3P

Purposefully Planning a Path

Unit Planning Tool

Unit Title: Getting Ready for Playwriting

Teacher: Erin Connor

Grade: Grade 7 and 8

Accommodations/Modifications:

Peer tutoring
In-class time
Quiet Work Environment
Teacher support
Visual Aids- Smart Board
Outline/ organizer
Technology (Computers)


Resources:
- Smart Board presentation
- YouTube clips
- Outline with guiding questions/ timeline
- Scenario Cards
- Georgia Thespian PlayWorks Unit Plan
- One-Act Plays

Social Justice Issues

Students are taking an inquiry based learning approach to create plays with a social justice/ equity framework. They will use their own personal
experiences and write plays from their own personal experience, or research a topic that they are interested in exploring. Students are already
aware of social justice issues, and will choose an issue that they would like to explore through playwriting.

Playwriting
What are the elements of a one-act play?
How will conflict enhance your play?
What will your characters drive the plot?
How will your characters overcome their obstacles?
What social justice issue will be embedded within the plot?

Curriculum Areas:

Grade
Curriculum Expectations
8 Writing 2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;

2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a
focus on literary texts such as a memoir

2.3 identify a variety of text features and explain how they help communicate meaning

2.4 identify a range of elements of style including symbolism, irony, analogy, metaphor, and other rhetorical devices

and explain how they help communicate meaning and enhance the effectiveness of texts
Assessment of Learning:
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
8

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
Reading: elements appropriate for the purpose and audience;
Grade Summative Task
1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and


Throughout the unit, students will learn decide
electronic sources
Grade on the central conflict, characters, and develop
1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate
information and see different combinations and relationships in their data
8
a plot outline. Their summative task should be
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a
Writing completed with detail. This detail will help
summary, a debate, or a report of several paragraphs, using a variety of strategies
2.2 establish a distinctive voice in their writing appropriate to the subject and audience,
them to organize their ideas and help them to
2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to
be ready for writing their plays after the March
respond to other points of view, if appropriate.
Break.
2. use speaking skills and strategies appropriately to communicate with different audiences
8 Oral

for a variety of purposes;

Communi 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject
- Students will complete their graphic
matter, and the intended audience
cation
2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and
organizers to help scaffold their ideas for
non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage
writing their own plays.
the interest of their intended audience
-
They will complete a well developed and
8 Drama B1. Creating and Presenting: apply the creative process to drama and the development of drama works, using
the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
thought out conflict map, character outline,
B1.3 plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of
and a detailed play outline.
role
B1.4 communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual,
and/or technological aids for specific purposes and audiences

Assessment for Learning:

Through what authentic performance task/open question will students be able to demonstrate their prior knowledge?

Grade Diagnostic Task
Grade -Students will deconstruct One-Act Plays written by former City View students. They will analyse the components and elements of a
8
one act play.

- Students will analyze conflict in plays i.e. person vs. person, person vs. self, person vs. society, person vs. nature. They will provide
examples of each type of character conflict.
- Students will indicate the central the elements of the plot that are present within sample YouTube clips.
- Using a timeline students will indicate when the elements of the plot should be introduced in the play.
- Students will engage in a variety of drama activities and improvise simple scenarios in order to explore character relationships.

Robert Durocher and Salima Kassam 2014

Success Criteria
Students will use the checklist and graphic organizers to complete
their culminating tasks
Detailed description of the characters in the play is described.
The characters conflict is clearly outlined.
The plot outline is detailed and the sequence of events is evident.
The conflict has a clear resolution with a possible ending for the
play.
Students ideas are well organized and expressed with clarity and
attention to detail
Student generated characters, developed a conflict, and scenes
were planned around a social justice theme.


MO:
What do you already know about writing one act plays? TC will record answers on the smart
board.
-Students may say: mostly dialogue, split into scenes, evokes emotional response etc.
2) How are plays different from other forms of written literature? TC will record answers on the
smart board.
-Students may say: no descriptive passages, no chapters (scenes), there are character and scene
description.
3) Now we will look at one act plays from previous years at CV.
4) Students will read Misspelled, and Meeting curriculum.

