Putting a Play Together!

• Using chart paper create a word bank with the title, “Drama: Plays.” Write the following words on the word bank as you read them: Scene, act, characters, script, parenthesis, colon, dialogue.
• Tell the students that these words are parts of plays and that we can find them when we read a play.
• Using a suggested play or a play that you select, show the students how they can find each part of the play. As you point to each part, explain that purpose. If desired, you can draw a symbol or quick illustration next to each word to give students an additional reference for support.
• Explain that there are also parts of a play that include characters or objects.
• Continuing your word bank, add the following words to your list: actress/actor, playwright, star, audience, costumes, rehearsal.
• As before, demonstrate the parts that these individuals have within a play and if desired, draw a symbol or quick picture next to each word.

• Distribute supplemental vocabulary word cards, giving one to each student.
• Using a play of choice, invite students to find parts of the play that match their vocabulary word cards.
• Guide students through the process of identifying the parts of the play and explaining each vocabulary word that is related to drama and plays.

• Ask students to complete the What’s in a Play? worksheet. (Students will tell why certain play components are important and give an example.)
• Circulate around the room and provide support, as needed.

Enrich:

• Have students use a Venn diagram to compare and contrast dramas and plays with other types of literature. (Refer back to lesson introduction.)
• Invite students to create a comic strip sequence that with visuals that could be used to write a play.

Support:

• Provide students with a sample of labeled dramas.
• As students are completing the worksheet, provide a word bank of ideas that students could use for examples.
• For beginning English language learners, allow them to illustrate examples.

• Use digital cameras to take pictures of students showing various poses or actions. Use the photographs to brainstorm topics for different plays.
• Use an interactive whiteboard and a play template to introduce students to play terminology.
• Use software that goes along with an interactive whiteboard to have the students play a matching game with the play vocabulary.

• Have students complete the Label the Play worksheet as an assessment.
• Check to see that students understand the parts of a play and the different components.

• Have students synthesize what they learned in the lesson.
• Give students the sentence starter “At first I thought, but now I know...”
• Invite students to think about plays and how their thinking has changed since the beginning of the lesson. Have students write their responses in their journals.
• Invite students to share their responses.