UNIT x UNIT 4 | 159 Plan • Analyze the Student Model Discuss the annotated graphic organizer then create a blank one on the board. Analyze the Student Model and ask volunteers to identify what information to write in each section of the organizer. • Brainstorm topics and use a graphic organizer Give students time to brainstorm topic ideas. Then direct students to copy the organizer. Assist them as they plan their writing. Create your own organizer for the Draft exercise. Draft • Express ideas in writing On the board, model using your organizer to draft a scene from a play. Say: I wrote Jo and Derek as the characters. My setting is Jo’s backyard. My plot will be how to help Jo improve Jo’s health. Emphasize that students should use the vocabulary they have learned in dialogues. Have students work on their drafts independently. • Write an ending Revisit the introduction and ending in the Student Model. Discuss how the opening dialogue identifies the problem and the ending shows that the problem is solved Then model writing dialogue for the beginning and ending of the scene that states the problem and shows the solution. Direct students to write their own. Revise A Use the revision checklist Read aloud the revision checklist and apply it to the Student Model together. Then have students use the checklist with their own drafts. B Peer assess Provide language to express constructive feedback. Say: First, say something the writer did well. Then ask questions or give suggestions. C Revise the draft Have students use their own checklists and feedback from peers to revise their writing. Emphasize focusing on expressing ideas fully and clearly. Edit Use the editing checklist Read the editing checklist together and discuss unfamiliar terms. Apply the checklist to the Student Model. Then assist students as they apply it to their own writing. PRACTICE DIFFERENTIATED INSTRUCTION Scaffold Assist students with lower proficiency with drafting the scene(s) from their play. Provide language frames for each element of the script: characters, setting, plot, dialogue, stage directions, and props. Model how to use the sample to draft a scene. [___ and ___ are in the _____. _____ is sitting on the patio. _____ is in a _____. _____ leg is broken.] _____: [_____] The doctor said I am eating _____. He said I am not getting enough_____. But how can I change my _____ and get _____? _____: I can help! Let’s go to the _____. We can get _____ and _____. Amplify Direct students with greater proficiency to add more scenes to their scripts. They may wish to interview friends or family members for ideas and include information and quotes from the interviews as dialogue or description. Remind students to use stage directions to express characters’ feelings and gestures. UNIT 4 / CONNECT TO WRITING Plan • Use a chart to plan your play. Draft • Use the ideas from your chart to write a draft. Make sure your draft includes: at least one scene at least two characters at least one setting dialogue stage directions Revise A Use the revision checklist to review your draft. B Exchange drafts with a classmate. Give each other suggestions for making your drafts better. C Revise your draft. Edit Use the editing checklist to edit your draft. Revision Checklist I include at least two characters. I include stage directions. I describe the setting in the stage directions. My drama has at least one scene. Editing Checklist I use italics correctly. I use correlative conjunctions correctly. I use modals correctly. I use an idiom correctly. characters setting plot (what happens) props (objects on the stage) UNIT 4 159
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