UNIT x 158 | UNIT 4 Instructional Routine: Writing p. Txxxvi Writing Drama: Write a Play • Recognize characteristics of genre Write drama on the board. Ask: What do you remember about drama? Help students recall that drama is about realistic people and problems. Elicit that writers write scripts for plays. • Understand text structure Have students read along silently as you read aloud the elements of a script. Call attention to the terms dialogue, stage directions, and props and discuss their meanings. Ask volunteers for examples of props to confirm comprehension. Prompt Activate prior knowledge Read aloud the prompt. Ask: What scenes from a play have we read? Remind students of Jared and his family in “Healthy Bites.” Then ask students to think about the problem in “Healthy Bites” and what realistic situations or problems they would like to dramatize. Student Model • Listen actively Read aloud the student model as students follow along. Then give students time to read silently to build comprehension. • Recognize academic language Revisit the setting, stage directions, dialogue, and props. Then work together to identify the plot and other realistic features. Ask a volunteer to read the scene aloud. Writing Strategy: Dialogue Analyze dialogue Read aloud the writing strategy text as students follow along. Then use the Student Model to review how the student uses dialogue. Elicit that Martin’s characters talk about an important problem (Toby is handicapped and needs to get exercise) and the dialogue is realistic (for example, (Toby) So the doctor said I need to exercise more, but it’s hard with my wheelchair.). EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Clarify the terms dialogue, stage directions, props, wheelchair, and realistic for students. Then read and annotate the Student Model together. Project or copy it onto the board. Use different colors to highlight stage directions and other elements. (Alternatively, use underlining, circling, and bracketing.) Provide sentence frames for practice identifying and describing the elements of the Model. The color _____ highlights _____. _____ is a prop. The stage directions say _____. An example of dialogue is _____. Amplify Have students think back to realistic stories they have read or seen in movies for ideas for their scenes. They can work in pairs to identify a problem and brainstorm props, setting, example dialogue, and plot. Remind students to state the problem in the beginning. UNIT 4 / CONNECT TO WRITING Let’s Exercise! by Martin Cuadrado Scene 1 [Maya and Toby are outside school. Maya is sitting on a bench. Toby is next to her in a wheelchair.] TOBY: [sad] So the doctor said I need to exercise more, but it’s hard with my wheelchair. MAYA: Maybe I can help you. Both you and I need exercise. We should exercise together. TOBY: That would be fun. MAYA: I like basketball. Do you? TOBY: [shakes his head no] I’ve never tried it. [happily] Count me in! Scene 2 [Five minutes later. Maya and Toby are on the basketball court. Maya is holding a basketball.] MAYA: Let’s take turns trying to make a basket. Since you’re in your wheelchair, you can be closer to the hoop. TOBY: [excited] That’s a good idea. MAYA: We must spell the word “ball,” B-A-L-L. For each basket we make, we get a letter. The first person to spell “ball” wins! You can go first. [Maya throws the ball to Toby, and he catches it.] TOBY: Game on! [shoots] Student Model Writing Drama Write a Play Remember that a script for a play tells the actors what to say and do. A scene is one part of a play. A scene includes: • dialogue • stage directions • props (objects on the stage) WRITING STRATEGY Dialogue When you write dialogue, listen to how people talk. Try to make the dialogue realistic. Write one or two scenes from a play. Include at least two characters. Use stage directions to give the setting and to show what the characters do and how they feel. CONNECT TO Writing UNIT 4 158
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