LITERACY-10
SELECTIVE UNIT 5 (S05)
(Production)
Reading Literacy: Drama/Reader’s Theater
Writing Literacy: Writing a Play
(July 2014)
Unit Statement: The art of acting and creating plays is popular with all people of all
ages. This unit offers the student the opportunity to write and present a play created by
them or another play of his/her choice.
Unit one is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis:
Reading Strategies/Skills: integrate all previously learned strategies and skills
Developing Vocabulary: integrate previously learned prefixes, roots, and suffixes
Writing Genre: narrative
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: integrate previously learned grammar skills
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (S05): (Drama/Reader’s Theater)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will participate in a stage production: either a reader’s theater or
drama. (The dramatization may be the one created by the class in Literacy
writing).
2. TSW identify elements of a drama (plot, characterization, setting, stage
directions).
3. TSW determine how the elements are used to create realistic characters through
the use of voice, tone, inflection and movement.
4. TSW memorize lines and present them with clear diction and projection.
5. TSW use various appropriate performance elements (reacting with movements
and/or voice) in a performance.
6. TSW work together with other production members creating sets, costumes, and
sound effects.
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Writing Literacy (S05): (Writing a Play)
1. The Student Will write a script with at least two characters who interact including
plot development, climax, and resolution as a class, individually, or with a partner.
(each class member must be responsible for one section)
2. TSW incorporate a theme in the script.
3. TSW type an original script using proper fonts and formats (ie- setting is
italicized, characters are bolded with colons before speaking,)using the
writing process.
4. TSW give the character voice by designating how the character should speak (ie:
Martha: (sarcastically) “I love literacy!”).
5. TSW indicate characterization through stage directions (actions and thoughts).
Introduced Outcomes: (taught, but not assessed)
1. The Student Will investigate GOTE to discover the characters motivation.
(Goals, Obstacles, Task, Expectations)
Practiced/Ongoing Outcomes: (development is ongoing, but not assessed)
1.
2.
3.
4.
The Student Will acquire and use new vocabulary in reading, writing, and speaking.
TSW demonstrate age appropriate spelling in the writing.
TSW practice properly formed handwriting techniques.
TSW review previously learned Greek and Latin prefixes, roots, and suffixes.
Key Terms and Concepts:
stage directions, stage movement
Suggested Materials for Teachers: (provided by school)
Suggested support resources for Reading:
The materials listed here support teaching the Reading TSW’s:
TSW 2 identify elements of drama
“A Royal Mystery” (F&P level W) JTE 1.2 p.83, 93-105
“City Cousin, Country Cousin” (F&P level U) on level reader JTE 1.2 p. 149
“A Spy for Freedom” (F&P level S) JTE 3.13 p.194-196
“A Surprise Reunion” (F&P level T) JTE 5.25 p.338-340
“Questioning Gravity” Reader’s Theater JTE 1.1 p.36-38
“The Cooking Lesson” Rigby CQ5.1 p.D4-8; RTE p.69-70
TSW 3 determine how elements are used
“A Royal Mystery” (F&P level W) JTE 1.2 p.83, 92, 101, 106, 107, 108,
“A Spy for Freedom”(F&P level S) JTE 3.13 p.194-196
“A Surprise Reunion” (F&P level T) JTE 5.25 p.338-340
“The Cooking Lesson” RigbyCQ5.1 p.D4-8; RTE p.69-70
“Willa S. Spears STAR WOES” RigbyCQ5.2 p.B19-23, RTE p.124-127
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TSW 5 use various appropriate performance elements while performing.
