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Thornton Wilder Lesson plans for Our Town - Free English learning and teaching resources from Varsity Tutors.
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December 2. November 1. October 1. September 1. August 1. July 1. May 1.


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  • Where Silence Gathers?

April 1. February 2. January 1. December 1. November 2. October 5. You may be able to stimulate their understanding by reminding them that when they read, they often do so in silence and stillness. Ideally, the list you all create will include mention of voice, tone, expression, movement, a physical stage set, a range of sounds, play with light and darkness, and so on.

Next, you can ask the students to get started in small groups on their Activity 1 worksheets. Once they have had some time to work on them without the teacher's participation, the class as a whole can discuss what the playwright asks the audience to see and hear on the stage. Note references both in the stage directions and the Stage Manager's descriptions.

Our Town makes particular use of sound, from clanking milk bottles to hymns. What is the effect of these sights and sounds? What themes do they immediately suggest? Students should keep track of those aspects of spectacle that strike them as meaningful, and suggest why in a few sentences. Worksheets can be added to throughout the reading of the play. This would also be a good time to note anything the playwright imparts about time and place more generally. Where are we?

At what point in history? What do students know about that time or that place? What can they add via a little Internet research? At this point, students should pause to set their own stages. Ask them to choose a place that really interests them, whether it's a place they've been and loved or hated , a place whose details they know well a family's kitchen, a friend's basement, a business they frequent , or someplace they would like to know better. They should write out informally for now everything they can about that space.

From 'Our Town' to Our Time - The New York Times

Remind them that the more details, the better, and that their goal is to help readers see and hear as much as possible. They should then choose a time when at least a couple of people might occupy that space. Choosing a particular event—a holiday, a party, a funeral, a meeting—might work well, but so might a more ordinary time, like when everyone first gets up in the morning, or when the store closes in the evening. Advise students not to worry for now about what might happen there.

Didactic Guidelines

At the end of the first reading or listening to Act 1, students can begin their work on the Activity 2 worksheets , again in small groups before turning to a class-wide discussion. Students should keep a list of all the potentially significant information they can gather about those characters that seem most important or interesting or, if you are looking to use less time, students should be told which characters to track. Physical and biographical details should be noted, as well as anything they can discern about their beliefs, motivations, emotions, and behaviors.

As students get further into Our Town , they may decide a character that initially seems secondary comes to seem primary; they will also learn more about a character as the play advances, so they should be reminded to keep working on these lists. At an opportune moment—maybe between the reading of Acts 1 and 2 or 2 and 3—students can choose some characters to inhabit their own stages. Invite them to consider modeling characters off of people they know well to help them get into as much detail as possible.

They should provide lists for these characters that offer the same kind of identifying features as the lists they have constructed for the cast of characters in Our Town. As students listen in their minds' ears, at least to the characters interact, they will likely get a sense that they have some conflicts between them, some points of disagreement that the characters might not be directly asserting. Some or all of them might be struggling with some outside forces or with personal problems or difficult emotions. Is something going on elsewhere, offstage—a fire, a flood, poverty, prejudice—that is affecting them onstage?

These questions may overlap a bit, but in journals, in small group discussions and eventually in class-wide discussion, students can try to answer any or all of them.

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As for Activities 1 and 2, Activity 3 should be ongoing. Journal entries can be organized around these questions:.