Learning Goal:

1)
-

A:
5) Students will read through two CV students plays.
6) In groups of three students will have 10 minutes to answer the following questions provided
on the Smart Board.
7) What element did you think was the strongest in the script you just read? (dialogue, plot,
character development, theme). Explain your reasons.
8) Did the author include a plot summary and list of characters? Do you find this helpful when
reading a script? Why or why not?
9) Did you find the script easy to follow? Why or why not?
10) Could you relate to the script in any way?
11) Could you visualize the script on-stage? Why or why not?
12) What is different about a one act play vs. a regular play? What did you notice in the one-act
plays that you read?
13) TC will discuss important elements of a one-act play.
14) Students will record answers in their writing journal.
-Simple Plot
-Fewer characters
-Limited locations/ settings
-Shorter Time Span

C:
1) Yarn Ball Story. Have students sit in a circle in a large open space. Take a large ball of yarn
and hold the end.
2) Begin a basic story that is fairly open-ended; for example I woke up late on Saturday
morning and went downstairs when suddenly I saw.
3) Then throw the yarn ball to someone sitting across the circle from you. Remember to hold on
to the end of the string before you throw the ball! The student holding the yarn ball adds to
the story by introducing characters, events, and conflict. They can say two or three
sentences, wrap the string around a finger, then toss the yarn ball to another student. This
continues until everyone in the circle has contributed to the story.
4) After the story is finished ask the class if this was a good plotline for a play. Generally the
results are not good and ask the students to identify why. They will identify the weak areas
(unclear focus or confusing characters, etc) and this will help them avoid making these same
mistakes in their own plays.

Robert Durocher and Salima Kassam 2014

Students will read one act plays

Students will analyze the elements of
one act plays

Success Criteria:
- Students are able to identify elements
which are essential to one act plays i.e.
plot summary, easy to follow, relatable
characters
- Students are able to identify the social
justice theme within the one-act plays.

Social Justice
Framework:

Assessment As/For/Of Learning

- AS
What do the students know about play writing?
-Students will read one- - What do the students notice as they read one
act plays which have a act plays?
social justice element
- assessing students ability to identify why these
to them.
stories were good/ bad.
-Students will begin to
think about issues that FOR
they would like to write --assessing students understanding of a solid
beginning, middle and end
about in their play.

MO:
1) How are plays different from other forms of written literature?- Record answers on the smart board.
2) What do you remember about the qualities of one act plays that we read yesterday?
-

Students can refer to their journals where they recorded their information.

A:
3) What are the types of conflict that we see in plays? For example a person could be in
conflict with
-TC will record answers on the smart board.
Answers should include person vs. person, person vs. self, person vs. nature, person
vs. society.
4) Following the students defining with guidance of the TC the types of conflict, the TC will
define the types of conflict.
5) Person vs. Person- conflict between two or more characters.
Can you give some examples of person vs. person conflicts you have seen, heard, or read?
-TC will record and discuss why their examples relate to person vs. person conflict.
6) Person vs. Self- A persons struggle with his or her own prejudices/ doubts/ character flaws
Can you give some examples of person vs. self conflicts you have seen, heard, or read?
-TC will record and discuss why their examples relate to person vs. person conflict.
7) Person vs. nature- the protagonist is pitted against nature, or a representation of it,
often in the form of an animal

Can you give some examples of person vs. nature conflicts you have seen, heard, or read?
-TC will record and discuss why their examples relate to person vs. person conflict.
8) Person vs. society- confronting institutions, traditions, or laws of the characters
culture. The character struggles to overcome them, either triumphing over a corrupt
society, rejecting it or succumbing to it.

Can you give some examples of person vs. nature conflicts you have seen, heard, or read?
-TC will record and discuss why their examples relate to person vs. person conflict.
9) Can you think of any other examples of conflict that have not been mentioned?
TC will record these answers on the smart board.
10) In your journals, take 10 minutes and create two different mind maps about two possible
conflicts your own play could evolve around. In the centre you will state the central
conflict, and the characters involved. Keep in mind the different types of conflict
discussed! a mind map template will be provided on the board.
11) TC will walk around and observe the students and ask them about the types of conflicts
they have chosen, and who their characters are.
12) If time permits, students can write a paragraph to describe the conflict they are interested
in writing for their own play.

C:
1) Students will share the types of conflicts and characters that they are interested in writing for their
own plays.

2) They can explain why this conflict is appealing to them.

3) The class will finish with a group discussion about how conflict enhances and drives the plot.

