Although we are committed to improvisation, it certainly is a good, imaginative writing assignment for the students to write dialogue for their scenarios.

Vocabulary: scenario, character, setting, problem, sequence of events, conclusion/solution, dialogue, stage directions, dramaturge

Use:

1. To teach students about dialogue, what characters say, and the form that is used in writing a play
2. To develop writing and editing skills

Standards

1. Theatre:
   • Write dialogue that reflects the voice and reveals the motivation of the characters, and, with stage directions, tells the story
   • Use correct playwriting form
   • Read scripts for the class with poise, vocal variety and gesture that communicate the meaning and feeling of the play
   • Rewrite scripts considering the audience response
2. Language Arts
   • Write a story with appropriate dialogue
   • Use correct spelling, punctuation, capitalization, grammar and usage
   • Convey meaning through verbal and nonverbal communication

Materials: Copies of the students' scripts for the play readers

Your Role:

1. The students should have written a scenario (see previous lesson) or have an idea of the characters and story they want to tell through dialogue.
2. With the students, read the definition of dialogue and stage directions in the Theatre Book, http://artswork.asu.edu/arts/students/tb/03_00_playwriting.htm
3. Read the dialogue example for your grade level. The last two examples are by professional playwrights and are appropriate for middle school children.
   Dialogue Examples, by 3^rd graders
   http://artswork.asu.edu/arts/students/tb/03_07_dialog3rd.htm
   Dialogue Examples, by 4^th graders
   http://artswork.asu.edu/arts/students/tb/03_07_dialog4th.htm
   Dialogue Examples, by 5^th graders
   http://artswork.asu.edu/arts/students/tb/03_07_dialog5th.htm
   Dialogue Examples from The Little Princess
   http://artswork.asu.edu/arts/students/tb/03_07_dialogprincess.htm
   Dialogue Examples from The Birthday of the Infanta
   http://artswork.asu.edu/arts/students/tb/03_07_dialoginfanta.htm\
4. Help the students imagine their characters and what they are saying. There are a number of ways that this can be done.
   • Improvise a scene in front of the class using characters and situations the students have chosen. If the students are quite new to drama, your stepping into role may be helpful in extending and enriching the vocabulary and content of the dialogue. Discuss what the dialogue revealed about the characters and story.
   • Divide the class into pairs or small groups and, working at the same time, have them quietly improvise dialogue related to the characters and stories they are planning to write about.
   • Help the students 'image' their characters and what they are saying. Sometimes a relaxation exercise is a good way to focus attention before beginning. (See theatre warm-ups http://artswork.asu.edu/arts/students/tb/05_01_warmups.htm ) Tell the students that they want to 'see' and 'hear' their characters in their minds-eye. Tell them to shut their eyes. Sidecoach their thinking process. For example:

     'See your characters. Where are they? Inside or out? Are they hot or cold? What are they wearing? What do they want? How do they feel? Now have them talk about the problem. Hear what they are saying. . .'All of this should be quietly presented and is there only to help the students focus. Fewer words on your part, rather than more, will probably help the students the most.

5. Have the students write their dialogues. Your moving from desk to desk to help them deal with the new form, spelling, etc. will be helpful.
6. Collect the plays. Have the students read about the role of a 'dramaturge' at http://artswork.asu.edu/arts/students/tb/03_00_playwriting.htm Tell them that the class will become the dramaturgs by listening to the plays as they are read and by reporting to the playwrights what they understood about the story, setting and characters.
7. Have selected 'good readers' practice reading the plays out loud. We are close to a university and often ask graduate students to come and read the children's plays, or often we ask students from a higher grade to read the plays.
8. If you have students read the plays, it is helpful to have them read about Play Reading at the end of the acting section in the Theatre Book. http://artswork.asu.edu/arts/students/tb/05_00_acting.htm Be certain to have one of the performers read the stage directions plus the descriptions of characters and setting.
9. Prepare the class to listen to the readings. Review the role of audience and dramaturgs as good listeners who will need to answer the following questions so that the playwrights can rewrite their plays and make them even better.

Questions about Dialogue

1. What was the story about?
2. What dialogue helped tell the story?
3. What stage directions helped you see what is happening in the play?
4. What was the setting?
5. Who were the characters?
6. What dialogue fit the characters?
7. What were the characters feeling?
8. What else do you need to know from the dialogue or stage directions to help you understand and enjoy the play?
9. After the play readings, discuss the plays using the questions above. The point is to let the students know, not if their play was good or bad, but when it let the audience know the story and characters they were writing about.
10. Have the students rewrite their dialogues. We often type the final versions and put them in a book for the class and their parents to read.

Time:

• Preparing for and writing the dialogues 30 minutes
• Preparing to read the plays, 15-20 minutes
• Reading and discussing the plays in class, depends on number of plays, but for younger students probably no more than 4 or 5 minutes per script. Older students who will write more may require 5-10 minutes each.
• Rewriting/editing time, 5-10 minutes

Assessment:

1. Did the students' description of characters and setting that precedes the dialogue help you see them?
2. Did the dialogue, word choice and punctuation, find the 'voice' for each character?
3. Did the dialogue and stage directions convey what will happen during the play?
4. Did the play convey the meaning the playwright intended?
5. Was the playwriting form followed? Was the text proofread for spelling, capitalization, punctuation (character voice may mean'usage' is less than precise),and sentence structure?
6. Did the students, during the critique, focus on what the playscommunicated and choose words so they were careful of the feelings of those being critiqued?
7. Did the students rewrite the play after the reading, making changes as suggested by the audience?