East Detroit Public Schools
Lesson Design

Author: Shane Barr
Subject Area: English Language Arts
Grade Level: Upper Elementary, Middle School
Title: Hollywood
Topic: Reading/Analyzing a Play

Length of Unit: Two weeks
Materials Needed:
Power Macintosh G3 computers
large monitor or projection system
Hollywood software program
play to be read aloud
(contains theme found in Hollywood)

Standards-Based Outcomes (MDE):

English Language Arts:

I. Meaning and Communication

Content Standard I, 1: All students will read and comprehend general and technical material.

2. Read with developing fluency a variety of texts, such as short stories, novels, poetry, plays, textbooks, manuals, and periodicals.

Content Standard I, 2: All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.

1. Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes.

2. Recognize and use authors' techniques in composing their own texts. Examples include effective introductions and conclusions, different points of view, grammatical structure, and appropriate organization.

Content Standard I, 3: All students will focus on meaning and communications as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.

1. Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country.

Content Standard III, 5: All students will read and analyze a wide variety of classic and contemporary literature and other texts to seek information, ideas, enjoyment, and understanding of their individuality, our common heritage and common humanity, and the rich diversity in our society.

1. Select, read, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

Cue Set:

Initially, the teacher reads a play with the class. This can be done in many ways. One way is to read the play orally with students and have them act out various scenes. As the play is read, major story elements and components are examined. Careful attention is paid to how the play is written. The teacher focuses on the parts of the play (scenes, settings, stage directions, etc.).

Best Shot Instruction:

• After the students have analyzed how the playís author constructed the play, the teacher reviews the elements which all well written plays employ (plot, dialogue, etc.).
• The teacher then gives a theme upon which all students will base their plays. This theme is similar to the one found in the play read by the class. It must match one of the themes found in the Hollywood software program which students later use to create their animated plays.
• Before students begin to write their play, a rubric is shared with them which lists what each play must contain. If the teacher has examples of plays written by former students, they are shared at this time.
• In addition, students are given a demonstration of the capabilities of the program Hollywood. During the demonstration, the teacher shows students how they will transform their written plays into animated versions on the computer.
• Students then write their plays, keeping in mind the rubric and the capabilities of the Hollywood program.
• After each play is edited, revised and rewritten, students create their animated plays on the computers in the computer lab.
• After all the plays have been transformed, they are transferred from the computers in the lab to the classroom computer. A day is then chosen as the performance day. Parents or other guests may be invited to view all of the performances on this day.

Reteaching and Enrichment:

This program allows students to write more than one play. The teacher reviews the first performances and makes suggestions for improvements. Another theme is given to students for their second plays.

Review and Closure:

Students present their plays to the class individually. Each student in the audience is to write one good thing about the play as well as one constructive suggestion for improvement. Each student receives these comment sheets along with the teacherís grade and comments.

Assessment:

Formative Assessment:

The studentís performance on a class-created or standardized test is noted. The test contains questions regarding story/play elements and play parts.

Summative Assessment:

Students write and create a computer play that contains the necessary play parts and elements. These parts and elements are part of a rubric that each student follows to successfully create a play.

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