Unit/Lesson Title: Unit 6: Drama - Dramatization of a Narrative Day/Dates: 5 days Grade:7

Who do I teach? Alignment to Curriculum Framework/CCSS

As I plan, what are the things I want to consider about
my learners? Who are my learners?
The students in this mod have various learning
styles which will be utilized at various points in this
lesson. Collaboration will be essential in order to
be successful, so students will be allowed to
choose their own groups.


RL: 7.1, 7.2, 7.3, 7.5, 7.9; W: 7.1, 7.2, 7.3, 7.4,
7.9; SL: 7.1, 7.2, 7.5
KUD What do I teach?
Knowledge: Relationship between Narratives and Drama, dialogue, stage directions, setting, plot,
conflict, and characterization

Understand: Students will understand that drama is a live action performance of narrative that relies on
dialogue to advance the plot.

Do: Students will create a dramatization of a previously read narrative using iMovie.
ASSESSMENT WHAT IS MY EVIDENCE OF LEARNING?
How are you collecting evidence of student understanding?
Students will create a written script of their scene. Scripts must be in the correct format and include
character dialogue, stage directions, and set explanation.
How are you using that information to inform your instruction?
Upon completion, groups will swap scripts so that they can see how the narrative prose was translated
into the dramatic form. They will be allowed to make comments and suggestions so as to improve the
presentation of the scene.

Classroom formative assessments, Performance Task(s), and Other evidence
The script will work as the formative assessment based on accuracy of dialogue, setting,
characterization, and stage directions.


Instructional Learning Plan How do I teach?
How will the lesson support acquisition, meaning-making, and transfer of content knowledge,
understandings, and skills?
The lesson supports acquisition and meaning-making by applying the abstract concepts of drama into a
concrete form (the iMovie). The students will also be transferring prior knowledge from the previous
narrative unit in order to create linear story that include all elements of plot and conflict. Ultimately the
fluidity and coherence of the finished iMovie will determine whether or not the skills were mastered.
What are the questions I must ask my students to insure rigor for all learnings (How will I stick with
students who are struggling?)
What should act as the foundation of a Drama?
What aspect should you start with when creating an original play?
How will you approach characterization/character traits in your drama?
If students are struggling they will be prompted to use the narrative itself as a crutch. The ideas have all
been developed for them already so they are simply translating it into a visual representation. If
problems persist, we could focus on one aspect of the drama at a time, only dialogue or only stage
directions; piece it together slowly until the big picture becomes clearer.


Learning Activities: Brief Summary and description of how you will orchestrate instructional best
practices during this lesson to ensure student understanding.

Whole Group: iMovie would need to be taught in isolation so that students understand how to
manipulate the application. Exemplar of how to translate prose into the dramatic format will be
explained.

Small Group: Create a step by step plan on how to complete the project successfully. Begin translating
the prose into the correct dramatic format. Use iPad and the iMovie app to film and edit the scene with
accurate dialogue and stage directions.

Lesson Closure: Student groups will swap scripts and receive peer feedback on how they could have
improved their play, or what they did well. All movies will be viewed by the class.


Instructional Resources/Materials/On-line

Textbooks with designated scenes from narratives
iPads with iMove app
Exemplar script taken from one of the sample scenes

Extended Learning:

Students will be asked to find examples of situations where a book they have read was turned into a
movie. In their response they need to explain The Good (what the movie translated well from the book,
or even better) The Bad (the items the movie left out or changed from the book version) and The Ugly
(the items in the movie that altered the book negatively).
Lesson Accommodations:

Uses technology, visuals, small group work.
What will you do if students do not understand?

Peer mentor/tutor
Allow more time to access and manipulate iMovie
Provide more exemplars on how prose can be translated to the drama format