Course Profile Literacy Skills: Reading and Writing, Grade 11, Open, Catholic
Unit 6: The Dramatic Form: Short Plays and Monologues
Time: 15 hours (+ 5 hours from Unit 1)
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
In this unit, students will examine a variety of contemporary short plays and demonstrate their understanding of the dramatic form through reading and writing. Students will examine the elements of a written script; reflect on and share their ideas based on a guided reading of a play; discover the need and purpose of stage directions; and research some aspect of dramatic presentation using a variety of print, electronic, and community based resources. Through individual and group assignments, in close consultation with the teacher, students will practice and improve their writing skills by using all steps of the writing process. Students will complete the unit by creating a 50-line script based on a Biblical theme. This unit promotes the integration of the Catholic faith tradition into the critical analysis of the dramatic form.
CGE1a - illustrate a basic understanding of the saving story of our Christian faith;
CGE2a - listen actively and critically to understand and learn in light of gospel values;
CGE2b - read, understand, and use written materials
effectively;
CGE2c - present information and ideas clearly and honestly and with sensitivity to others;
CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE3c - think reflectively and creatively to evaluate situations and solve problems;
CGE4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b - demonstrate flexibility and adaptability;
CGE4c - take initiative and demonstrate Christian leadership;
CGE4e - set appropriate goals and priorities in school, work, and personal life;
CGE5b - think critically about the meaning and purpose of work;
CGE5e - respect the rights, responsibilities, and contributions of self and others;
CGE5f - exercise Christian leadership in the achievement of individual and group goals;
CGE7b - accept accountability for one’s own actions;
CGE7i - respect the environment and uses resources wisely.
REV.01 - demonstrate an understanding of a variety of contemporary texts;
REV.02 - demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;
REV.03 - explain the use of specific elements of style in a variety of contemporary texts;
REV.04 - use a variety of strategies to understand words encountered in texts;
WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;
WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;
WRV.03 - organize information, ideas, and supporting details in written work;
WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;
WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources where appropriate.
RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively (e.g., read a short story as a model for writing; read a magazine article on a topic of personal interest and report on the main ideas and details to a small group);
RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points (e.g., skim texts to locate specific ideas; discuss the effectiveness of a reading strategy modelled by the teacher; assess the appropriateness of a reading strategy used during a guided reading session; compare reading strategies used by various students to read the same passage; identify their own strengths and weaknesses in reading and set goals for improvement);
RE1.03 - use knowledge of the organization of texts to locate relevant information (e.g., create chapter titles to identify plot details in a novel; use headings, table of contents, and the index to find specific information in a text; refer to illustrations and diagrams to clarify information; explain the role of the introduction, body, and conclusion of a short essay in communicating the main idea; use knowledge of the organizational pattern of a text, such as comparison and contrast or cause and effect, to locate answers to questions about the text);
RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts (e.g., make judgements about a character’s values based on implicit and explicit information in a short story; read a magazine article and discuss the perspective of the writer; chart explicit information about a character in a short story; state the main idea in an opinion piece and list supporting details; differentiate between fact and opinion in a magazine article);
RE1.05 - compare their own interpretations of texts with those of others (e.g., record responses to self-selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts);
RE2.01 - use knowledge of the elements of drama, with an emphasis on plot, character development, conflict, and dialogue, to understand and interpret plays;
RE3.01 - describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively (e.g., discuss how descriptive language helps create a mood in a short story or poem; explain how connecting words help clarify the sequence in a set of instructions; describe how precise technical words strengthen the message in an article about safety);
RE4.01 - preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);
RE4.02 - use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);
RE4.03 - use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);
WR1.01 - describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);
WR1.03 - locate and record information from a variety of print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information);
WR2.01 - demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays (e.g., write frequently on self-selected and teacher-assigned literary and general-interest topics in a variety of forms);
WR2.02 - describe the form, purpose, and intended audience for each piece of writing;
WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience (e.g., use formal language in a short essay describing the theme of a novel studied; use the impersonal third person consistently in the summary of a report; use the first person in a friendly letter);
WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types (e.g., compose a variety of single, compound, and complex sentences on a topic; alter the word order in sentences for emphasis and variety);
WR3.02 - organize sentences about a topic into coherent and unified paragraphs (e.g., use a topic sentence to state the main idea of a paragraph; use relevant details to develop the main idea; use a specific pattern, such as logical, chronological, or climactic order, to organize information in a paragraph);
WR3.03 - organize paragraphs into coherent and unified narratives, reports, letters, and short essays (e.g., maintain a consistent point of view in a narrative; use transition words to link paragraphs in a letter; state the controlling idea in the opening paragraph of a short essay);
WR4.01 - revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);
WR4.02 - revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);
WR4.03 - revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);
WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);
WR4.05 - use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions (e.g., select and use specialized vocabulary to clarify technical information and complex concepts);
WR5.01 - incorporate information from research into written work by using quotation marks and consistent documentation;
WR5.02 - describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);
WR5.03 - identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams and charts to a report for a bulletin-board display);
WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:
- Grammar and Usage: Identify the rules of subject-verb and pronoun agreement and apply them correctly;
- Grammar and Usage: Identify and use correctly the principal parts of irregular verbs;
- Spelling: Identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);
- Spelling: Spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);
- Punctuation: Identify the use of effective punctuation when reading and use punctuation correctly when writing.
