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NYS-Aligned Classroom Resource
NYS Learning Standards for the Arts (2017)
Arts Grade 11 9-12 Lesson Plan

Building a Character: Objective, Obstacle, and Tactics in Scene Work

Duration: 55 minutes · NYS Learning Standards for the Arts (2017)

Alignment Record

Built from publicly available New York State standards. Standard codes cited from official NYSED sources.

TH:Cr1.1.HSI.c
Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
Source: NYS Learning Standards for the Arts (2017), Theatre, Creating, Anchor Standard 1, High School Proficient — nysed.gov
TH:Pr5.1.HSI.a
Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
Source: NYS Learning Standards for the Arts (2017), Theatre, Performing, Anchor Standard 5, High School Proficient — nysed.gov
Confidence: High Confidence Automated validation + founder oversight
#grade 11#arts#theatre#character development#scene work#NYS arts standards#9-12 theatre#SDI#MLL
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  • Lesson Plan for Grade 11 Arts
  • NYS framework label: NYS Learning Standards for the Arts (2017)
  • Primary standard: TH:Cr1.1.HSI.c

Building a Character: Objective, Obstacle, and Tactics in Scene Work

Grade 11 · Theatre · NYS Arts Standards TH:Cr1.1.HSI.c / TH:Pr5.1.HSI.a · 55 Minutes

NYS-Aligned Standards

TH:Cr1.1.HSI.c — Use script analysis to generate believable, authentic character ideas. TH:Pr5.1.HSI.a — Practice acting techniques to expand performance skills. NYS Learning Standards for the Arts (2017), Theatre

Learning Objectives — “I Can” Statements

  • I can identify a character’s objective, obstacle, and tactics from a script.
  • I can make specific acting choices grounded in script analysis.
  • I can rehearse and perform a short scene with believable intention.

Essential Question

What does a character want, what stands in the way, and how do they try to get it?

Lesson Sequence

Warm-Up (8 min)

Objective game: pairs are given a simple objective (“convince your partner to give you their seat”) and improvise. Debrief: what tactics did they try when the first didn’t work?

Direct Instruction (12 min)

  1. Define objective (what the character wants), obstacle (what’s in the way), tactics (the strategies the character uses).
  2. Model a brief script analysis: annotate a short monologue for objective and tactic shifts.
  3. Introduce the idea that strong acting choices are specific and grounded in textual evidence.

Guided Practice (20 min)

In pairs, students analyze a provided short scene: identify each character’s objective, obstacle, and at least three tactics. They annotate the script, then stage it once, adjusting tactics for believability.

Performance & Feedback (10 min)

Pairs perform; peers give targeted feedback using the language of objective/obstacle/tactic.

Closure (5 min)

Reflection: “Which tactic was most effective in your scene, and what textual evidence supported it?”

SDI & Differentiation Block

Supports for MLLs/ELLs

Transitioning/Expanding (NYSESLAT Levels 3–4):

  • Provide a graphic organizer (Objective / Obstacle / Tactics columns)
  • Offer a shorter, high-frequency-vocabulary scene; allow first-language annotation notes

Expanding/Commanding (NYSESLAT Levels 5–6):

  • Extension: compare how a tactic change alters the scene’s meaning
  • Encourage precise theatrical vocabulary in feedback

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

  • Content: Analyze objective and one tactic; provide a partially annotated script
  • Methodology: Teacher think-aloud annotation; chunk the scene into beats
  • Delivery: Offer non-performing roles (dramaturg, director, line-feeder); allow script-in-hand performance; extended rehearsal time

Suggested Placement: ICT, Resource Room

Teacher Notes

Emphasize process over polish: the assessment target is grounded, specific choices connected to the text — not memorization or “natural talent.”

Alignment Record

FieldValue
Standard CodesTH:Cr1.1.HSI.c; TH:Pr5.1.HSI.a
FrameworkNYS Learning Standards for the Arts (2017), Theatre
Sourcenysed.gov — NYS Learning Standards for the Arts (2017)
ConfidenceHigh Confidence
Validation NotesCodes follow the NYS Arts (2017) theatre structure (Creating/Performing; Anchor Standards 1 and 5; High School Proficient level), adopted from the National Core Arts Standards. Objective/obstacle/tactics is a standard script-analysis approach supporting these expectations.
Why teachers can trust this resource
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Original resource
Created as an original instructional support — not copied from marketplace content.
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Built from publicly available NYS standards
Standard codes and text sourced from NYS Learning Standards for the Arts (2017) — a publicly available official framework.
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Validated for classroom use
Checked for instructional clarity, classroom usability, and standards connection through automated validation and founder oversight.
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Alignment notes included
The alignment record above explains how this resource connects to the relevant NYS framework, with the exact standard code and source.
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Designed for classroom use
Supports whole-class instruction, small-group work, intervention, enrichment, independent practice, and planning support.
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No student data required
Teachers download and use this resource without entering student personally identifiable information.
Resource ID: SC-060 · StandardCraft NYS Resource Library v1.0
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Independence notice: StandardCraft is an independent resource platform and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource is original content aligned to publicly available NYS standards. It is designed to support classroom planning and instruction and does not replace district curriculum, school-approved instructional programs, or teacher professional judgment.
StandardCraft — Original, educator-built resource aligned to publicly available NYS Learning Standards for the Arts (2017). Resource ID SC-060. Standard codes are cited from official NYSED sources. StandardCraft is independent and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource supports — and does not replace — district curriculum, school-approved instructional programs, or teacher professional judgment.