Playwriti

ng Unit
Plan
Drama
20/30
Spring 2016
Brayden Haidenger
Lethbridge Colligate Institute
TA: Kelly Frewin
UC: John Poulsen
March 14- 24

Playwriting Unit Plan 1

Table of Contents

Table of Contents
Rational
Unit Objective
Unit Overview
Appendix of Activities
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5

Pg. 1
Pg. 2
Pg. 2
Pg. 3-4
Pg. 5-8
Pg. 10-11
Pg.12-14
Pg.15-16
Pg.17-19
Pg.20-21

Lesson Plan 6
Lesson Plan 7
Lesson Plan 8
Lesson Plan 9
Assessment
Handouts
Bibliography

Pg.22-23
Pg.24-25
Pg.26-27
Pg.28-29
Pg.30-33
Pg.34-37
Pg. 38

Rational
Through the study of the dramatic element of playwriting the students take steps towards
enhancing their understanding of themselves, their peers and communication of their ideas and
thoughts. All of which strive towards the three goals of Senior High Drama; to acquire
knowledge of self and others through participation in and reflection of dramatic experience, to
develop competency in communication skills through participation in and exploration of various
dramatic disciplines, and to develop an appreciation for drama and theatre as a process and art
form. (Senior High, pg. 4-5) By writing and working with the elements of story and character
from the perspective of a playwright a deeper appreciation of the dramatic arts can be developed
while simultaneously allowing the student to explore their own thoughts and feelings through
expressing themselves with in the limitations and freedoms of playwriting.
Unit Objective
In order for the students to be successful in playwriting the student must be exposed to
other scripts, productions and examples so that they can see how the elements of character, story,
and the script are used to express ideas and visions. The student must also be able to experiment
with creating these same elements. Finally they may need guidance when working with and
combining these elements together so that the students ideas and visions can be realized.
Skill Breakdown:

Character Development
o Lessons: 5, 6, 7, 8, 9.
o Playwriting (Senior High) Outcomes:2,4,6,8,9,11
Story Elements
o Lessons: 2, 4, 8, 9.
o Playwriting (Senior High) Outcomes:2,4,7,9,10,11
The Script (Formatting, Monologue, Dialogue)
o Lessons: 3, 4, 7, 8, 9.
o Playwriting (Senior High) Outcomes: 1,3,5,7,8,11,12,13
Orientation
o Lesson 1
o Orientation Outcomes (Senior
High)1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22
o Playwriting Outcome (Senior High) 13

Playwriting Unit Overview

Lesson 1The student will create and perform four tableaus that demonstrate class rules,
expectations and what has happened during the class, and how the students think
the class will end.
Name and Movement game, Walk Around- Greet/Walk like, Atom, Shapes, Tableaus
Orientation (Sr. High)1- 22
Playwriting Outcome (Senior High) 13
CHECKLIST FOR PARTICIPATION
Lesson 2
The student will create and perform a retelling of a fairy tale or folk tale.
Discussion, Journal Write, Class story, Performance
Playwriting (Sr. High) 2,4,7,9,10,11
CHECKLIST FOR PARTICIPATION
Lesson 3
The student will analyze the basics of a script format and share it with the class.
Quiz, Journal Write, Discussion, Script Analysis
Playwriting (Sr. High) 1,3,5,7,8,11-13
CHECKLIST FOR PARTICIPATION, QUIZ ON STORY ELEMENTS
Lesson 4
The student will be able to compare video clips for; character, story, plot, style,
diction, format, exposition, etc.
Quiz, Discussion, Journal Write, Term Review, Watch videos and Discuss
Playwriting (Sr. High) 1-5,7-13
CHECKLIST FOR PARTICIPATION, QUIZ FOR SCRIPT FORMATTING
Lesson 5
The student will create and perform fictional characters created with in the game
Detective.
One Word Story, Telephone Role Play, Detective
Playwriting (Sr. High) 2,4,6,8,9,11
CHECKLIST FOR PARTICIPATION
Lesson 6
The student will create two fictional characters and a fictional setting.
It would be interesting write, Journal Write, Walk Around-Character creation,
Character worksheet
Playwriting (Sr. High) 2,4,6,8,9,11
CHECKLIST FOR PARTICIPATION/ COMPLETION

