanding. This will be a time for T to observe Ss who need more time/help and
give them individualized attention. 

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Starting Off With Stereotypes

Character Biography and Presentation

Assessment Type(s): Demonstrations, Writing Samples

Ss will turn in their character biography and will present their character biography to the T
before they perform for the class. T will mostly be looking for how the information the Ss put
on their biographies is shown through their performance. 

Resources and Materials

 Character Analysis Scene Rubric - Document

This is an updated rubric for the presentation on developing a character. This

exercise is more about getting them to start thinking about different character
qualities rather than performing the monologue in an effective manner. It should be
focused on how they incorporate different qualities of their studied character.

Assessment
Assessment Type(s): Writing Samples

Ss will submit their written character biographies to T and will be given notes on how they
might improve or discuss how the Ss is going to implement the biographies. 

Formative Assessment
Assessment Type(s): Demonstrations, Presentation

T will go around the class whenever Ss are working independently or in groups to check for
their understanding. This will be a time for T to observe Ss who need more time/help and
give them individualized attention. 

California Arts Standards for Public Schools, Prekindergarten

Through Grade Twelve

 Acc.TH:Cr1b Use personal experiences and knowledge to develop a character that is

believable and authentic in a drama/theatre work.
 Acc.TH:Pr4a Discover how unique choices shape believable and sustainable drama/
theatre work.
 Prof.TH:Re7 Respond to what is seen, felt, and heard in a drama/theatre work to
develop criteria for artistic choices.
 Prof.TH:Re8c Understand how multiple aesthetics, preferences, and beliefs shape
participation in and observation of a drama/theatre work.
 Acc.TH:Cn11.2b Investigate how personal beliefs and biases can affect the
interpretation of research data applied in drama/theatre work.

California Common Core State Standards - English Language Arts

 W.9-10.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

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