ALEX Classroom Resource

  

The Ten-Minute Play: Encouraging Original Response to Challenging Texts

  Classroom Resource Information  

Title:

 The Ten-Minute Play: Encouraging Original Response to Challenging Texts

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/minute-play-encouraging-original-1118.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

After reading Beloved or another suitable novel, students review some of the critical elements of drama, focusing on differences between narrative and dramatic texts, including point of view. They discuss the role of conflict in the novel and work in small groups to search the novel for a passage they can adapt to a ten-minute play. Students write their play adaptation in writer's workshop sessions, focusing on character, setting, conflict, and resolution. When the play draft is complete, students review and revise it, then rehearse and present their play to the class. As the plays are performed, students use a rubric to peer-review each group's work. Because students are responding to a novel with significant internal dialogue and conflict, they are called on to use both analytical and creative skills as they create the adaptation, rather than simply cutting and pasting dialogue.

Click here for an updated link to the drama map.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 12
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
Unpacked Content
Teacher Vocabulary:
R2.
  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation
Knowledge:
R2. Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.
Skills:
R2. Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.
Understanding:
R2. Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts
ELA2021 (2021)
Grade: 12
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
  • Active listening
  • Formal conversations
  • Informal conversations
  • Predetermined norms
Knowledge:
R3. Students know:
  • Active listening skills.
  • Strategies to identify formal and informal settings.
  • Engage in formal and informal conversations.
  • Predetermined norms for formal and informal discussions.
Skills:
R3. Students are able to:
  • Demonstrate active listening skills during formal and informal discussions.
  • Practice predetermined norms for formal and informal discussions.
Understanding:
R3. Students understand that:
  • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts
ELA2021 (2021)
Grade: 12
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience
Knowledge:
R5. Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
Skills:
R5. Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.
Understanding:
R5. Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts
ELA2021 (2021)
Grade: 12
4. Evaluate an author's use of characterization, figurative language, literary elements, and point of view to create and convey meaning.
Unpacked Content
Teacher Vocabulary:
4.
  • Evaluate
  • Characterization
  • Figurative language
  • Literary elements
  • Point of view
  • Create
  • Convey
Knowledge:
4. Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
  • Methods to evaluate characterization, figurative language, literary elements, and point of view.
Skills:
4. Students are able to:
  • Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
  • Evaluate how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.
Understanding:
4. Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts
ELA2021 (2021)
Grade: 12
6. Analyze a text's explicit and implicit meanings to make inferences about its theme and determine the author's purpose.
Unpacked Content
Teacher Vocabulary:
6.
  • Analyze
  • Explicit
  • Implicit
  • Inferences
  • Theme
  • Author's purpose
Knowledge:
6. Students know:
  • Strategies to comprehend explicit and implicit text meaning.
  • Inference skills.
  • Methods to identify the theme and purpose of a text.
Skills:
6. Students are able to:
  • Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings.
Understanding:
6. Students understand that:
  • Text often has an explicitly stated meaning and an implied meaning.
  • They can combine their explicit and implicit understanding to infer the theme and the author's purpose for writing the text.
English Language Arts
ELA2021 (2021)
Grade: 12
11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

a. Incorporate narrative techniques into other modes of writing as appropriate.

Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development

b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style.

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text.
Unpacked Content
Teacher Vocabulary:
11.
  • Compose
  • Edit
  • Revise
  • Short products
  • Extended products
  • Writing development
  • Writing organization
  • Writing style
  • Task
  • Purpose
  • Audience
  • Command of language
11a.
  • Narrative techniques
  • Modes of writing
11b.
  • Explanations
  • Expositions
  • Complex ideas
  • Complex processes
  • Citing
  • Credible sources
  • Intentional transitions
  • Precise vocabulary
  • Organized structure
11c.
  • Arguments
  • Claims
  • Substantive topics or texts
  • Valid
  • Relevant
  • Sufficient
  • Reasoning
  • Evidence
  • Rhetorical choices
  • Tone
  • Style
  • Transitions
  • Logical conclusion
  • Implications
Knowledge:
11. Students know:
  • Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • The skills required by the writing process.
  • The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.
11a.
  • Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development.
  • Narrative techniques can be used in multiple genres of writing.
11b.
  • Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
  • Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion.
  • Explanatory and expository writing should utilize techniques that objectively introduce and develop topics.
  • Explanatory and expository writing should include academic, content-specific technical word meanings.
  • Words that indicate transitions.
11c.
  • The purpose of argumentative writing is to defend an opinion or state a claim.
  • Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text.
  • Strategies to create stone and style in argumentative writing.
  • Words that indicate transitions.
Skills:
11. Students are able to:
  • Compose, edit, and revise short and extended writing products.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing.
  • Demonstrate command of the written language.
11a.
  • Incorporate narrative techniques in modes other than narrative writing when appropriate.
11b.
  • Gather credible information and data from multiple sources.
  • Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.
11c.
  • Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions.
  • Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
  • Use valid reasoning to support a claim.
  • Make rhetorical choices that convey a specific tone or style.
  • Include a logical conclusion that captures the larger implications of the topic or text.
Understanding:
11. Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing process is a series of steps that improve writing over time.
  • The writing task, purpose, and audience should be considered in the development, organization, and style of the writing.
  • Formal academic writing should display their command of the English language.
11a.
  • Narrative techniques can be used in multiple genres of writing to engage the audience and create interest.
11b.
  • Explanatory and expository writing should be free from opinions and supported with evidence.
  • Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
  • Writers elaborate on details included in the text by using formal academic, content-specific technical words.
  • They must gather their information and data about the topic from multiple credible research sources.
11c.
  • To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources.
  • An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text.
  • They can make rhetorical choices in their writing to create a specific tone and style.
English Language Arts
ELA2021 (2021)
Grade: 12
12. Within diverse and collaborative writing groups, effectively and respectfully demonstrate a willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and consider contributions made by each group member.
Unpacked Content
Teacher Vocabulary:
12.
  • Collaborative writing groups
  • Writing tasks
  • Diverse writing groups
  • Compromises
Knowledge:
12. Students know:
  • Effective and respectful communication skills.
  • Necessary skills to collaborate in diverse groups, such as compromising, sharing responsibility, and respect for others' opinions.
  • Grade-appropriate writing skills.
Skills:
12. Students are able to:
  • Collaborate on writing tasks in diverse groups.
  • Interact with writing groups in a respectful manner.
  • Make necessary compromises to accomplish a goal.
  • Share responsibility for collaborative work.
  • Consider the individual contributions of each group member.
Understanding:
12. Students understand that:
  • They will frequently collaborate with others to develop writing products in school and in the workplace.
  • Being an effective collaborator requires compromising, sharing responsibility for the work, and being respectful of others.
English Language Arts
ELA2021 (2021)
Grade: 12
14. Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.
Unpacked Content
Teacher Vocabulary:
14.
  • Collaborative discussions
  • Pairs
  • Diverse groups
  • Whole class settings
Knowledge:
14. Students know:
  • The format and process for respectful, collaborative discussions in a variety of settings.
  • Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others.
Skills:
14. Students are able to:
  • Participate in a collaborative discussion in pairs, diverse groups, and whole class settings.
  • Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others.
Understanding:
14. Students understand that:
  • They can better understand a topic or text by discussing their ideas with others.
  • There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
Tags: Beloved, conflict, Drama Map, novel, play, Toni Morrison
License Type: Custom Permission Type
See Terms: http://www.readwritethink.org/util/legal.html
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  This resource provided by:  
Author: Cassie Raulston
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