Lesson 7

The student will create and write a monologue for a fictional character.
Discussion, Walk Around-Monologue, Pair Character Monologue, Journal Write, Edit
Journal Free Write, Monologue Write
Playwriting (Sr. High) 2,4,6,8,9,11
CHECKLIST FOR PARTICIPATION
Lesson 8
The student will create and write a dialogue between two fictional characters.
Discussion, Examples, Coached Improvisation, Partner Write, Scene out of a Hat write,
Review of Script Format
Playwriting (Sr. High) 1- 13
CHECKLIST FOR PARTICIPATION
Lesson 9
The student will create and write a scene consisting of two or more characters,
dialogue, and a monologue.
Discussion, Bring it all back, Writing time
Playwriting (Sr. High)1-13
CHECKLIST FOR PARTICIPATION/ COMPLETION BASED ON SUBMITTED
DRAFT

Appendix of Activities

It would be interesting write- With the sentence starter of It would be interesting if

the students are to complete five different versions of the sentence, and then share a
selected one with the class.
Atom- The students walk around the room, the teacher then calls a number. The students
form a group with as many people as the numbered called, can vary to include simple
equations.
Bring it all back- A characteristic is put on the back of each student. The students then
walk around the classroom and look at the paper on their peers back. That student then
tries to act out the characteristic without saying it. The students try to guess what is on
their back. Once they get it correct they put it on their front then they circulate helping
other students solve their papers. After the activity the students to reflect on how their
peers acted out the various characteristics physically, emotionally, diction, wants, and
how it may be used in a character in a script.
Character worksheet- A worksheet to help guide students to create characters and their
backgrounds. Create-A-Drama pg. 21-22.
Class story- The reading of a fairy tale to the class discussing elements of story,
character, plot, etc.
Coached Improvisation- The teacher mediates and coaches two volunteers through a
dinner scene creating motivation, scenario, character, setting with ideas from the class.
The volunteers then improvise the scene, with a debrief after how the choices made by
the audience effected their choices for the scene.
Detective- Junior High Teacher Resource Manual, pg.45-46.
A.)Students are assigned ID cards which will form groups later in the activity. Each
student is then to create an identity for a character to go with their badge, which the
students will fill out. The students will then share their back story with their groups/ or
class.
B.)Missing Person- The teacher will demonstrate creating a story for a missing person
based on a photograph.; including name, background, etc. The students can ask questions
as the role of detectives.
C.) Interviewing the missing person-In their groups the students will be given another
photo in which the group will come up with a character for the photo. Once decided the
students will take turns acting as their detective character interviewing people related or
acquainted to the missing person. They are to switch until everyone has been interviewed.
D.) After all the interview are complete the students will individually write their detective
reports about the missing person and they story to explain how the person went missing.
Discussion- Class discussions led by the teacher. Will be used for various focuses that
will be specified in the lesson plans.

Edit Journal Free Write- After a specific free write exercise the students will read
through what they have written, select five things of interest from their writing, (such as
phrase, words, sentences) they will then incorporate these five things to guide their
creation of a monologue.
Journal Write- Free writes for a limited period of time. The topic varies from class to
class, depending on the focus and the surrounding activities. Prompts will be provided by
the teacher.
Monologue Write- Like a journal write but in the format of a monologue, students are to
integrate the five points of interest from the Edit Journal Free Write, and may use the
optional prompt of Chris pulls Terry into an empty classroom and says, I have
something to tell you. (Playwriting Kick Start, pg.28.)
Name and Movement game- Orientation game. In a circle the students will say their
name and do a movement, the rest of the class will then copy the name and movement.
The teacher will then go through the circle trying to remember each students name and
movement.
One Word Story- Going around the circle the students can say one word at a time to
verbally create a story.
Pair Character MonologueA.)In pairs one student will be A and the other B. As will then stand up and talk about
eating watermelon. They must stay on topic for one minute. B is to keep track of umms,
and ahhhs, up to ten, as well as any repeating words or phrases. The students will then
debrief, then switch, B will talk about hairstyles for one minute and A will keep track of
repeat phrases and umms. As a class talk about how these are speech patterns that we use
when in front of people.
B.) In the same pairs A will then talk for a one minute as a member of royalty about
sandwiches. B will speak about daisies as if they were a wrestler giving their big speech
before a match. The students will then debrief about their characters speech patterns,
physical movements, similarities and how they can use exercises like this to write
monologues. (Move over Shakespeare, pg.19)

Partner Write- Each partner chooses a character and that characters motivation. The
students then agree on an unlikely setting for these characters to meet. One student writes
as their character. After the characters first line has been written they pass the paper to
their partner then who writes their next line as their character then passes it back.
Continue until a short dialogue is written. (Move over Shakespeare pg.26).