Robert Durocher and Salima Kassam 2014

Learning Goal:
Students will learn about types of
conflict in playwriting.
Students will list types of conflict that
they are familiar with.
Students will create two mind maps,
with examples of different conflict they
are interested in writing about.
Success Criteria:
-Students are able to give examples of each
type of conflict.
-Students are beginning to think about social
justice issues that they would like to write
about.

Social Justice
Framework:
-Students are
beginning to think
about their conflict of
their play, and how it
will relate to their social
justice issue.

Assessment As/For/Of Learning

Assessment FOR Learning
-assessing students prior knowledge from the
previous class
Assessment AS Learning
-students are identifying types of conflict and
using examples to support their findings.
-TC is checking in to see that the characters
chosen relate to the type of conflict chosen.
Assessment OF Learning
--Students will describe what types of conflict
they are interested in writing about for their own
play

MO:
1) TC will have three opening lines written on the smart board.
Choose an opening line from the list provided. Create a short scene with
two characters that are in dialogue and conflict with each other. Do not
reveal their identity during their dialogue. After writing a page of dialogue,
share your story with your classmates so that the can guess the
relationship between your two characters.- Written on the Smart Board.
The building was on fire, and it wasn't my fault. Blood Rites by Jim
Butcher
The two men appeared out of nowhere, a few yards apart in the
narrow, moonlit lane. Harry Potter and the Deathly Hallows by J.K.
Rowling
I returned from the City about three o'clock on that May afternoon
pretty well disgusted with life. The Thirty-Nine Steps by John Buchan
2) The students should try to capture how people in different relationships
and statuses speak to one another.
3) Students will share their dialogue with the class. The class will infer the
relationship between the two characters.
A:
4) Referring back to your conflict mind maps from yesterdays class, I want
you to begin thinking about the characters that will be in your plays.
- Keep in mind that your one act play is has a simple plot, fewer characters,
limited locations/ settings, shorter time span.
5) Students will complete guiding questions to create character profiles.
- See Template
6) TC will circulate and observe students creating their character profiles.
These are guiding questions to help students develop and create engaging
characters.
C:
7) At after the students have completed character sketches, they will choose
one character they have completed and put it in the middle of the large
table group.
8) The TC will shuffle up the character sketches. In groups of 3 students,
they will have five minutes to create a scenario with a conflict and
resolution using the character sketches created by their peers.
9) Students will share their created scenarios with the class.

Robert Durocher and Salima Kassam 2014

Learning Goal:

Students will choose one type of

conflict they are interested in
Students will develop a few
characters for their own story

Success Criteria:
-Students will begin to understand
characters and their relationship to others
-Students will begin to develop their own
characters for their own plays
-Students will complete their character
outline.

Social Justice
Framework:
-Students will begin to
link their central conflict
to their character
development.

Assessment As/For/Of Learning

Assessment AS Learning
-assessing students knowledge of creating
descriptive characters.
Assessment FOR Learning
-assessing students knowledge of how
characters in stories use language to relate to
one another.
Assessment OF Learning
-Assessing ability to create a scene with
characters and conflict.

MO: MINI LESSON ON ELEMENTS OF THE PLOT

1) What is the plot?
2) Why is the plot important to the play?
- -Students may say answers like:
- The plot helps move the play along,
- Characters with clear objectives helps to move the plot
- Characters are invested in the outcome of the conflict
A:
3) Students will work in groups of 3 for the following activity. They will have
15 minutes to complete it.
4) TC will provide a sheet of paper with a time line on a sheet of paper that
has scene 1, 2, 3, 4, and 5 numbered.
5) Based on the students prior knowledge of story writing, students will
match the premade cue cards to put on the timeline.
6) Cue cards are attached to the lesson plan.
7) Students will tape their responses overtop of the timeline to indicate when
they believe these elements of plot should be introduced within the scene.
C:
5) class discussion: students will show their findings and compare how each
of their classmates have created their own timeline for the play.
6) Students will display their findings and place it on the board. This can
serve as a word wall where students can compare and contrast when it is
ideal to introduce these elements of plot: Exposition, conflict, rising action,
crisis, climax, and resolution.
7) The remainder of the class will allow the students to work on their own
play outline.

Robert Durocher and Salima Kassam 2014

Learning Goal:
Students will understand the
components to the plot
Students will start to develop scenes
for their own plays

Success Criteria:
-Students are able to recognize where the
elements of a play are introduced in a play
-Students are able to identify the importance
of the plot development in relation to their
conflict.

Social Justice
Framework:
-Students continue to
develop their social
justice issue through
their conflict, character
development, and plot.

