Danielle+Cavinder

This novel __Monster__ is written entirely as a screenplay and would introduce the genre to students. The idea is that if they can become comfortable in writing new genres they will be much more comfortable in adapting to other assignments. The students will also be writing about an experience from their own life. It will help them to think objectively about their life experience. Being able to adapt to new circumstances and be objective are skills that will take them far beyond high school. 1. [] 2. https://yareviews.wikispaces.com/Monster+-+WALTER+DEAN+MYERS 3. [] · They will come up with a scene of their own life to write in this new format. · They will finalize their scene through peer review and student/teacher counseling · They will learn to direct their scene with student actors 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 * __ Unit Introduction __**
 * Title ** : A Monster Screen Play: //Teaching Students How to Write Screen Plays Modeling __Monster__ by Walter Dean Myers.//
 * Name: ** Danielle Cavinder
 * Grade Level ** : 9-12th grade
 * Estimated Timeline for Teaching: ** Eight 90-minute Sessions
 * Overview ** : This assignment aims to make students comfortable in expressing their ideas through new genres. They would begin by reading the novel __Monster__ by Walter Dean Myers. This doesn’t have to be the only reading option. The idea is to introduce a new genre to the class. I chose a performance piece because I feel that the students will take more from the assignment if they can share it with class through a performance after the assignment is done. This being said, a play would work just as well. I would choose a play that is current such as __Rent__. Keeping it current will make it easier for the students to relate to and enjoy.
 * Theory to Practice ** : I chose this assignment because I felt it would help students open up. Writing a screenplay will be fun and will help them to be adaptable for other writing assignments. I want them to understand that there is no one true way to express your thoughts in writing. The genres are as numerous as the ideas that shape them, and I feel that writing a screenplay is a forgotten genre in the classroom. They can be challenging to write, and the process of writing a full screenplay would take months, but I’m only requiring that they write a scene. The performance at the end of the unit will be evaluated as well. Through their directions and performance I will be able to see the effort they put into their writing. A screenplay is meant to be performed.
 * Student Objectives: **
 * Michigan ELA Standards this assignment addresses: **
 * 1) Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 * 2) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 * 5) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
 * 6) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
 * 7) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
 * 8) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
 * 9) Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
 * __ Instructional Plan __**
 * __ Resources: __**

· Book __Monster__ by Walter Dean Myers · Computers · Internet Access · Paper · Writing Utensil · Board game “Moods” · Peer Review Sheet · Screen Play Cues Cheat Sheet · Assignment Sheet · Brainstorming through Bubbles Sheet · Grading rubric for screen play · Blank Grading Rubric for performance · Large sheets of poster paper · Bread · Peanut butter · Jelly · Plastic knife · Plates · Notecards
 * __ Teacher Preparation __**** : **

· Make copies of Screen Play Cues Cheat Sheet · Make copies of blank brain storming bubble sheets · Make copies of assignment sheets · Make copies of Peer Review sheets · Make copies of journal questionnaire sheet on session two. · Make copies of grading rubric for Scene · Make copies of grading rubric for Performance · Must go through the board game “Moods” and take out inappropriate cards (some are suggestive) · Bring in peanut butter, jelly, plates and plastic knife


 * __ Sessions __**


 * Session One **** : **

· ** Assignment Sheet **

· Screen Play Cues Cheat Sheet
 * Homework ** : Have students bring in an object (picture, game, nick knack) from home, and write a journal entry on how they got the item.
 * Session Two **** : **

· Mini Lesson 1 “Show and Tell” · Mini Lesson 2 “Brainstorming through Bubbles” **(Pre-Write)** .

Journal Questionnaire Form
 * Homework ** : Have topic of screen play decided: Journal entry on why that experience is important to them. **(Self-Reflection)**
 * Session Three **** : **

· Mini Lesson 3 “Moods”
 * Discussion Activity/Prompt: **
 * Ask in class, what emotions are harder to express? **


 * Homework ** : Journal entry- What emotions are easier to act out? Why do you think that is?
 * Session Four: **

· Mini Lesson 4 “How to Make a PB&J” · Practice is class a few lines of dialog with screen play cues, ask students to pull out their “Cue Cheat sheet” from first session. (bring extras to class)
 * Homework ** : Write ten lines of dialog with screen play cues.
 * Session Five: **

· Mini lesson 5 "Madlib Action!" **(GRAMMAR MINI LESSON)** · Writing workshop for Screenplay scene **Session Six:** · Rough drafts are due (make sure students have done them, but they’re not handing them in) · ** Prepare for peer review ** ** Teacher instructions ** ** Blank peer review sheet **
 * Homework ** : Rough draft of screen play is due next class period.


 * Homework ** : Work on screen play scene revisions
 * Session Seven: **

· Second peer review session over revisions ** Teacher instructions **

** Blank peer review sheet ** · In class workshop · Hand out  so they know what they will be graded on **(Grading Rubric)** · Hand out copies of the and, as a class, make a performance rubric.

Ask them what they want to be graded on
 * Homework ** : Final draft of Screen play scene is due next class period.

** Session Eight ** : · Final draft of scene is due · Performances

Directions for performance