Objective:
- Introduce Edward Albee and the American theater landscape of the 1960s.
- Understand the social and cultural context of post-war America.
- Discuss the theater of the absurd and realism.

Activities:
- Lecture on Albee’s biography and influence.
- Screening of excerpts from a film or stage production.
- Discussion: Expectations of American drama in the 1960s.

Reading Assignment: Introduction/preface in the play edition; Act I, Scene 1

Objective:
- Examine the play’s characters: George and Martha.
- Identify themes: illusion vs. reality, marital discord, and social status.

Activities:
- Read aloud first half of Act I in class.
- Discuss character dynamics and early signs of tension.
- Character mapping exercise: relationships, power dynamics.

Reading Assignment: Complete Act I.

Objective:
- Analyze Albee’s use of language, dialogue, and symbolism.
- Explore humor and cruelty in character interactions.

Activities:
- Close reading of key dialogues and monologues.
- Discuss symbolism (alcohol, games, “Virginia Woolf” reference).
- Writing prompt: Analyze the function of George’s sarcasm in establishing tension.

Homework: Reflective journal on first impressions of the main characters

Objective:
- Introduce Nick and Honey; explore the contrast with George and Martha.
- Examine themes of illusion, societal expectation, and sexuality.

Activities:
- Read first half of Act II aloud.
- Discussion: How do Nick and Honey mirror or oppose George and Martha?.
- Short lecture: 1960s social norms and sexual mores in American theater.

Reading Assignment: Finish Act II.

Objective:
- Analyze the development of conflict and the use of games as psychological tools.
- Explore motifs of failure, disappointment, and disillusionment.

Activities:
- Group discussion: the “Games” and their symbolic meaning.
- Scene analysis: focus on climactic moments and character revelations.
- Writing assignment: Compare George and Nick as foils.

Homework: Prepare a short oral presentation on symbolism in Act II

Objective:
- Explore the play’s climax and themes of truth, illusion, and destruction.
- Discuss the emotional and psychological unraveling of characters.

Activities:
- Read first half of Act III in class.
- Discussion: What does the “fictional child” represent?
- Performance exercise: students act key scenes to understand tension.

Reading Assignment: Finish Act III

Objective:
- Wrap up Act III; discuss resolution and thematic closure.
- Analyze the tragicomic elements and psychological intensity.

Activities:
- Class discussion: How does the ending reflect the play’s major themes?
- Group activity: Map out key conflicts and resolutions.
- Writing prompt: The significance of the title in relation to the play’s conclusion.

Homework: Prepare a 2–3 page paper on the theme of illusion vs. reality

Objective:
- Explore character motivation, complexity, and development.

Activities:
- Character dossiers: students select a character to analyze in depth.
- Screenssion: Is George sympathetic or tragic? Is Martha a victim or antagonist?
- Group debate: Who is “winning” the emotional battles in the play?

Homework: Complete character analysis essays

Objective:
- Examine major themes: illusion vs. reality, truth, failure, societal expectation.
- Identify recurring motifs: alcohol, games, noise, and the fictional child.

Activities:
- Create a theme/motif chart as a class.
- Small group discussions on how motifs reinforce themes.
- Short creative assignment: Rewrite a scene emphasizing a motif of choice.

Reading Assignment: Review key passages for thematic evidence

Objective:
- Analyze Albee’s stylistic choices: dialogue, pacing, tension.
- Examine the use of humor, irony, and verbal sparring.

Activities:
- Close reading of key dialogues.
- Workshop: students perform lines to explore tone and subtext.
- Discussion: How does Albee’s style affect audience perception?

Homework: Short essay on Albee’s use of language to reveal character.

Objective:
- Examine critical reception (1962 vs. today).
- Explore feminist, psychoanalytic, and absurdist interpretations.

Activities:
- Lecture on critical interpretations.
- Group discussion: How do interpretations change over time?
- Reading: Selected scholarly articles or reviews.

Homework: Prepare a short presentation on one critical perspective

Objective:
- Understand production elements: staging, lighting, sound, and design.
- Explore how performance choices affect interpretation.

Activities:
- Watch a recorded performance (film or theater production).
- Discuss staging choices and their impact.
- Group exercise: Plan a scene using alternative staging.

Homework: Write a short reflection comparing text vs. performance.

Objective:
- Present thematic, character, or critical analyses.
- Engage in peer discussion and feedback.

Activities:
- 10–15 minute presentations per student or group.
- Class discussion following each presentation.
- Peer feedback and discussion on differing interpretations.

Objective:
- Consolidate understanding of characters, themes, and Albee’s style.
- Prepare for final assessment or essay.

Activities:
- Class discussion: Major takeaways and lingering questions.
- Thematic mapping exercise.
- Review key quotes and motifs for exams or essays.

Objective:
- Demonstrate mastery of the play through writing, discussion, or performance.

Activities:
- Submit final essays or projects.
- Optional: staged reading or scene performance.
- Wrap-up discussion on the play’s relevance today.