“A Royal Mystery” (F&P level S) JTE 1.2 p.83, 86-87, 95, 98-99, 100, 106, 107, 110,
“City Cousin, Country Cousin” (F&P level U) on level reader JTE 1.2 p.149, 154
“A Surprise Reunion” (F&P level T) JTE 5.23 p.338-340,
“A Spy for Freedom” (F&P level S) JTE 3.13 p.170-171, 196, 201, 202
“The Cooking Lesson” RigbyCQ5.1 p.D4-8, RTE p.69-70
Suggested support resources for Writing:
The materials listed here support teaching the Writing TSW’s:
TSW 1: write a script with plot development
“A Royal Mystery” (F&P level W) JTE 1.2 p.107
“A Spy for Freedom” (F&P level S) JTE 3.13 p.201
TSW 3, 4 & 5:create a script in proper format, developing characterization
Write Source 5 p. 307 “A Spy for Freedom “ (F&P level S) JTE 3.13 p.194-196
“The Cooking Lesson” RCQ 1:D p.4-8, RTE p.71
“A Surprise Reunion” (F&P level T) JTE 5.25 p.338-340, 346,
“Act it Out,” RigbyCQ5.2 p.A23
“Becoming a Playwright” RigbyCQ5.2 p. B30
“Going Batty”,RigbyCQ5.4 p.D16
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested Exemplar Texts (read alouds):
The Witches by Roald Dahl
Additional Resources: (may not be provided by school)
*see Essential Unit 1
Technology Links:
*See Essential Unit 1
Suggested Assessment Tools and Strategies:
● Field Trip- Visit a Local Theater and tour “behind the scenes” (in places where possible)
● Movie- watch a scene from a play (in places where field trips are not possible)
● Perform play for the student body
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess their own
writing with final judgement by the teacher.
2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and
checklists for teachers and students.
3. “6+1 Traits” writing rubrics
4. Teachers can have students produce a quick write at the beginning and end of
units. (*See QSI Quick Write Guidelines) Teachers should keep these as evidence
of students’ writing.
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5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing
are found in the QSI Literacy User’s Guide. Scoring on these rubrics should
follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on
the 3 should be at the B level and scores on the 4 should be an A.) Document
Source: Elk Grove Unified School District, Elk Grove, CA
6. Fountas and Pinnell Benchmark Assessment / DRA
7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES……………………………
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LITERACY-10 Reading: Drama/Reader’s Theater (S05)
Student Name:
Date: _____________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on all A available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. participate in a stage
production: either a reader’s
theater or drama.
I participated in a stage
production of a drama or
reader’s theater with my
class.
2. identify elements of a
drama.
I can identify the
elements of drama (plot,
character, setting, stage
directions)
3. determine how the elements
are used to create realistic
characters through the use of
voice, tone, inflection and
movement.
Independently, I can
explain how and when
the elements of drama
have been used through
voice, tone inflection and
movement.
With prompting, I can
explain how the
elements have been used
to create realistic
characters through the
use of voice, tone,
inflection, and
movement.
4. memorize lines and present
them with clear diction and
projection
I knew my lines and
presented them clearly
and loudly in character.
I have my lines
memorized presenting
them clearly and loudly
with some prompting.
5. use various appropriate
performance elements while
performing.
I enhanced my
performance by using the
performance elements to
make my character
believable.
I applied performance
elements to my
performance. My
performance is not
always in character.
6. work together with other
production members creating
sets, costumes, and sound
effects.
I worked with my
classmates to create sets,
costumes, and sound
effects.
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‘P’-Notes
LITERACY-10 Writing: Writing a Play (S05)
Student Name:
Date: _____________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. write a script with at least
two characters who interact
with plot development,
climax, and resolution as a
class, individually, or with a
partner.
I write a script with
multiple characters (more
than two) with multiple
interactions. The script
has a well developed plot,
a clear climax, and a
natural resolution.
I write a script with
a minimum of two
characters. The
script has a plot,
development, a
climax, and a
resolution.
2. incorporate a theme into
the script.
I integrated a theme into
my script without clearly
stating it. The message is
clearly implied.
I wrote a theme
statement into a
character’s dialogue
(ie- Mandy: I have
learned my lesson.
I should always tell
the truth!)
3. type an original script
using proper fonts and
formats
I typed my script
using the proper
fonts and formats
using the writing
process.
4. give the character voice by
designating how the
character should speak
I created voice in
my characters by
through vocabulary,
sentence structure,
and stage
directions.
5. indicate characterization
through stage directions
I used clear stage
directions to show
the characters’
thoughts and
actions.
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QSI LITERACY-10 S05
Copyright © 1988-2014
‘P’-Notes