31 Writing Plays

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Writing Plays

Start-Up Activity

Ask your students why we play music instead of working music, and we play football instead of working football. Music and football both take a lot of work, but we talk about playing them. Ask students for a definition of the verb play. They will probably say something like, "Do something just for fun." Sometimes that is the case, but often music and sports get very serious.

Suggest that the word play in part implies an activity that you do with other people to accomplish a goal. That definition certainly applies to music and football—as well as plays themselves. In the end, all of these activities require performance. They happen in the moment, in front of an audience, and require trained people to do something amazing.

In this chapter, students will learn how to write their own plays.

Think About It

“Life is a song—sing it. Life is a game—play it. Life is a challenge—meet it. Life is a dream—realize it. Life is a sacrifice—offer it. Life is love—enjoy it.”

—Sai Baba

 

Page 274 from Write on Course 20-20

Play

For a full appreciation of this play, have your students first read the story on pages 266-267. The first page of the play adaptation appears on page 274.

Ask for student volunteers to play the parts and perform a bit of reader's theater. Afterward, lead a discussion of the page:

  • How are actions shown in this script? (They are in parentheses and italics.)
  • Why would they appear this way? (The actors aren't supposed to read those words aloud, but instead act them out.)
  • How does dialogue appear in this script? (It is printed in regular type beside the ALL CAPS name of the person who says it.)
  • Why would dialogue appear this way? (The actors first need to know who says what line, and then what to say.)
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Page 275 from Write on Course 20-20

Writing Guidelines: Plays

Help your students see that plays follow the same basic structure as stories. Talk through the plot chart, noting that this example shows a complete story in just five sentences.

Provide the plot chart and have your students fill it in to brainstorm ideas for a play.

Before students start drafting their scripts, though, explain to them the parts of a stage. Knowing the names of different locations will help students imagine movement (blocking) and express it in their scripts.

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Page 276 from Write on Course 20-20

Writing, Revising, and Editing

Once your students have plotted out their plays, lead them through the tips for writing strong beginnings, middles, and endings. Give them time to work on their plays.

When students finish their scripts, provide the revising and editing checklist to help them improve their work.

Ask students to enlist other classmates in putting on their plays.

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