Drama! Drama! Drama! Day 2

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Objective

SWBAT analyze the structure of a drama to determine how conflict is developed.

Big Idea

"The tools of conquest lie within us" Students finish our study of conflict using the teleplay "The Monsters are Due on Maple Street."

Advanced Organizer

5 minutes

Only finishing the first act of the teleplay yesterday, I want the students to have a chance to recall and think about the events in the story.  To do this, I will have the students work together to summarize the conflicts in the story.  I will first give them three minutes of solo (alone) time to think about the conflicts and jot down any ideas.  Next, I will have the students work with their Shoulder Partners to develop their thoughts and to construct a quick written response. 

Finally, I will have the students complete a Stand Up, Hand Up, Pair Up to share their summaries with other pairs.  This will help them recall details they overlooked or it could help validate their thinking. 

Then, I will ask a couple of groups to share out. 

Guided/Independent Practice

25 minutes

We have already started reading the play and the students have all been assigned a role.  I will keep with these roles today, as the students have become comfortable in their roles.  I will however, quickly ask each "actor" to share one thing they have learned about his or her character based on the drama.  For example, the character "Steve" is always taking charge, seems to not jump to conclusions; therefore I would say he is the leader of the group." 

I want the students to see how characteristics are indirectly given to us as the audience/reader. 

I'll have each actor share out and then ask other students to add to their thoughts.  What are your opinions on the characters? 

Then, we will pick up reading in Act II of The Monsters are Due on Maple Street .  I will remind the students we are reading a teleplay, so they will see camera directions in the stage directions.


We will go through reading the play.  As we are reading, I will be prompting students to annotate the play for conflict, characterization, etc..  We will complete the entire play. 

Independent Practice

25 minutes

Now that we have read the play, I want the students to analyze it, much like they would a short story or nonfiction piece. 

I will begin by passing out the analysis handouts and have students work to complete them. They will ask the students to use context clues to figure out vocabulary, use the text to answer questions, and to make inferences based on the text. 


Then, the students will work to complete a Plot Diagram of the teleplay.  This will help them understand how the events unfolded and how the conflicts were developed.  I will use this as an assessment of their understanding of the drama.


I will give students time to work on this in class, and then assign the rest for homework. 

As the students are working, I will circulate through the room, prompting as needed.  I am anticipating the students will do well with this, but could possibly get caught up with the stage directions.  I will remind them that in a teleplay, the stage directions are just as important to revealing conflict as the character's actions. 

I can reteach, pull small groups to work with, or provide modifications as needed. 

Closure

5 minutes

For today's closure, I want the students to think about how the teleplay may develop the conflict differently if it were written as a short story. This is a higher level thinking question that requires the students to demonstrate their understanding for the structure of a drama verses the structure of a short story. 

I will ask the students to pick a scene (can be a line or two) and rewrite it as if it were written as a short story.  This will help the students see how the structure of the play differs from the structure of a short story. Closure Slip

I will have the students turn this in for a quick assessment of understanding.