Quiz- Two ten question quizzes will be used to assess knowledge on story elements and
script formatting.
Scene out of a Hat write- The teacher will have two hats, one of which will have pieces
of paper with characters on it and the other will have descriptive settings. The students
will draw two character papers and one setting paper; they will then use these ideas to
write a dialogue between the two characters.
Script Analysis- Each student will be given a script or a section of a script to read and
perform an analysis on how the script is formatted, specific traits of the script, how
dialogue/ monologues are written in the script, and then share their findings with the
class.
Shapes- As the students walk around the class room the teacher will call out a number the
students will then get into groups of that number. The teacher will then call out a shape
for the group to make with their bodies. It is important that the students remember their
group members and their shape, as it is assigned a number from one to five. The students
will resume walking then a new number and shape is called and assigned a number. After
five shapes of varying sizes are made the teacher will call out a number from one to five
and the students make the associated shape with the matching group as quickly as they
can.
Tableau- In groups of 4-5 the students will create frozen images conveying events from
the day or classroom rules and expectations.
Telephone Role Play- In pairs one student will be A and the other B. A will role play as a
child calling home to ask their parents if they can sleep over at a friends place on a
school night. They are to keep coming up with reasons to stay at their friends house to
convince their parents. B plays the parent receiving the call and has to give reasons why
it isnt a good idea. The students are encouraged to talk and act like their respective
characters ages. Have a class discussion about character traits, dialogue and motivation/
conflict. Switch roles but this time A is a worker at a pizzeria trying to sell things to B
and B is a caller ordering pizza with unreasonable requests and doesnt want what A is
selling. Discuss again after. (Move of Shakespeare, pg. 26)
Term Review- As a class review terms discussed trough out the unit pertaining to script
writing, character, story elements, and script format.
Walk Around- The students walk around the classroom space and follow instructions
called out by the teacher. Variations:
Greet Shake classmates hands, high fives, say hello, etc.
Walk like- Walk like and animal, on the moon, underwater, old, zombie.

Character creation- With specific instructions the teacher will guide the students
through creating a character inspired by movement. Ex.) Walk like youre late for
something. As you walk come up with the thing that you are late for, class,
appointment etc. Now what kind of a job/ situation requires someone to attend
this event? What position would you hold and how long did it take you to get
there in a job situation, if it isnt job related think about why your character is
going to this event and who else is involved.
Monologue- The teacher calls when the students form pairs and then a topic.
Every student will talk about this topic at the same time to their partner. After an
allotted time, the teacher calls switch and a new topic and repeat. After a few
times, the students can then take turns speaking for a time.

Watch videos and Discuss- The teacher will show clips from various movies, tv shows,
and filming of productions and the class will discuss similarities, elements of story, plot,
character, diction, speech patterns, style, etc.
Writing time- Time for the student to begin writing their scripts during class time so that
they have access to the teacher for feedback, ideas, and clarification.

Lessons
Next Page
Lessons are subject to change.

Lesson Title:
Orientation- 1

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Orientation (Sr. High)1- 22
Playwriting Outcome (Senior High) 13

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and perform four tableaus that demonstrate class rules,
expectations and what has happened during the class, and how the students think the
class will end. (Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Chairs.
-Attendance Sheet.
-Checklist.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Some students may have no previous experience with Tableaus.
-Students may not yet be comfortable with their peers and or teacher.

PROCEDURE
Introduction

-Welcome the students to the class. Greet each student by name.

-Have the students stand in a circle.
-Ask the question of the day: What is your favorite movie? Attendance.
-Play Name and Movement game so that the teacher can become
familiar with the students names. (See Activity Appendix.)
-Have a class discussion about expectations from the teacher and the
students, safety, constructive criticism and the unit they are to begin
tomorrow.

Body

Time

25 min

Time

-Walk Around Greet, Walk like a monkey, on the moon, underwater,

slow motion, a cat. (See Activity Appendix.)
-Atom (See Activity Appendix.)

20 min

-Shapes (See Activity Appendix.)

