Elizabeth+Schmuhl

Grade Level: 11-12 Recommended Course: Creative Writing and Composition Estimated Timeline: 14, 50-minute lessons (approximately three weeks)** Wes Anderson, a well-known director and producer, has used JD Salinger’s books to inspire many of the movies he has created. JD Salinger would not allow any of his writing to be turned into movies so Wes Anderson had to think of creative ways to use characters, situations, and themes present in JD Salinger’s books without getting into legal trouble. Prior to this assignment, students will have self-selected one of Salinger’s novels and form literature circle of 4-5 students around the text. In the same literature circle groups, students will create their own 5-10 minute screenplays. Students have to be extremely creative in order to complete this assignment, as they must select characters from Salinger’s works that were not used by Anderson. In order to teach this assignment, students will need access to Final Draft or a blank formatted screenplay. Students should either take a trip to Film and Video Library to get hands on experience viewing and reading screenplays or have hard copies of examples given to them to study. Students will engage in several pre-writing activities in order to create their screenplay, which can be either submitted to writing competitions, agents, or produced for film by their classmates. **Theory to Practice** Vopat, Jim. __Micro-Lessons in Writing__. Portsmouth: Heinemann, 2007.
 * Salinger and Screen Writing**
 * Elizabeth Schmuhl
 * Unit Overview**
 * Sources:**
 * Epstein, Alex//.// __Crafty Screenwriting: Writing Movies That Get Made__ //.// New York: Henry Holt and Company, 2002. **

[] [] http://www.scriptologist.com/Magazine/Formatting/formatting.html
 * Theory:**

This assignment asks students to look at certain elements of one genre of writing (novels and short stories) and craft them into another genre of writing (screenplay). Studying and writing in various genres will strengthen their awareness about the conventions of those genres, as well as force them to consider important components of writing such as audience, format, and tone. It also asks student to be creative by challenging them to adapt someone else’s ideas into their own. Doing this allows students to experience the influence of one work of art on another, encouraging them to make these connections in other aspects of their academic and non-academic life, making them life-long learners. **Student Objectives** -Provides students with experience in genre writing - Allows students to see real-world application for their writing - Encourages students to write for and share their writing with a large audience - Helps students make connections between two different modes of communication - Encourages students to be creative while working with restrictions **Michigan ELA Content Expectations Covered**  1. Participate collaboratively and productively in groups (CE1.3.7) 2.. Edit for style and word choice (CE 1.1.7) 3.Proofread to check spelling, layout, and font; and prepare selected pieces for public audience (CE 1.1.8). 4.Participate collaboratively and productively in groups (CE1.3.7) 5.Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations (CE 1.3.9). 6. Select format and tone based on the desired effect and audience, using effective written language, sound, and/or visual representations (CE1.5.3) 7. Use a variety of pre-reading and previewing strategies to make conscious choices about how to approach the reading based on purpose, genre, level of difficult, text demands and features (CE2.1.1) 

8. Recognize and appreciate language variety, understand that all dialects are rule-governed, and respect the linguistic differences of other speech communities (CE 4.2.3).

**Instructional Plan Components**


 * Resources**

__Franny and Zooey The Catcher and The Rye Nine Stories__
 * Salinger’s texts:**

The Royal Tenebaums Rushmoore Hotel Chevaller
 * Anderson’s Movies:**

Access to computers to type screenplay Visit to a Film and Video Library (optional) Template for Screenplay or Final Cut software Example of a complete screenplay Pen or pencil Paper


 * Teacher Preparation**

Make photocopies of: An example of screenplay (a portion) Assignment Sheet Peer Review Sheet Assessment Rubric (should be create as a class) Secure computer lab Complete Literature Circles prior to Screenplay assignment Schedule visit to Film and Video Library or obtain hardcopy of a screenplay Obtain the three Anderson movies and schedule class screenings Make sure to read all novels/short stories and view all movies prior to assignment


 * Detailed Lesson Plans**

Day2: Screening: // Rushmoore // Day 3: T-Chart assignment due; Screening: // Hotel Chavaller // Day 5: A Picture is Worth Words Lesson Plan (narrative activity)** ; selection of 1 story submitted to instructor Day 6: Visit to U of M’s F &V Library ; screenplay genre discussion; give **Script Guidelines Worksheet ** Day 7: Computer Lab Day 8: Computer Lab Day 9: Computer Lab Day 12: Group-Teacher Conferences/ Computer Lab Day 13: Group-Teacher Conferences/ Computer Lab Day 14: Reading of Screenplays; discussion of final application of screenplay (you must indicate and prove if you have sent your work out to a competition, agent, or are producing your screenplay) TBD: Viewing of produced screenplays
 * Day 1: T-Chart Lesson Pla****n Salinger[[file:T-Chart. Lesson.Salinger.Plan.doc]]; T-Chart Hand Out[[file:T-Chart.doc]]** ; screening of //The Royal Tenebaums//
 * Day 4: Let's Talk Dialog (Grammar) Lesson Plan[[file:Grammar.Salinger.LP]]; Let's Talk Dialog Handout[[file:Grammar Lesson.Salinger.doc]]
 * Day 10: Peer-Review Lesson Plan/Work-shopping day[[file:Peer.Workshop.Salinger. LP.doc]]**; give Peer-Review hand out[[file:Peer.Review.Salinger.doc]]
 * Day 11: Group-Teacher Conferences Lesson Plan[[file:Student.Teacher.Confren.LP.Salinger.doc]]** / Computer Lab

Additional Materials


 * Assignment Sheet[[file:Assignment.Sheet.Salinger.doc]] **
 * Self-Reflection[[file:Self.Ass.Salinger.doc]] **
 * Final Assessment Rubric[[file:Final Assessment Rubric.Salinger.doc]] **

Teachers can give students the option of producing their screenplays ( i.e. turning them into 5-10 minute short films). This can either be a collaboration between an American Literature class and a Film and Video Studies class, or entirely created by students in the American Literature class. Teachers can schedule a time to view student films and invite other members from the school and outside
 * Unit Expansions/ Alterations**