|
Activity 1 |
Introduction: The Elements of a Written Script |
120 minutes |
|
Activity 2 |
Guided Reading of a Short Play |
390 minutes |
|
Activity 3 |
Research Assignment |
210 minutes |
|
Activity 4 |
Play Writing: Creating Stage Directions |
180 minutes |
|
Activity 5 |
Culminating Activity: Write Your Own Script |
300 minutes |
· In addition to the 15 hours that have been assigned to this unit, five hours are spent on reading and writing skills introduced in Unit 1 of this course.
· This unit will require students to set goals and timelines for completing assignments, and use their problem solving skills to create stage directions, research an aspect of drama or producing drama, and write a 50-line script.
· Play selections should be of high-interest to the students.
· Due to the amount of reflection and discussion in this unit, it is necessary to encourage students to participate in class discussions through a series of questions designed prior to the lesson.
· The teacher should reserve the Library/Resource Centre and Computer Lab prior to beginning the unit.
· Incorporating cross-curricular themes into the study of the dramatic works is recommended.
· Students may be required to make appointments with local media personalities in partial fulfilment of Activity 4. Thus, the research activity should be discussed early in the unit, and students should be assisted in setting the necessary goals and priorities needed to complete the assignment.
· The parameters of the culminating activity, a 50-line script should be described to the students at the beginning of the unit to allow students to select an appropriate theme for their drama.
· Teachers should refer to the students’ IEPs to ensure that suitable accommodations and/or modifications are made to enhance the learning opportunities in this unit.
Students will:
· have basic knowledge of the differences between a short play and a short story;
· be aware that the purpose of dramatic writing is for stage performances;
· be capable of recording their ideas in writing and taking notes from the board;
· be familiar with the concepts of playwright, actors, director(s), and audience in a dramatic production from other English courses and personal experience;
· be computer literate and able to use the Internet and word-processing programs;
· be aware of the school board’s protocol for Internet use and be prepared to abide by it;
· be familiar with, and able to draw from, Biblical stories and the lessons they teach.
· Brainstorming
· Class discussions
· Collaborative learning
· Teacher-led Socratic lessons
· Teacher/student conferencing
· Writing, editing and revising
· Self/peer editing and conferencing
· Word processing and desktop publishing
· Modelling dramatic readings
· Note taking and note making
· Research skills and techniques in collaboration with the teacher librarian
· Oral reading and reading decoding techniques
· Reading comprehension questions and activities
· Personal Dictionary
· Portfolios of Written Work
Formative Assessment
· Student/teacher conferences during the activities promoting the positive elements of their work
· Informal observation of students during group and individual work
· Completed activities assessed by rubrics/checklists
· Portfolio of Written Work and Personal Dictionary entries
· Completed self and peer editing checklists
Summative Evaluation
· 50-line scripts created by the students assessed by a student/teacher designed rubric
· Portfolio of Written Work assessed by the Portfolio of Written Work Rubric (Appendix 1.18)
· Personal Dictionary assessed by the Personal Dictionary Rubric (Appendix 1.17)
· Preferential/strategic seating
· Peer tutor or Special Education assistance to help with the completion of the task
· Assistance with organizational and time management skills
· Flexible timelines and/or adjust the length and number of assignments required
· Enlarged print
· Dual language dictionaries
Contemporary Short and Long Plays such as:
Abingdon’s Easter Drama Collection. Abingdon Press, 1997. ISBN 0-687041988
Instant Applause. Blizzard Publishing. ISBN 0-921368380
Instant Applause, Volume II. Blizzard Publishing. ISBN 0-921368607
James, JoAnne. Three Quest Plays. Raincoast Book Distributors, 1998.
Mckay, David Wayne. A Cast of Characters: Five Cape Breton Plays. UCCB Press, 1999.
Plant, Richard. The Penguin Book of Modern Canadian Dramas. Penguin Publishers, Canada.
Sears, Djanet. Testifyin’ Contemporary African-Canadian Drama. Playwrights of Canada Press, 2000.
Wasserman, Jerry. Modern Canadian Plays, Volume II. Talonbooks, 1996. ISBN 0-889224374
Contemporary Dramatic Monologues such as:
Another Perfect Piece
Monologues from Canadian Plays. Blizzard Publishing.
ISBN 0-887545181
The Perfect Piece Monologues from Canadian Plays. Blizzard Publishing. ISBN 0-887544983
Texts on writing plays such as:
Downs, William M. Playwriting: From Formula to Form. Harcourt Brace Children’s Books, 1997. ISBN 0-155038613
CD-ROM reference materials
Word processing software
Internet
School library research materials and reference books
Audio visual equipment
Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.
Catholic resources such as Catholic New Times, National Catholic Reporter, The Catholic Digest, and The Catholic Register
ICE Documents:
“Educating the Soul”
“Curriculum Matters”
“Ontario Catholic Education and the Corporate Sector”
Ontario Conference of Catholic Bishop’s Statements on a variety of social and ethical issues
Bible Commentaries available from the Religious Education Department including:
Gospel Parallels: A
Comparison to the Synoptic Gospels
The Concise
Concordance to the New Revised Standard Version
The New Jerome Biblical
Commentary
Time: 120 minutes
This activity will allow students to explore the unique elements of a dramatic script. After a brief review of the structure of a play, students will make observations on its format, such as Acts, Scenes, line numbers, cast list, stage directions, and director’s notes, and explain the purpose and importance of each.
Ontario Catholic School
Graduate Expectations: 2a, 2b, 4a, 4b, 4c, 4e, 5e, 5f.
Strand(s): Reading Skills, Writing Skills
Overall Expectations:
REV.01, REV.02, REV.04, WRV.02, WRV.03.
Specific Expectations:
RE1.01, RE1.02, RE1.03, RE1.05, RE2.01,
RE4.01, RE4.02, RE4.03, WR2.01, WR3.01, WR3.02.
· Select excerpts from plays that clearly indicate the format and organizational structure of a standard drama. Selections do not have to include the entire play; focus on the information pertinent to the assignment. The teacher may choose to use the play students will be reading for this activity instead of excerpts.
· Provide students with chart paper and a permanent marker for this assignment.
· Select a video of a short drama to show students in order to discuss the organizational structure required to produce such a program. Ensure that no copyright laws are violated.
· Ensure that the necessary audio-visual equipment is available.
· As an extension activity, students could be asked to select a commercial and identify the elements of a script present in the commercial.
· Have information on the research assignment, Activity 5, to give the students so that they may schedule their time and any necessary appointments.
· Be prepared to discuss the final assignment with the students to allow them to select an appropriate Biblical theme and setting for their scripts.
· Refer to the students’ IEPs for necessary accommodations and/or modifications.
Students will:
· understand the differences between a short play and a short story;
· be aware that the purpose of dramatic writing is for performance;
· be capable of recording their ideas in writing and taking notes from the board;
· be familiar with the structure of a play or script from previous English classes and personal experience;
· be familiar with classroom procedures and conduct expectations when participating in group activities.
· The teacher will review the structure of a drama – dialogue, line numbers, Acts and Scenes and the additional information provided in a drama – cast lists, stage directions, and director’s notes.
· The teacher will show students a video of a short drama.
· Students will discuss the similarities between a video drama and a written script, looking at the information and organization necessary to turn a script into a dramatic production.
· The teacher will distribute excerpts from selected plays or refer to the appropriate section of the class text.
· Students will read silently the selections, and highlight any unfamiliar words.
· Students will use context clues to suggest the meaning of the highlighted words and/or look them up in the dictionary. Students will enter unfamiliar words into their personal dictionaries.
· The teacher will lead a brief discussion to review the differences between a short story and a short play.
· Students will examine the dramatic selection, and make notes on how the piece differs in format from a short story.
· Students’ observations will be listed on the board. These should include the divisions in the play, line identification, cast list, stage directions, director’s notes, the way dialogue is presented, the lack of descriptive passages, etc.
· The teacher will divide the students into groups and assign one of the characteristics listed, e.g., line identification, cast lists, etc. to each group.
· Students will brainstorm with group members to identify the purpose and importance of the characteristic they have been assigned. The teacher will facilitate this discussion by stating that the students should consider the importance of their assigned element to its intended audience (e.g., director’s notes are for the director, the cast list helps the audience identify the players, etc.).
· Students will discuss the various jobs involved in staging a play, and the careers that stem from drama and dramatic productions.
· Each group will write their information on the chart paper, present their work to the class, and be prepared to expand on the points in order to ensure comprehension.
· The teacher will provide students with the information concerning the research assignment and the culminating activity for the unit so that they may set appropriate goals for completing the work and make any appointments necessary for the research component.
Formative Assessment
· Informal Teacher Observation of students during group work
· Checklist for Group Work (see Appendix 1.14)
· Preferential/strategic seating
· Peer tutor or Special Education assistance to help with the completion of the task
· Enlarged print
· Dual language dictionaries
Resources listed are for teacher use. Student resources will be available at a later date.
Contemporary Short and Long Plays such as:
Abingdon’s Easter Drama Collection. Abingdon Press, 1997. ISBN 0-687041988
Instant Applause. Blizzard Publishing. ISBN 0-921368380
Instant Applause, Volume II. Blizzard Publishing. ISBN 0-921368607
James, JoAnne. Three Quest Plays. Raincoast Book Distributors, 1998.
Mckay, David Wayne. A Cast of Characters: Five Cape Breton Plays. UCCB Press, 1999.
Plant, Richard. The Penguin Book of Modern Canadian Dramas. Penguin Publishers, Canada.
Sears, Djanet. Testifyin’ Contemporary African-Canadian Drama. Playwrights of Canada Press, 2000.
Wasserman, Jerry. Modern Canadian Plays, Volume II. Talonbooks, 1996. ISBN 0-889224374
Contemporary Dramatic Monologues such as:
Another Perfect Piece
Monologues from Canadian Plays. Blizzard Publishing.
ISBN 0-887545181
The Perfect Piece Monologues from Canadian Plays. Blizzard Publishing. ISBN 0-887544983
Texts on writing plays such as:
Downs, William M. Playwriting: From Formula to Form. Harcourt Brace Children’s Books, 1997. ISBN 0-155038613
Television and VCR
Time: 390 minutes
This activity will allow students to practise the reading skills they have acquired throughout the semester. Students will read a play selected by the teacher, and answer questions on content, style, and technique. During this activity, students will reflect on the literature they have read and compare their observations through class discussions. As a culminating activity, students will replace the main character with Jesus and rewrite the ending of the drama.
Ontario Catholic School Graduate Expectations: 1a, 2a, 2b, 3b, 3c, 4a, 4b, 4c, 5b, 5e, 5f.
Strand(s): Reading Skills, Writing Skills
Overall Expectations:
REV.01, REV.02, REV.03, REV.04, WRV.01,
WRV.02, WRV.03.
Specific Expectations:
RE1.01, RE1.02, RE1.03, RE1.04, RE1.05,
RE2.01, RE3.01, RE4.02, RE4.03, WR1.03, WR2.02, WR3.01, WR3.02.
· Select a short play on a topic of interest to the students. The play selected should be based on a theme such as love, greed, or friendship that is relevant to the students’ experiences and can be easily compared to or contrasted with the moral teachings modelled by Jesus Christ (see Appendix 6.1 for Jesus’ Parables).
· Be prepared to model the reading of a script. Assign roles to volunteers who will have the opportunity to rehearse the passages.
· Create an evaluation scheme for the rewritten ending that is the culminating activity.
· Prepare questions on the theme, content, and message of the play.
· Refer to the students’ IEPs to make necessary accommodations and/or modifications.
Students will:
· understand the organizing principles and unique elements of a dramatic script as examined in Activity 1;
· be familiar with the roles of the author (playwright), actors, director(s), and audience in a dramatic production introduced in Activity 1;
· be aware that the purpose of dramatic writing is for stage performances;
· have a basic understanding of the elements of plot, character development, and conflict, as introduced in Units 2 and 5;
· follow classroom protocol for discussion sessions;
· be familiar with the story of Jesus and the values He promotes.
· The teacher will select an appropriate dramatic piece with themes familiar to the students for the class to read.
· The teacher will distribute the Guided Reading of a Short Play sheet to help with comprehension during the reading (see Appendix 6.2).
· The teacher will lead an in-class oral reading of the selection to demonstrate how a play should be read, modelling the tone, pace, and where appropriate, the attitude of different characters.
· Based on the teacher-model, student volunteers will read assigned roles that may be passed on at appropriate breaks in the play. Students will be given the opportunity to rehearse the roles prior to the in-class readings.
· During the appropriate breaks in the play, students will discuss the play, its theme, character development, plot, etc., and predict subsequent events and potential endings.
· After the reading is completed, the teacher will conduct a class discussion based on the guided reading questions, asking students to share their interpretations of the play.
· Upon completion of the discussion, the teacher will assign comprehension questions for the students to complete individually. Students will also be asked to make inferences and judgements about a character based on explicit and implicit information such as the character’s words, actions, description, name, and comments made by other characters.
· As well, students will respond in their Portfolios of Written Work to questions related to their personal reactions and the moral implications of the work studied.
· As a culminating activity, in groups, students will assume that Jesus is one of the main characters of the play, and rewrite the ending of the play accordingly.
· The teacher will provide students with the rubric that will be used to assess the rewritten endings.
· The teacher will ask volunteers to present, by role playing, their rewritten endings.
Formative Assessment
· Informal teacher observation of group activity and participation in discussions
· Maintained and updated Personal Dictionaries
· Portfolio of Written Work entry
· Completed guided reading questions
· Completed comprehension questions
· Rewritten ending of the play assessed by a teacher designed rubric
· Peer tutor or Special Education assistance to help with reading and writing
· Flexible timelines and modified assignment lengths
· Dual language dictionaries
· Use of electronic spelling and grammar aids
Contemporary Short and Long Plays such as:
Abingdon’s Easter Drama Collection. Abingdon Press, 1997. ISBN 0-687041988
Instant Applause. Blizzard Publishing. ISBN 0-921368380
Instant Applause, Volume II. Blizzard Publishing. ISBN 0-921368607
James, JoAnne. Three Quest Plays. Raincoast Book Distributors, 1998.
Mckay, David Wayne. A Cast of Characters: Five Cape Breton Plays. UCCB Press, 1999.
Plant, Richard. The Penguin Book of Modern Canadian Dramas. Penguin Publishers, Canada.
Sears, Djanet. Testifyin’ Contemporary African-Canadian Drama. Playwrights of Canada Press, 2000.
Wasserman, Jerry. Modern Canadian Plays, Volume II. Talonbooks, 1996. ISBN 0-889224374
Contemporary Dramatic Monologues such as:
Another
Perfect Piece Monologues from Canadian Plays. Blizzard Publishing.
ISBN 0-887545181
The Perfect Piece Monologues from Canadian Plays. Blizzard Publishing. ISBN 0-887544983
Texts on writing plays such as:
Downs, William M. Playwriting: From Formula to Form. Harcourt Brace Children’s Books, 1997. ISBN 0-155038613
Word-processing software
Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.
Bible Commentaries available from the Religious education Department including:
Gospel Parallels: A
Comparison to the Synoptic Gospels
The Concise
Concordance to the New Revised Standard Version
The New Jerome Biblical Commentary
Time: 210 minutes
The purpose of the research assignment is to provide additional exposure to a variety of print, electronic, and community resources to allow students to find, select, and organize information on a topic of their choice related to the dramatic form. Students will go beyond the dramatic text to research the background of a play and its setting, the background of a historical character used in a play or other dramatic forms, or the history of production and the methods involved in producing a news or community oriented media show. A written report will be prepared.
Ontario Catholic School Graduate Expectations: 2a, 2b, 2c, 2e, 7b, 7i.
Strand(s): Reading Skills, Writing Skills
Overall Expectations: REV.01, REV.02, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.
Specific Expectations: RE1.01, RE2.01, WR1.01, WR1.03, WR2.01, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.
· It is necessary to reserve the Library/Resource Centre and Computer Lab for the full time required by this activity.
· All work should be completed and edited on the word-processor.
· The teacher-librarian should receive a copy of the topics available to the students prior to this activity.
· Where students are using community resources, sufficient time will be needed to schedule interviews, class visits, etc. For this reason, it is recommended that students be informed of this activity early in the unit.
· Refer to the students’ IEPs to ensure that necessary accommodations and/or modifications are made.
Students will:
· be capable of recording their ideas in writing and taking notes from the board;
· have a basic knowledge of word-processing programs;
· be aware of the methods used to find research material in the Library and on the Internet;
· be aware of school board protocol regarding proper Internet use;
· be aware of expected behaviour in the community.
· The teacher will review the steps required for effective research as covered in Unit 1, Activity 5, as well as review the various methods of organizing material covered in Unit 3, Activity 4.
· The teacher will discuss the method of interviewing someone – questions to ask, how to record answers, etc.
· The teacher will review the ways of presenting a report, and the different styles the students may use.
· Students will choose a topic from a list provided by the teacher; the topics will be based on the setting of the play, the background of a character, or the history of the play’s production. If the opportunity exists, students may elect to research community based dramatic productions such as local amateur theatre companies, or a local television station. Students may discuss alternate topics with the teacher, and they may be approved at the teacher’s discretion.
· The teacher will remind students of the school board protocol regarding proper Internet and computer use.
· The teacher/librarian will inform students of the location of materials such as biographies, reference books, newspapers, magazines, appropriate websites, and topic-specific books based on the list of topics provided by the teacher.
· Students will use the available library indexes, and electronic indexes, to locate additional resources on their topic.
· Students will use both electronic and print texts for their research. Some students may choose to interview people involved in dramatic production as well, and interview notes will constitute research material. If students visit a production site, notes and comments on the visit will also constitute research.
· Students will use the table of contents, chapter headings, and content indexes in books to locate relevant information.
· Students will skim and scan a variety of resources on their topic.
· Students will make notes from sources, and find the important facts on their topic.
· The teacher will observe and monitor the progress and direction of student activity.
· Students will select an appropriate writing style for their reports (descriptive, narrative, and instructional, etc. as addressed in Unit 1, Activity 6).
· Students will demonstrate their organizational skills by arranging their points in logical order (e.g., order of importance, chronological, sequential, etc.).
· Students will clearly identify the title and author of each resource.
· Students will revise and edit their work by using a variety of strategies and resources such as peer editors, electronic and print thesauri and dictionaries, spell checkers, and grammar checkers.
· Students will have the opportunity to share their research with the class.
· In their Portfolios of Written Work, students will reflect on what they have learned from their research and the reports presented by the other students.
· As a follow-up activity, speakers from the community who are involved with dramatic presentation and productions could be invited to speak to the class about the staging/producing of such programs.
Formative Assessment
· Informal teacher observation of student research
· Completed peer/self-editing checklist for research assignment (see Appendix 6.3)
· Completed peer/self-editing checklists for writing (Appendices 1.10, 1.11)
· Peer conferences
· Student/teacher conferences
Summative Evaluation
· Research report assessed by the Research Report Rubric (Appendix 6.4)
· Assistance with organizational skills
· Review time management techniques
· Peer tutor or Special Education assistance to help with completing the task
· Flexible timelines and modified assignment lengths
· Dual language dictionaries
Newspapers, magazines, and journals
CD-ROMs
Word processing software
Internet search engines and websites
Community resources such as local theatre groups, television stations, etc.
Printed research materials
Time: 180 Minutes
The purpose of this activity is to further student knowledge of the purpose of stage directions and how they are written. Students will create stage directions with special consideration to form, purpose, and audience. Students will maintain a consistent verb tense and use the third person throughout their stage directions.
Ontario Catholic School Graduate Expectations: 2a, 2b, 2c,
5b.
Strand(s): Reading Skills, Writing Skills
Overall Expectations:
REV.01, REV.03, WRV.02, WRV.03, WRV.04,
WRV.05.
Specific Expectations: RE1.01, RE3.01, WR2.01, WR2.03, WR3.01,
WR3.02, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.02, WR5.03, WR5.04.
· Prepare worksheets to review the use of adverbs, adjectives and third person narration.
· Prepare to discuss the importance of complete and thorough stage directions by selecting specific examples from the play studied in Activity 2.
· Select two excerpts from two plays unfamiliar to the students, remove the existing stage directions, and number the blank spaces. Excerpts should be taken from a dialogue section and not the opening scene.
· Prepare an overhead of each excerpt with its original stage directions, and of one modified excerpt that will be used as a whole class activity. Have an overhead projector available.
· Arrange to have access to the Library/Resource Centre and Computer Lab.
· As an extension activity, students could be required to produce a three dimensional model of the setting of a scene in the play they studied in Activity 2 following the stage directions given in the play.
· Refer to the students’ IEPs to make necessary accommodations and/or modifications.
Students will:
· be aware of the characteristics of a written script;
· be aware of the concept of intended audience;
· have some understanding of the purpose of stage directions from Activity 1 of this unit.
· Students will examine the stage directions given at the beginning of the play they read in Activity 2 and discuss how the stage directions given help students to visualize and understand the setting of the play, and assist the producer in staging the play.
· The teacher will draw a stage on the board to review and reinforce the concepts of positions on stage.
· Students will turn to a specific act or scene selected by the teacher, examine the stage directions given, and discuss how the stage directions help the reader to understand the action occurring on stage, and the actors and director in presenting the play.
· The teacher will ask students why clear directions are needed not only in plays, but also in real-life situations and ask students to provide examples of when the need to give clear directions might arise. The teacher may refer to the “How to” article in Unit 3, Activity 4, to begin the discussion.
· Ask students to give oral directions to a number of well-known locations in the community, stressing the need for accuracy and clarity.
· Students will examine the stage directions from the play they read to see how they are written – type of vocabulary used, third person narration, etc. The teacher will review the use of adjectives, adverbs, verb tenses, and third person narration as they apply to stage directions.
· The teacher will ask students what they think would happen if there were no stage directions given in a play.
· The teacher will put one page of the modified excerpt on the overhead and ask students to read the dialogue and suggest what stage directions might fit in the numbered blanks. The teacher will continue in the same fashion until students have provided stage directions for the entire excerpt.
· The teacher will put up the first page of the original script and compare it with the stage directions created by the students. Students will discuss the similarity and differences in the two sets of stage directions and how they alter the movements and actions of the characters and the understanding of the audience.
· The teacher will distribute the copies of the second excerpt to the students.
· The teacher will instruct the students to read the script carefully and then create appropriate stage directions for each of the numbered blanks. The teacher will remind the students to pay attention to proper verb tense and third person narration.
· The teacher will provide students with a copy of the rubric (see Appendix 6.6) that will be used to assess their stage directions.
· Students will examine one another’s stage directions using the peer editing rubric provided (see Appendix 6.5)
· Students will share their stage directions with the class and compare their ideas with others as well as with the original directions given by the author of the script.
· In their Portfolios of Written Responses, students will comment on the need to be able to give clear directions not only in a play, but also in real life situations.
Formative Assessment
· Informal teacher observation of students working in pairs
· Student/teacher conferences
· Peer conferences
· Completed peer editing checklist (see Appendix 6.5)
Summative Evaluation
· Stage directions assessed by the Create Your Own Stage Directions Rubric (see Appendix 6.6)
· Assistance with organizational skills and time management techniques
· Peer tutor or Special Education assistance to complete task
· Modified assignment lengths and flexible timelines
· Dual language dictionaries
Contemporary Short and Long Plays such as:
Abingdon’s Easter Drama Collection. Abingdon Press, 1997. ISBN 0-687041988
Instant Applause. Blizzard Publishing. ISBN 0-921368380
Instant Applause, Volume II. Blizzard Publishing. ISBN 0-921368607
James, JoAnne. Three Quest Plays. Raincoast Book Distributors, 1998.
Mckay, David Wayne. A Cast of Characters: Five Cape Breton Plays. UCCB Press, 1999.
Plant, Richard. The Penguin Book of Modern Canadian Dramas. Penguin Publishers, Canada.
Sears, Djanet. Testifyin’ Contemporary African-Canadian Drama. Playwrights of Canada Press, 2000.
Wasserman, Jerry. Modern Canadian Plays, Volume II. Talonbooks, 1996. ISBN 0-889224374
Contemporary Dramatic Monologues such as:
Another
Perfect Piece Monologues from Canadian Plays. Blizzard Publishing.
ISBN 0-887545181
The Perfect Piece Monologues from Canadian Plays. Blizzard Publishing. ISBN 0-887544983
Texts on writing plays such as:
Downs, William M. Playwriting: From Formula to Form. Harcourt Brace Children’s Books, 1997. ISBN 0-155038613
Time: 300 minutes
The purpose of this activity is to bring together all the elements of the dramatic form studied in this unit. Students will produce a 50-line script, based on a Biblical theme. The script will demonstrate an understanding and appreciation of the major elements of the dramatic form such as line identification, a cast list, stage directions, director’s notes, and dialogue.
Ontario Catholic School Graduate Expectations: 1a, 2a, 2b,
2c, 4e, 7b.
Strand(s): Reading Skills, Writing Skills
Overall Expectations:
REV.01, REV.02, WRV.01, WRV.02, WRV.03,
WRV.04, WRV.05.
Specific Expectations:
RE1.01, RE2.01, WR1.01, WR2.01, WR3.01,
WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.02, WR5.03, WR5.04.
· In order for this activity to be successful, students must incorporate the knowledge acquired from the completed activities in this unit.
· In consultation with the students, the teacher will devise a rubric for the evaluation of this activity.
· The teacher will reserve the Library/Resource Centre and Computer Lab for students to format their scripts and use electronic editing devices.
· The content for the script should be based on a Biblical theme, but students should be encouraged to be creative. For example, they could use the story of the Prodigal Son, but modernize it. Some suggestions of Biblical stories can be found in Appendix 6.1.
· Teachers should have Bible commentaries available for students who may require additional information or interpretation of an event. This assignment could provide an excellent cross-curricular link with the Religion program and consultation with the Religious Education Department is encouraged. Students may also benefit from consultation with the Social Studies Departments concerning the geography and present political make up of the of the Middle East.
· Teachers should refer to the students’ IEPs for relevant accommodations and/or modifications.
· As a follow up activity, students could share their plays with the students in other classes.
Students will:
· be familiar with the format of dramatic writing;
· be familiar with some Biblical figures, themes and stories;
· be familiar with producing documents on a word processor.
· As a class, students will brainstorm possible Biblical themes, issues, and stories that could be used as the basis for their plays. Students will discuss how these Biblical themes, issues and stories are used in modern television dramas and situation comedies.
· The teacher will collaborate with students to develop a rubric to assess their completed scripts.
· Students will choose a Biblical theme, issue, or story to create a 50-line script. Students should be encouraged to be creative and not limit themselves to the actual facts in the Bible. For example, a student might like to speculate on Cain’s flight after killing Abel. Students should be reminded that they can speculate, but they cannot alter Biblical truths.
· Students will include line identification numbers, a cast list, stage directions, director’s notes, and at least fifty lines of dialogue in their scripts. Scripts may be serious or humorous at the student’s discretion, but the theme should be clearly evident and the conflict resolved.
· Students will engage in all steps of the writing process, including peer editing using the Writing Your Own Script Peer Editing Checklist (Appendix 6.7).
· Students will have the opportunity to share their scripts with the other students in the class.
Formative Assessment
· Informal teacher observation during the creation of the script and the writing process
· Student/teacher conferences to ensure that all students are on task and understand the requirements of the assignment
· Completed peer/self-editing checklist (see Appendix 6.7)
Summative Evaluation
· 50-line script assessed by a class constructed rubric
· Assistance with organizational skills and time management techniques
· Peer tutor or Special Education assistance to help with completion of the activity
· Modified assignment length and flexible timeline
· Dual language dictionaries
Word-processing software
Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.
Bible Commentaries available from the Religious Education Department including:
Gospel Parallels: A
Comparison to the Synoptic Gospels
The Concise
Concordance to the New Revised Standard Version
The New Jerome
Biblical Commentary
Texts on writing plays such as:
Downs, William M. Playwriting: From Formula to Form. Harcourt Brace Children’s Books, 1997. ISBN 0-155038613
Old Testament
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Cain and Abel |
Genesis 4:1-26 |
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Noah’s Arc |
Genesis 7-10 |
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Tower of Babel |
Genesis 11:1-9 |
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David and Goliath |
1 Samuel 17 |
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David and Jonathan |
1 Samuel 18-20 |
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Solomon’s Wisdom |
1 Kings 3 |
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Esther Saves the Jews |
Esther 8:3-12 |
New Testament
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Jesus Heals a Paralytic |
Matthew 9:2-8 |
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The Boy Jesus in the Temple |
Luke 2:41-52 |
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The Wedding at Cana |
John 2:1-12 |
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Jesus Cleanses the Temple |
John 2:13-25 |
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Saul on the Road to Damascus |
Acts 9:1-25 |
Jesus’ Parables
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The House Built on a Rock |
Matthew 7:24-27 |
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The Sower |
Matthew 13:1-23 |
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The Weeds Among the Wheat |
Matthew 13:24-30 |
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The Mustard Seed |
Matthew 13:31-32 |
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The Hidden Treasure and the Pearls |
Matthew 13:44-46 |
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The Unforgiving Servant |
Matthew 18:23-35 |
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The Good Samaritan |
Luke 10:25-37 |
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The Rich Fool |
Luke 12:16-21 |
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The Great Feast |
Luke 14:15-24 |
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The Lost Sheep |
Matthew 18:12-14 |
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The Lost Coin |
Luke 15:8-10 |
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The Prodigal Son |
Luke 15:11-32 |
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The Unjust Servant |
Luke 16:1-13 |
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The Rich Man and Lazarus |
Luke 16:19-31 |
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The Unjust Judge |
Luke 18:1-8 |
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The Pharisee and the Tax Collector |
Luke 18:9-14 |
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The Labourers in the Vineyard |
Matthew 20:1-16 |
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The Wicked Tenants |
Matthew 21:33-46 |
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The Wedding Banquet |
Matthew 22:1-14 |
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The Faithful Servant |
Matthew 24:45-51 |
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The Ten Bridesmaids |
Matthew 25:1-13 |
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The Talents or Sums of Money |
Matthew 25:14-30 |
1. Who is the intended audience for the play?
2. Where does the play take place?
3. When does the play take place?
4. What information is provided by the stage directions?
5. Who are the main characters in the play?
6. What is the main conflict of the play?
7. What is the climax or turning point in the play?
8. Is the conflict resolved? How is this done?
9. Do you agree with the actions of the main character? How would you respond if faced with a similar conflict?
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Yes |
No |
Comments |
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A variety of resources have been used for this assignment |
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Facts are evident in the final copy of the research assignment |
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Information is arranged logically (order of importance, chronological, sequential, etc.) |
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Facts are clearly distinguishable from one another |
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Title and author of each resource are clearly identified. |
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Selection of reporting style is consistent with the topic (descriptive, narrative, etc.) |
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Report is clear and easy to understand. |
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Student’s Name:
Peer Editor’s Name:
Name:
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Limited Level 1 |
Some Level 2 |
Considerable Level 3 |
Thorough Level 4 |
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Knowledge/Understanding Student’s choice of topic is appropriate to the study of dramatic forms and production. |
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Student demonstrates the ability to locate information on the topic using a variety of sources. |
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Student uses appropriate resources in his/her research. (print, electronic, community) |
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Student demonstrates an understanding of the topic. |
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Thinking/Inquiry |
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Report style is creative and in keeping with the topic. |
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Facts are significant and demonstrate thought and reflection. |
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Facts are clearly distinguishable from one another |
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Communication |
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Information gathered is arranged logically (order of importance, chronological, sequential, etc.) |
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The level of language is appropriate to the intended audience. |
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Technical vocabulary is explained and used correctly. |
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Application |
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Bibliography is complete and the title and author of each resource are clearly identified. |
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Report shows evidence of peer and self-editing. |
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Report is free of mechanical errors. |
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Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Comments:
Appendix
6.5
Circle the appropriate answer
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Is there an entry for each of the blanks requiring stage directions? |
Yes – No |
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Are the stage directions written clearly? |
Yes – No |
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Do the stage directions give sufficient details? |
Yes – No |
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Are the directions written easy to follow? |
Yes – No |
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Are the directions appropriate to the dialogue and plot of the scene? |
Yes – No |
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Has a consistent and appropriate verb tense been used? |
Yes – No |
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Have all the directions been written using third person narration? |
Yes – No |
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Are the stage directions free from mechanical errors? |
Yes – No |
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Has the assignment been peer edited and corrections made? |
Yes – No |
Name:
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Limited Level 1 |
Some Level 2 |
Considerable Level 3 |
Thorough Level 4 |
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Knowledge/Skills Student demonstrates an understanding of the purpose and placement of stage directions in a script. |
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Thinking/Inquiry Student makes inferences between the dialogue of a play and the actions on stage and draws conclusions as to effective sound effects, character movement, facial expressions, entrances and exits. |
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Application Student demonstrates an understanding of the format needed in stage directions such as consistent verb tense, use of adverbs and adjectives to describe action, and third person narration |
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Work is free of mechanical errors and there is evidence that the writing process was used. |
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Communication Stage directions are clearly written, logically organized and creative. |
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Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Comments:
You have been asked to give a preliminary assessment of your peer’s script based on the following criteria. Your peer will use the assessment and comments to polish the script.
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Criteria |
Limited Level 1 |
Some Level 2 |
Considerable Level 3 |
Thorough Level 4 |
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The script tells the story effectively. |
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There is enough information for the reader/audience to understand the story. |
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The cast list is complete and identifies the characters. |
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The setting, time, and place are easily established. |
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The director’s notes, the cast list, dialogue, etc. appear in the proper order. |
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The stage directions are complete and effective. They are placed so as to coincide with the dialogue and the actions on stage. |
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The theme of the play is easily identified. |
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The events in the script occur in logical order. |
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The conflict is evident and easy to follow. |
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A suitable title has been given to the script. |
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Biblical truths have been maintained. |
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Characters have been effectively developed. |
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The dialogue is consistent with the character development and the setting of the play. |
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The climax is obvious; the conclusion is logical. |
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The different parts of the script, stage directions, dialogue, are written in the proper style and format. |
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The script is free of mechanical errors. |
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Circle the correct identification.
Student Teacher
In order to improve the course, you are to rate the course by answering the following questions.
1. This course was /was not helpful. Yes No
Comment:
2. The part of the course that I found most interesting was:
3. The part of the course I found most difficult was:
4. Something I feel could improve the course is:
5. Overall comment:
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