-Introduce the Tableaus the students will be making and what a tableau is.
Review- A frozen image to convey a message.
Groups of 4 or 5.
Make four Tableaus.
They can show expectations discussed today or moments from the
lesson.
The last tableau shows how they group think the class should end.
-Group practice time.

2 min

10 min

-Groups perform their tableaus.

-Debrief after each group what the audience got from the tableaus and
any questions raised about expectations.
Closure

15 min
Time

-Thank the students for their work today.

-Tell students that they need to bring paper, binder and writing utensils for
The rest of the unit.
-End the class with a combination of how all the groups thought the class
Should end.

5 min

Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist for students participation in the group tableau. Learning
Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 2

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 2,4,7,9,10,11

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and perform a retelling of a fairy tale or folk tale.
(Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Fairy Tale story- Book.
-Checklist.
-Attendance sheet.
-Plot Chart Hand out.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Some students may have no previous experience with Fairy Tales.
-Students may not yet be comfortable with their peers.
-May have to clear out the classroom space.
-Have hand out prepared.

PROCEDURE
Introduction

Time

-Welcome the students to the class. Greet each student by name.

-Have the students sit in a circle.
-Ask the question of the day: What is your favorite feature of yourself?
Remind to keep it clean. Attendance.
5 min

Body

Time

-Ask student to grab their note books. Discuss and allow for students to
take notes if needed for story elements. Pass out Plot handout.

Plot Chart:
o Beginning (Introduction)
o Middle
o End (Denouement)
o Climax
o Inciting Incident
Characters
Setting
Exposition
Style
Genre

10 min

-Class reading and discussion of a fairytale story.

-Read page by page after each page discuss what the audience has learnt
from the page and any elements that were previously discussed.
-Introduce the concept of Journal Write.
-Journal Write. Topic: How are the story elements of the fairy tale
similar to a script for the stage? How are they different?
-Time: 1 min. (See Activity Appendix)
-Have student put their writing materials away.
-Have the students form groups of 4-5.
-They will create a retelling of a fairytale or folktale.
-They will all present today.
-No longer than five minutes run time.
-Can be staged in any format- sock puppets, comedy, dance, horror.
-Focus is on story.
-Practice time.
-Have students create an audience.
-Presentations.
-Debrief about strengths, weaknesses, story elements after each groups
presentation.
Closure

10 min

2 min

20 min

20 min
Time

-Thank the students for their work today.

-Debrief with what they did today and how it can relate to playwriting.
10 min

Assessment
-Formative assessment of the students knowledge and comfort with story elements and
participating in the class.
-Summative checklist of students participation in the performance, and a quiz next
class on story elements. Learning Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 3

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 1,3,5,7,8,11-13

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will analyze the basics of a script format and share it with the class.
(Analyze)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Scripts- Thirteen various scripts or examples from scripts and one with enough copies
for everyone.
-Quiz- Story Elements.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Some students may have no previous experience with reading scripts.

-Have materials ready to go before the start of class.

PROCEDURE
Introduction

-Welcome the students to the class. Greet each student by name.

-Have the students sit in a circle.
-Ask the Question of the day: Where is one place you want to travel to?
Attendance
Body

Time

5 min

Time

-Hand out the quiz. Story Elements Quiz.

-Students can draw on the back of the quiz until everyone is done.

15 min

-After every one has handed in the quiz they can grab their note books to
write.
-Journal Write- Prompt: Write a story about a cat named
Chester who likes to eat cheese. (See Activity Appendix)
Time: 1 min.
-Have students share their story if they wish to.
-Script Analysis work. (See Activity Appendix)
-Go through an example of a page as a class.
Format
Dialogue
Monologue
Stage Directions
Titles
Scenes
Acts
Arrangement
-Individual Script Analysis. (See Activity Appendix)
-10 min. to work.
-15 min. to share as a class.
Closure

10 min

10 min

25 min
Time

-Thank the students for their work today.

-Review script formatting.
-Inform students there will be a quiz next class on formatting.

12 min

Assessment
-Formative assessment of the students knowledge and comfort with scripts and sharing
their work with the class.
-Summative assessment checklist of participation for todays lesson, quiz next class on
format and script. Learning Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 4

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 1-5,7-13

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will be able to compare video clips for; character, story, plot, style,
diction, format, exposition, etc. (Analysis)

MATERIALS AND EQUIPMENT

-Chairs.
-Projector.
-Computer.
-Quiz on script formatting.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Some students may have no previous experience with analyzing videos.
-Have videos ready to play before class begins.
-Have quiz printed off and prepared.

