LESSON SEVEN: Step-by-Step to the Final Destination

                             

LESSON DESCRIPTION

Student groups write a script and perform a group radio play.

 

GRADE-LEVEL EXPECTATIONS

W1A      Follow the writing process to independently create appropriate graphic organizer as needed; apply writing process to write effectively in various forms and type of writing

 

LESSON MATERIALS

§         Sources of literature 

 

§         Supplies 

o        Overhead projector

o        Transparencies

o        Computer lab for writing final script of radio play

o        Device for sound effects

 

§         Handouts provided

o        Bet You Can’t Scare Me

 

§         Words to know

o        Graphic organizer

 

FORMATIVE ASSESSMENT                     Assessment            Scoring Guide

Students use their knowledge of radio plays and today’s culture to create their own scary radio play and perform it before the class.

 

LEARNING ACTIVITIES

 

1.        Review steps of the writing process with students.

 

Questions

for

Students

 

 

What are the steps of the writing process?

What does a writer do in each step?

Why is it important to follow a process?

How might you use the writing process to generate a radio play?

 

2.        Review text features and text elements of the genre of the radio play.

 

Questions

for

Students

What text features are unique to the radio play genre?

What text elements are present in a radio play?

 

Idea

 

Items three-thirteen are steps in the summative assessment. The performance scoring guide appears after step fourteen and in the summative assessment. The teacher should monitor students throughout the process to ensure they successfully complete each step of the writing process. Teacher scoring guide for the writing process appears in the summative assessment.

 

3.        In groups of three-five students brainstorm ideas for the creation of scary radio plays to perform before their classmates.

 

4.        Students create a graphic organizer; students should include plot elements, point of view, theme, characters, setting, problem/solution, and aspects of cultural fear.

 

5.        Students share their preliminary ideas with another group.

 

Questions

for

Students

 

Why did you choose this setting?

What makes your play scary?

From what point of view will your play be told?

Who will your characters be?

What will the climax of your play be?

What is the theme of your play?

What is the problem? Who will face the problem?

What are the possible solutions? Why will the character choose the alternative he/she does?

 

  1. In groups, students write their scripts. Remind students to use the text features of a radio play when writing their script.

 

  1. Have students make a copy for each person in the group and one for the teacher.

 

  1. Have students exchange their scripts with another student who did not assist in the writing of the script. Using the assigned scoring guide, student peer edit another group’s script giving positive feedback and suggestions for improvement.

 

  1. Using the suggestions from the peer editors, the groups should revise and edit scripts to be certain they fulfill the requirements of the scoring guide.

 

  1. Groups practice performing the scripts and make necessary revisions as a result of performance.

 

Idea

 

Teacher may choose to have the groups practice their performances for one another providing feedback for improvement.

 

  1. Using the same format used earlier, with the performers turned from the audience, the groups perform the radio plays for classroom audiences.

 

Idea

 

The teacher may choose to have the students create audio recordings of their plays to be heard by the entire class.

 

  1. The performing groups meet with the teacher in a private conference during which they present the grade they believe their group performance should receive according to the scoring guide. The teacher provides feedback on the student performance. Students respond to feedback and defend their position on their self-assigned grade.

 

  1. Using the scoring guide and student justification of their self-assigned grade, decide final grade.

 

Idea

 

Students may need access to a computer or recording device to prepare the sound effects for their radio drama.

 

 

 

 

 


 

Teacher Reflection

 

  1. As I reflect on the unit, to what extent were the students productively engaged in the work? How do I know?

 

  1. Did the unit allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide?

 

 

  1. What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this unit?

 

  1. Did I adjust my goals or my work as I taught the lesson? Why? How?

 

 

  1. What specific elements of the assignments did students have the most difficulty with? What could be done to enhance student learning for these specific skills?

 

  1. If I had the opportunity to teach this unit again to the same group of students, what would I do differently?

 

 

  1. If there were one thing from this lesson that I could share with a colleague, what would it be?

 

 

 

 

 

 


 

Bibliography

 

(2000). Language and literature. Evanston, IL: McDougall, Littell.          

 

Department of Secondary and Elementary. Communication arts glossary.  Available online at        http://dese.mo.gov/divimprove/curriculum/GLE/10.29.04GLOSSARY.pdf

 

Dickinson, E. (1865) “XXIV” (“A narrow fellow in the grass”).

Retrieved April 10, 2005 from

http://members.fortunecity.com/Itpoetry/dickinson.htm

 

Harmon, W., C. Thrall and H. Holman. (1999). A handbook to literature.  New York: Prentice

Hall.

 

Kagan, S. (1994).  Cooperative learning. San Clemente, CA:  Resources of Teachers,

                Inc.

 

Kennedy, X., D. Gioia and M. Bauerlein.  (2004). Handbook of literary terms: Literature, language, theory.  Lebanon, IN: Pearson Longman.

 

Miller, E.  “Biography of Vlad the Impaler”.  Available online at http://www.ucs.mun.ca/~emiller/VladT.htm

 

Munch, E. (1893). The scream.  Retrieved May 4, 2005 from www.art.com

 

Poe, E. (1846). “The cask of amontillado.”  Retrieved April 10, 2004 from 

                http://www.gutenberg.org

 

Rosten, Leo. (n.d.)  “Cemetery path.”  Retrieved April 22, 2005 from www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Reading/RDG0001.html

 

Stagg, J. (1820).  “The vampyre.”  Retrieved April 5, 2005 from www.litgothic.com/Texts/vampyre.html

 

Stoker.B. (1897). Dracula.  Retrieved May 4, 2005 from www.mercurytheatre.info

 

Wells, H.  (1898). War of the worlds.  Retrieved May 4, 2005 from http://waroftheworlds.org/Default.aspx?tabid=106  (printed script)

 

Wells, H. (1898). War of the worlds. Retrieved May 4, 2005 from www.mercurytheatre.info (audio version)

 

Wilhelm, J. (2001). Improving comprehension with think aloud strategies: Modeling what good readers do.  New York: Scholastic.

 

Yeats, W. (1933). “Oil and blood.”  Retrieved May 4, 2005 from http://www.lib.umd.edu/ETC/ReadingRoom/Poetry/Yeats/oil-and-blood