Assessment As/For/Of Learning

Assessment AS Learning
-Assessing how students apply their knowledge
of the elements of plot.
Assessment FOR Learning
-Assessing student knowledge of their
understanding of the plot.
Assessment OF Learning
-Assessing student understanding of the
elements of plot and when they should be
introduced within a play.

MO:
1) https://www.youtube.com/watch?v=K_bX_jX9O8w, students will watch the
second scene in the clip at 8 minutes where Mr. Bean is trying to get out of
the car garage.
2) After the scene ends, as a class we will discuss the following:
- What was the setting? Were there multiple settings? How did this make it
effective/ not effective?
- What was the main conflict in the story? What types of conflict were present
e.g. person vs
- Describe the characters in the story. Who does he remind you of?
- What events led to the climax?
- How was the issue resolved?
A:
3) Group the class into three even groups
a. Group One- Describe three different locations where events could
take place. Go into detail for each section (weather, time of day,
etc)
b. Group Two- Describe two original characters. Give them names and
a physical description and determine a character goal. This can be
a simple goal like Go to the grocery store or it can be a more
complex goal like Discover a new life form.
c. Group Three- Determine a conflict that two characters could get into
through the course of a day.
5) As a class we will work to integrate the different sections into a cohesive
plot.
6) Use the first location for the beginning, the second location for the middle,
and the final location for the ending. Add other characters as needed.
7) Together as a class we will develop a resolution to the conflict.
8) The TC will use the smart board to develop the sequence of events as the
class recites their ideas.
C:
9) As a class we will discuss how successful/ unsuccessful we were at
creating a plot as a group without consulting each other as we created the
different elements of the play.
10) Students will continue to work on their play outlines, character sketches
and conflict mind maps.

Robert Durocher and Salima Kassam 2014

Learning Goal:

Students will use descriptive language to analyze

elements of the plot.
Students will create a sample plot and create an
outline for a potential play as a class.

Success Criteria:
-Students are able to identify elements of the
plot within the Mr.Bean scene.
-Students are able to describe one element
of the plot in detail.
-Students are able to combine the elements
of a plot to create a class play outline.

Social Justice
Framework:
-Students continue to
develop their social
justice issue through
their conflict, character
development, and plot.

Assessment As/For/Of Learning

Assessment AS Learning
-assessing students ability to create a detailed element
of the story.
Assessment FOR Learning
-assessing students ability to define elements of the plot.
Assessment OF Learning
- assessing students ability to create an outline as a
class with the elements and details that was created by
the class.

MO:
1)

2)
3)
4)
5)
6)

Gibberish Scene. Use the Improvisation game known as Gibberish Scene

(where two performers go through a scene but do not use any
recognizable language).
TC will have the students choose a scenario card from the teacher.
The pair will have 30s in the hallway to discuss what the conflict between
the two characters will be.
The students will perform their improvised skit for the class.
The audience should watch the scene then write on their own paper what
they believed the two characters in the scene were talking about.
This should be a fun skit, and the TC will remind the students that his
exercise is for fun and to get in the mindset of acting for drama week.

A:
7)
8)

The remainder of the class will be for the students to complete their
conflict web, characters in their play, and play outline.
TC and MT will be conferencing with the students and see that templates
are being completed with detail.

C:
9)
10)
11)
12)
13)
14)

Class discussion about the progress of their ideas.

What is the most challenging part about developing the details of your
play?
What social justice themes have you investigated so far?
Did sketching out your characters help you to make your characters more
believable?
What part of the writing process would you like to investigate as we move
forward with play writing?
Students will begin play writing after the March Break.

Robert Durocher and Salima Kassam 2014

Learning Goal:
Students will learn to improvise basic
scenes
Students will learn how to use their
body language to communicate
conflict
Students will complete their conflict maps,
character, and plot outlines.
Success Criteria:
-Students improvise basic scenes in
gibberish and with non-verbal
communication.
-Students complete their conflict webs,
character sketches, and plot outline with
detail.

Social Justice
Framework:
-Students are
beginning to
consolidate their social
justice themes, and
outlines for their play.

Assessment As/For/Of Learning

Assessment FOR Learning
-assessing the students comfort level
improvising in class.
Assessment AS Learning
-observing student work-anecdotal notes
Assessment OF Learning
-Assessing students understanding of the
elements of plot, assessing if students have
chosen characters and a conflict for their own
plays.