PROCEDURE
Introduction

-Welcome the students to the class. Greet each student by name.

-Have the students stand grab a chair and form a circle in the office room
upstairs, and to bring their writing materials.
-Ask the question of the day: What did you want to be when you were a
child? Attendance
Body

Time

5 min

Time

-Hand out the quiz.

-The students can draw on the back when they are done.

10 min

-They will hand the quiz in when everyone is done.

-Discussion about theatre and film.
-Venn Diagram.
-Think- pair- share.

10 min

-Journal Write- Topic: What does the word theatre mean to you?
-Time: 2 min.

3 min

-Go over the terms the students are to pay attention to as they watch the
videos:
Character- Protagonist, Antagonist, supporting.
Story Elements
Exposition
Diction
Style
Format
Theatre/ film comparison
Monologue
Dialogue
Pace

2 min

-Watch videos and debrief with the class after each clip about the
previously discussed terms.

40 min

Videos:
-Dr. Horribles Sing Along Blog. Start to 5:30.- Focus on exposition,
monologue, style, character.
https://www.youtube.com/watch?v=-OSyrbmLkKA&list=PLfE6Mkstplt7yVIg26hcegK3ghlXhA-C
- Bob and Doug McKenzie Start to finish- 2:04- Focus on character,
dialect/diction, style, Theatre vs. Film.
https://www.youtube.com/watch?v=ssCZWBtwUTI
-The Duck Variations Part 1 Start to 5:10- Focus on character, diction,
staging, style, format, dialogue, pace.
https://www.youtube.com/watch?v=GTg2lN75WO0
-The Reduced Shakespeare Company- Romeo and Juliet Start to 13:14 (if
time allows) Focus on style, pace, exposition, dialogue, adaption.
https://www.youtube.com/watch?v=-XR1qWLaagU

Closure

-Thank the students for their work today.

-Debrief about the day, and that tomorrow they should come prepared to
Improvise characters.
-Have students show the teacher their noted and writing from the class.
-Ask students to return their chairs to where they got them from.

Time

7 min

Assessment
-Formative assessment of the students knowledge and comfort with analyzing
materials for their relation to theatre.
-Summative assessment checklist for participation in writing of notes and involvement
in discussion. Learning Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 5

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 2,4,6,8,9,11

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and perform fictional characters created with in the game
Detective. (Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Detective IDs
-Four photos of people.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have materials ready before class.

-Class length is shorter.

PROCEDURE
Introduction

-Welcome the students to the class. Greet each student by name.

-Have the students stand in a circle.
-Ask the question of the day: What is your middle name? Attendance
Body

-In the circle play One Word Stories (See Activity Appendix)
-Have class get into pairs and play Telephone Role Play. (See Activity
Appendix)

Time
5 min
Time
5 min

10 min

-Explain the game of Detective, and play it. (See Activity Appendix)
25 min
Closure

-Thank the students for their work today.

-Debrief with the class how the activities today are relevant to playwriting.
-Wish the students a good weekend.

Time
5 min

Assessment
-Formative assessment of the students skills and comfort at creating ideas.
-Summative checklist for participation in the Detective activity. Learning Objective 1.

Additional Notes:

Lesson Title:
Playwriting- 6

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 2,4,6,8,9,11

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create two fictional characters and a fictional setting.
(Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Character Worksheets (2 for each student)
-Story Print out: Forest Imagery Relaxation Read

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have sheets printed off before class and ready to go.

PROCEDURE
Introduction

Time

-Welcome the students to the class. Greet each student by name.

-Have the students sit in a circle on chairs with their writing materials.
-Ask the question of the day: Are you a cat or a dog person? Attendance
-Inform students that today will include internal work with the
teacher coaching and any time they may step out of the activity if
they need to, and rejoin when ready.
Body

-Introduce the It would be interesting write and then have the students
write for 2 min. (See Activity Appendix)
-Have each student share one with the class.
- Guided Journal Write (see activity Appendix)
-Topic one: Observation write- Classroom.
-Ask the students to move their chair somewhere in the classroom.
-Then instruct them to stay in their chair and describe the classroom from
where they are by writing it down.
-Using all of the senses. Sight, Smell, Touch, Hearing, Taste.
-Students can share one or two things each.
-Guided Journal Write
-Topic two: Imagined Observation Write.
-Instruct the students to get comfy in the classroom, laying or sitting and
close their eyes and listen to you tell a story.
-Read the students Forest Imagery Relaxation Read.
-Have the students write in their journal about what they observed in the
cabin in the woods.
-Get the students to move their writing materials and chairs to the side of
the room.
-Have the students Walk Around. (See Activity Appendix)
-Variation of greet, walk like, and move into character creation.
-Guide the students through using a walk to create a character physically.
-Hand out the Character Worksheet and have them fill it out the best
they can for the character they created.
-Put writing stuff away, repeat walk around character creation with new
instructions to create a new character. Fill out Character sheet number
two.
-Have the students share their characters with the class, or show the
teacher for completion if they do not wish to share.

5 min

Time
5 min

5 min

20 min

25 min

Closure

Time

-Thank the students for their work today.

-Debrief with the class the activities of the day, experiences, thoughts, alternative
Ways to crate characters and settings.

17 min

Assessment

-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist for completion and participation. Learning Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 7

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 2,4,6,8,9,11

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and write a monologue for a fictional character. (Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Examples of monologues.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Some students may have no previous experience with monologues.
-Have examples prepared to be read.

PROCEDURE
Introduction

-Welcome the students to the class. Greet each student by name.

-Have the students stand in a circle.
-Ask the question of the day: If you could have any super power what
would it be? Attendance
Body

Time

5 min

Time

-Have a class discussion on monologues.

-What they are:

A character talking to another character or audience.

Insight into characters thoughts and emotions.
Tells a story.

5 min

-Have a few students cold read examples.

-Have students Walk Around Greet, and then Monologue. (See Activity
Appendix)
-Pair Character Monologue activity.
-Guide the students.
-Circulate while the students work.
-Journal Write- Topic: What does the word conflict mean to you?
-Time: 2 min.
-Edit Journal Free Write Time: 3 min.

15 min

- Monologue Write (See Activity Appendix)

-Have students submit monologue at the end of class.

25 min

Closure

-Thank the students for their work today.

-Debrief with the students about the activities from today.
-Optional homework: Eavesdrop on a conversation and write it down for
Class tomorrow.

20 min

5 min

Time

2 min

Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist of participation in the activity. Learning Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 8

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 1- 13

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and write a dialogue between two fictional characters.
(Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Two hats and character/ setting cards.
-Examples of Dialogue.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have all materials prepared before class.
-Have monologues to hand back from the previous class.

PROCEDURE
Introduction

Time

-Welcome the students to the class. Greet each student by name.

-Have the students sit in a circle with chairs.
-Ask the question of the day: If you could eat only one meal for the rest
of your life what would it be? Attendance
Body

-Class discussion on motivation, conflict, and how they relate to

character.

5 min

Time

10 min

-Read examples of dialogue.

-Coached Improvisation (See Activity Appendix)

15 min

-Partner Write (See Activity Appendix)

-Have students share their dialogue

15 min

-Scene Out of a Hat (See Activity Appendix)

-Have students hand in their scene at the end of the class.

25 min

Closure

-Thank the students for their work today.

-Debrief with students about dialogue and the activities from the class today.
-Students can share any dialogue from the optional homework from last class.
-Ask students to think about anything they would potentially like to write about
For a scene for next class.
-Advise students that they can bring laptops or devices if they wish to type out
Their work tomorrow.

Time

7 min

Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative checklist for participation. Learning Objective 1.
Additional Notes:

Lesson Title:
Playwriting- 9

Class: Drama 20/30

Playwriting Unit

Course:
Drama
20/30

Brayden
Haidenger
March. 5. 2016.

COURSE OUTCOMES
Playwriting (Senior High) 1-13

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and write a scene consisting of two or more characters,
dialogue, and a monologue. (Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Bring it all back cut out paper.
-Tape.

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have all material prepared before class begins.

PROCEDURE
Introduction

-Welcome the students to the class. Greet each student by name.

-Have the students sit in a circle on chairs.
-Ask question of the day: What is your favorite holiday? Attendance

Time
5 min

Body

Time

-Discuss with the class the expectations, due date (Tuesday. April 5.), and
rubric for the assignment.
-Discuss previous lesson and how they can be used for this assignment.
-Discuss how placed limitations on the work can lead to creative writing.

