Use Reader's Theater to practice speaking and to learn about stories from various cultures of the world at the same time. The free scripts can be copied, shared, and performed for any noncommercial purpose. Available in a full range of reading levels and aimed at mostly ages 8-15. Links to tips on doing reader's theater, special features for each story, and children's books that tie in with the stories.This page offers seven reader's theater scripts, with links to teacher's guides and other information on using reader's theater in the classes across the curriculum.

This is a collection of six video lessons about August Wilson and his works from the PBS American Masters Collection.

This video shows groups of students presenting their interpretations of the four phases of the moon using body movements. [3:49]

In this video, a teacher conducts a science lesson where students create a tableau of living and non-living things based on their reading of a book called "The Tiny Seed." [7:07]

Actor Kevin Hardesty performs the famous "To be, or not to be" soliloquy from Act III, Scene I of the Shakespeare's tragedy Hamlet.

This video presents viewers with an explanation of Shakespeare's comedy Much Ado About Nothing.

In this video [4:35] from August Wilson: The Ground on Which I Stand, Wilson and others discuss his unique writing process. Discussion questions are provided.

As part of a revision and writing section of BBC Bitesize, this site goes over several tips involved in writing a play, including information on the specific layout of the script.

In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.

This lesson plan incorporates art, drama, social studies, and language arts. Students use recycled paper and boxes to create a castle, then use it as inspiration to write and act out their own play. (To access this lesson plan, you must register with Crayola.com. Registration is free and takes only a few moments to complete.)

This is the text for Act 2, Scene 1 of Macbeth by William Shakespeare; links to other scenes are provided.

This is the text to Act 3, Scene 1 of Macbeth by William Shakespeare; links are provided for the rest of the Scenes.

This is the text of Act 5, Scene 1 of Macbeth by William Shakespeare; links are provided to the rest of the scenes.

This is the text of Act 1, Scene I of Macbeth by William Shakespeare; links are provided for the rest of the Scenes.

This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.

Discusses what the literary form of drama consists of in relation to its content, language, and structure.

This collection uses primary sources to explore Arthur Miller's The Crucible. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Lights, camera, action, and a bit of mystery! In this lesson, students use mystery props in a skit bag to create and perform in short, impromptu skits.

Students analyzing a play can map out the key elements of character, setting, conflict, and resolution for a variety purposes. This interactive is aimed at secondary students.

By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, "The Crucible." As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?