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Primary Educational Resource for Humanities, Foundations I Honors, Creative Drama, and Theater Workshop

Theater Workshop:  Super Hero Therapy Group

Super Hero’s Therapy Group PBLA

Group Members: 

Common Core State Standards:

CC.9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.                                          

CC.9-10.SL.1.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CC.9-10.SL.1.d : Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CC.9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations.)

Directions:  Students will work in groups to plan, improvise, and perform a therapy group to help super heroes adjust to “normal life.” The improvisation features a strong, helpful therapist and a collection of identifiable super heroes who bring to the group their individual challenges in trying to fit in.  These problems may be related to love, success, employment, school, friendships, family, hobbies, sports, pets, or whatever you see as a part of living a full life.

 Element:                                Points:            Student:               Teacher:

1.  The therapist and the super heroes

are immediately identifiable through their

use of body language, verbal interactions,

facial expressions, posture, attitude,

and/or movement 20                        ___                       __


2. There is at least one important

conflict in the course of the performance.

(Conflict= one character wants something

and the other characters don’t want him

/her to get it). 

                                                               10                        ___                       ___

 3. There is at least one important

connection between and/or among

characters.  This can be between the

therapist and a patient or among

patients or both!      

                            10                       ___                       ___

 4.  Characters are ‘larger than life’

(=high energy) but believable in their

context                   20                       ___                       ___


5.  There is an effective

organization to the performance.

In other words, the scene

makes sense to the audience, and they

can basically accept and relate to

the kooky reality of the participants.       20                               ___                              ___


5.  Split screen is effective.

(=Not more than one major

interaction is going on at a time),

and nobody is talking over anyone

else.                                          .           10


6.  The group is having fun.                   10                        ___                       ___


                           Total:          100                       ___                       ___




What worked:


What could use improvement or further exploration?

Future Goals to Work On: