ARTS EDUCATION TEACHER HANDBOOK

THEATRE ARTS :: MIDDLE SCHOOL LESSON PLANS - SCENE WRITING

MIDDLE SCHOOL LESSON PLANS - SCENE WRITING

 

Submitted by Virginia O'Brian

Wake County Schools

 

Lesson Title:

Scene Writing
Grade Level or Course:

Beginning Drama Grade 8
Time Allotment:

Ten 45 minute class periods
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01 Apply the unique characteristics of the dramatic script such as the dramatic structure and dialogue when writing for the theatre.

1.02 Create written dramatic material based on original or established interdisciplinary prompts, personal experiences and historical events.

1.03 Write, critique, and informally produce original scenes and plays.

5.05 Analyze given circumstances in a script to make artistic choices.

7.05 Listen to and implement constructive criticism.
Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas:

English Language Arts Competency Goal Grade 8: The Learner will apply conventions of grammar and language usage.

English Language Arts Competency Goal: The learner will respond to various literary genres using interpretive and evaluative processes.

Computer Technology: Students will use word processing to create and publish final scripts using accepted dramatic format.
Alignment with NC High School Exit Exam:(check domain and write objective number(s):

__X_ Communication 1

__X_ Processing Information 11, 14

__X_ Problem Solving 15, 16

_____ Using Numbers and Data
Lesson Objective(s):

As a part of their study of drama, students will create an original scene or short one-act play within specified guidelines and perform/direct their creations in an informal production for the class. A rubric for the written aspect of this lesson will be used, as well as a self�evaluation form.
Materials/Equipment Needed:

Copies of various plays, board or large easel paper, computer with word processing program, printer, rubric for written script, rubrics for both written scripts and production of those scripts, self-evaluation forms.
Lesson Procedure:

Lesson 1:
  1. Inform students that they will have the opportunity to become playwrights and create their own scene or one-act play and see it produced in an informal setting. They will be able to choose whether they write a totally original work or base it on a story, myth, fairytale, legend, or historical event. Give the students a copy of the rubric for the written script so they will understand what is to be included in their final script.

  2. Give the students the copies of the plays and break them into groups of three or four (depending on class size) have them compare the different scripts and find the common aspects. Have the class create a list of the common items in the scripts (ie. Settings, character names, stage directions, dialogue, etc.) then have them note the standard method used in formatting these items. (such as stage directions always in italics and parenthesis)

  3. Review story writing, introduction, conflict, climax, resolution, use of flashbacks, linear plot, foreshadowing, character development, plots and subplots. Discuss what aspects of plays, movies, stories, or books that they have enjoyed seeing or reading, were enjoyable to them as readers or viewers. How can they incorporate these enjoyable aspects into their own creations?
Tell them that when they return they should have decided whether they intend to adapt a story or book, or write a totally original script.

Lessons 2 - 4:
  1. Tell students that they may work in teams or individually to write the adaptation or original script. Review rubric elements and make sure the list created by students of script elements and formatting is posted where everyone can see.

  2. Give the remainder of class time for students to write.

  3. At the end of class for lesson 4, remind students that complete first drafts must be ready for class tomorrow.
Lessons 5-7:
  1. Students should have completed rough drafts of their scenes. Review formatting and dramatic structure. Have students use word processing programs to create final copy of script. Make sure these are saved on disks for future revisions.

  2. As students finish have them trade scripts with each other. Have them proof read and review for formatting errors. Revise and reprint as needed.

  3. When the script has reached its final draft, print enough copies of each script, so that each actor will have a copy to read from for the informal performance. ( 6 characters 6 script copies) One copy is turned in to teacher.
Lessons 8:
  1. The first half of the class prepares their informal scene productions by casting them using the second half of the class as its actors. The playwrights give basic direction and any needed background.

  2. The above process is repeated with the second half casting their scenes and giving their actors any needed information. Remainder of class if any, is rehearsal time.
Lesson 9-10:
  1. All scenes are given the first 15 minutes to rehearse.

  2. Remainder of class is for informal performances of scenes.

  3. After each scene the class should discuss the scene and whether it fulfills the requirements of the script writing rubric and constructive criticism on the creativity of the script.

  4. Students are given the self-evaluation forms to complete at home.
Assessment:

The teacher will assess each student using the rubric that the student's were given at the beginning of the project.

Students will do a self evaluation using the same rubric plus additional questions concerning the student's reactions and feelings at hearing and seeing his/her written work interpreted by other students.
Special Considerations:

This lesson should be done only after the students have had experience reading a variety of scenes and plays and understand the concept of dramatic structure. They should also have experience performing reader's theatre, as that is the performance style in which the scenes will need to be done.

For teachers who do not have access to computers, the plays may be hand written and then photocopied for the actors.

The time frames given may need to be increased or decreased, depending on class size, required length of scene, computer proficiency, and expected level of scene performance.

 

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