15 min

-Lead the class through the activity Bring it all back. (See Activity
Appendix)
-Work time for the students work on their script.
-Can use computers to type.
(Get access to computer lab?)
-Be available to answer students questions.
-Circulate to check in on students and their progress.

10 min

Closure

Time

-Thank the students for their work today.

-Review due date and ways of submission.
-Debrief the unit, what they students liked, disliked, learnt, want to know more of.

7 min

40 min

Assessment
-Formative assessment of the students comfort in the class room, and with themselves.
-Summative assessment of assignment completion after they have been submitted.
Learning Objective 1.

Additional Notes:

Assessments
Drama 20/30 CHECKLIST FOR PARTICIPATION
Student
Cahoon,
Nathan
Dyken,
Shyla
Hamilton,
Lauren
Kwan,
Jonathan
Leishman,
Cayleigh
Loman,
Cassidy
Malon,
Nathalie
McDonald
, Cedric
Nelson,
Victoria
Proehl,
Leighton
Smith,
Madison
Swidinsky,
Nick
Wilson,
Bailey

Lesson
1

Lesson
2

Lesson
3

Lesson
4

Lesson
5

Lesson
6

Lesson Lesso
7
n8

TOTAL

Lesson #9
Student

Outcomes
Playwriting
(Sr. High)
1-13

Peak OutcomeThe student will create and write a scene consisting of

two or more characters, dialogue, and a monologue.
Expectations.

0No
Attempt

1Attempt
Made

2Completed
to
Expectatio
n

Script has two or more

characters.
Script has dialogue.
Script has a monologue.
Script is formatted properly.
Script has essential/
appropriate story elements.
(Conflict/ Plot/Setting)

TOTAL /10

Quiz- Story Elements

Name:______________
Date:_______________
Instructions: Answer all the questions to the best of your ability. You will have 15 minutes to
write the test. When you have finished flip over the quiz flip it over and draw on the back until
everyone is done or the time is up.
Definition: Fill in the space with the definition of the term. (3 Marks- 1 mark each)
1.) What does the word Conflict mean? ___________________________________________
______________________________________________________________________________
2.) What is a Character? _______________________________________________________
______________________________________________________________________________
3.) What does the term Setting refer to?___________________________________________
______________________________________________________________________________
Matching: Match the term on the right with the definition on the right. Right the correct letter in
the corresponding space below the chart.
Term
4.) Inciting Incident
5.) Climax
6.) Protagonist
7.) Antagonist

8.) Narrator

9.) Utilitarian Character

10.) Introduction/ Exposition

Definition
A.) The character who impedes the action of the play.
B.) A one dimensional character such as a maid or
delivery boy.
C.) The event or decision that sets the rest of the plots
events in motion.
D.) The person or character who provides the audience
with information that is outside the main action of the
play.
E.) Where the characters, setting, and conflict are
introduced. Plus any necessary information for the
audience.
F.) The character who advances the action of the play.
G.) The turning point for the protagonist. The highest
point in the action.

4.) _____ 5.) _____6.) _____ 7.) _____8.) _____ 9.) _____10.) _____

TOTAL /10

Quiz- Script Basics

Name:________________
Date: ________________
Instructions: Answer all the questions to the best of your ability. You will have 15 minutes to
write the test. When you have finished flip over the quiz flip it over and draw on the back until
everyone is done or the time is up.

Matching: Match the term on the right with the definition on the right. Right the correct letter in
the corresponding space below the chart.
Term
1.) Thought
2.) Pace
3.) Diction
4.) Scene
5.) Stage Directions
6.) Exposition

7.) Act

Definition
A.)An instruction written into the script of a play, indicating stage actions,
movements of performers, or production requirements.
B.) The plays division to follow the layout of introduction, rising action,
climax, falling action, and conclusion.
C.) The necessary background information revealed to the audience.
D.) Any portion of dramatic work that can stand on its own as a unit of
action.
E.) The rate or speed at which characters speak, circulate or move,
literally or metaphorically, towards a goal,
F.) The plays words expressed in dialogue or monologue that are
appropriate to the character and thought of the play.
G.) The subject, theme, plays message or idea.

