Writing+Dialogue

=harris drama Becoming Playwrights=

ongoing - 9 - 12 weeks || Collaboration, Communication, Creativity, Retelling || . ||
 * Title: ||< Creating Drama about Drama ||
 * Subject: ||< Language Arts ||
 * Grade: ||< 7th grade ||
 * Purpose: || Through the study of drama, students will create their own production including all the elements needed to entertain. ||
 * Time Frame: ||< How long will the activity/lesson/project take?
 * Summary: ||< After sampling dialogue in published dramas, students will add dialogue, tags, and narration to thier collaboratively written drama. Then students will produce their drama for public viewing.
 * Tasks: ||< * Describe the main steps of the activity/lesson/project here
 * Consume various published dramas. Brainstorm for the skills and elements needed for creation. Determine what qualities audiences desire in both written and performed plays.
 * Critique each drama for effective and ineffective qualities. Make a list and examples of effective qualities to be included in the work to be created including author's purpose and understanding of targeted audience.
 * Small groups compose and produce dramas that include the desired qualities previously listed. The class votes for the one story to be developed, and everyone contributes to the production.
 * Publish the student-created drama/play to be shared globally. (i.e. fanfiction.net, videos, etc.) Students create trailers to advertise their production. Students, faculty, and family members will be invited to a premiere movie night. ||
 * Objectives: || * What content expectations or other objectives does this activity/lesson/project meet?
 * Explain the playwright's use of dialogue and stage directions 7.1(5)
 * Correct common errors in punctuation 7.1(20B)
 * Students are expected to use the writing process to produce effective written texts **(14A-E)**
 * locating and correcting common errors in spelling **(21), c**apitalization **(20A),** and punctuation **(20B)**
 * Write in complete sentences with consistent verb tense **(19Ai,C)**
 * produce a **multimedia presentation** **(17D).**
 * Use print and digital resources for word meaning **(2E)**
 * use the writing process to produce effective written texts**(14A-E)**
 * analyze plot development and the influence of the setting on plot**(6A**
 * analyze characters’ motivations, conflicts and internal and external responses **(6B)**
 * analyze different points of view (first person, third person, omniscient, third person limited) **(6C)**
 * analyze plot development and the influence of the setting on plot **(6A)**
 * analyze characters’ motivations, conflicts and internal and external responses **(6B)**
 * analyze different points of view (first person, third person, omniscient, third person limited) **(6C)**
 * Discuss their writing with both the teacher and their peers and make improvements to that writing based on the conferences **(28).**
 * Create setting through use of sensory details **(15Aiii)**
 * sustain reader interest **(15Ai)**
 * include well-paced action and an engaging story line **(15Aii)**
 * develop interesting characters **(15Aiv)**
 * use a range of literary strategies to create style and mood **(15Av)**
 * Please include at least one "Mash-Up" objective here, as well (student roles, Information Literacy, global empathy, higher-order thinking, etc.)
 * Students will rotate roles during the entire process as follows:
 * Scribes will take notes, copy examples, write script, etc.
 * Wordsmiths will harvest interesting vocabulary and use references to find the right words for the job.
 * Vocalists will read dialogue and tweak for authentic voice.
 * Storytellers will develop and revise narration.
 * Critics will revise student-written work.
 * Editors will check for correctness and prepare work for publication.
 * Publishers will post work for viewing.
 * production crew (set managers, lighting, make-up)
 * cinematographer
 * actors
 * director ||
 * Assessment: ||< How will you assess the students learning?
 * Students will develop rubrics for each step of the process. (consume, critique, and produce)
 * Resources: ||< * misc. texts, story boards, Internet access, Flip cameras, movie-maker programs ||
 * Examples: ||< * Day One[] ||

Discussion:
Use the Embed Widget tool to add a Discussion Area widget. Bump the number to 100. This will take the comments from the discussion tab and add them to the bottom of the page. This will encourage teacher reflection and modification.