1.)____ 2.)____ 3.) ____ 4.)____ 5.)____ 6.)____ 7.)____

Rewrite: Rewrite these two lines in proper script format:
Doug says to John, Hey John how is it going today?
John replies sadly, Ive been better.
(1 mark for correct format of characters names, 1 mark for the correct formatting of the stage
direction, 1mark for the correct formatting of the verbal lines.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
TOTAL /10
Handouts
Next Page.

CHARACTERS:

______________________

______________________

Where:____________________

______________________
______________________

______________________
______________________

__________________________
__________________________
When:_____________________

SETTING:

__________________________
__________________________

Story Elements
Conflict: A characters struggle with themselves, with an idea, with another character, with the
environment.
Plot: The main story line of the play.

Introduction/ Exposition: Where the characters, setting, and conflict are introduced.
Plus any necessary information for the audience.
Inciting Incident: The event or decision that sets the rest of the plots events in
motion.
Rising Action: Events that raise the stakes and build upon each other leading up to
the climax.
Climax: The turning point for the protagonist. The highest point in the action.
Falling Action: Where the conflict begins to unravel. Where the protagonist is
victorious or is defeated.
Resolution/ Conclusion/ Denouement: Where the conflict is resolved and the plot
ends.

Character: The person, created by the playwright, who is appropriate to the plot and thought of
the play.
Character types:
Protagonist: The character who advances the action of the play.
Antagonist: The character who impedes the action of the play.
Utilitarian Character: A one dimensional character such as a maid or delivery boy.
Confidant: The character who asks questions to enable the protagonist and antagonist
to revel information the audience needs to know.
Raissoneur: the character who speaks with the voice of reason to offset extreme
behaviour.
Narrator: The person or character who provides the audience with information that is
outside the main action of the play.
Typical Personages: Characters who represent immediately recognizable averages
persons.
The Delightful Eccentric: The character who has an unusual or colourful personality.
Setting: The place in which the action takes place.

Script Basics
Thought: The subject, theme, plays message or idea.
Diction: The plays words expressed in dialogue or monologue that are appropriate to the
character and thought of the play.
Format:
1.) The traditional typographical form for transcribing the play script including inciting incident,
rising action, climax, and denouement.

2.) How the words are arranged on the page of the script, including lines, stage directions,
headings. Ex.)
DOUG: Hey John how is it going today?
JOHN: (sadly) Ive been better.
Stage Directions: An instruction written into the script of a play, indicating stage actions,
movements of performers, or production requirements.
Exposition: The necessary background information revealed to the audience. There are two
types: information known to everyone on stage and information known by some or one of the
characters.
Act: The plays division to follow the layout of introduction, rising action, climax, falling action,
and conclusion.
Scene: Any portion of dramatic work that can stand on its own as a unit of action.
Structure: the framework or general shape of a script including beginning, middle, and end and
inciting incident, rising action climax, and denouement.
Pace: The rate or speed at which characters speak, circulate or move, literally or metaphorically,
towards a goal, For example, an increase in pace may coincide with an increase in emotional or
comic tension.

Bibliography
Bob & Doug McKenzie - Donut Shop Parking. (n.d.). Retrieved March 06, 2016, from
https://www.youtube.com/watch?v=ssCZWBtwUTI
CWC Student Showcase 2010 - Duck Variations Part 1 of 3. (n.d.). Retrieved March 06, 2016,
from https://www.youtube.com/watch?v=GTg2lN75WO0
Dr. Horrible's Sing-Along Blog: Act One - Part One. (n.d.). Retrieved March 06, 2016, from
https://www.youtube.com/watch?v=-OSyrbmLkKA
Hoomes, E. W. (1998). Create-a-drama: Writing a script. Hawthorne, NJ: Educational
Impressions.
J. Z., & C. H. (2006). Move Over Shakespeare Playwriting in the Classroom. Jennifer Zwiers
and Christine Harvey.
L. P. (2013). Playwriting Kick-Start. Crystal Beach, ON: Theatrefolk.

Reduced Shakespeare Company: Romeo and Juliet. (n.d.). Retrieved March 06, 2016, from
https://www.youtube.com/watch?v=-XR1qWLaagU
Spotlight: E-News from Theatrefolk. (n.d.). Retrieved March 06, 2016, from
http://www.theatrefolk.com/spotlight/28
Teacher resource manual, drama: Junior high school. (1989). Edmonton: Curriculum Support,
Alberta Education.
Teacher Resource Manual: Drama: Senior High School. (1989). Edmonton: Alberta Education.