Objective: Students will be able to demonstrate an ability to revise a script based upon personal analysis and feedback as they revise and turn in their short-film scripts.
Standard 7–8.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.
Standard L2.T.CR.8: Generate ideas from research and script analysis to devise a performance that is believable, authentic, and relevant in a drama/ theatre work.
Standard L2.T.P.1: Develop the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work.
EQs & EUs:
What makes for good dialogue?
How can feedback help us grow? What are some areas of your life where you receive feedback and suggestions from others? How can we get better at receiving feedback?
Feedback comes in a variety of communication methods and situations.
We can improve our ability to graciously accept feedback as we learn to seek it out.
Feedback is a vital part of growth and mastery of concepts.
Script Rewriting Assignment (2 copies printed, and one uploaded onto Google Classroom as an assignment. You can create the assignment so that it makes a separate Google doc of the document for each student.) Lesson 6.Rewriting Assignment
“I have a sample script, not one of yours. Who would be willing to read one of the parts?”
Hand out copies of the “Rewriting Assignment.” Have your two volunteers each select a character and read the scene.
How relatable were these characters? Why?
Reasons students might give for why they are relatable:
I don’t like to talk much either.
These are just like the contentless scenes we did.
Reasons students might give for why they are not relatable:
I don’t know anything about them.
There isn’t really much said in the conversation
I don’t know what is happening with them.
When there isn’t enough detail given, our characters can be difficult to relate to. Let’s see if we can flesh out this script a little.
Have students open up the “Rewriting Assignment” on Google Classroom and work in partnerships to add lines and sound effects to the script. Encourage them to fix any problems with formatting.
After a few minutes, ask if any partnerships want to read their revised script for the class. Select two to three partnerships.
Ask all students to turn off their computer monitors for the following discussion so you can be sure that they aren’t getting distracted by their screens. You may have them come and sit on the floor.
Now, that script was a little weak, but it wasn’t bad. It just needed some feedback and revision. Feedback is necessary to growth and mastery of skills/content, but often it can be disappointing or difficult. Think of the kind of feedback that microphones give off. The loud screeching sound is quite unpleasant, but people react and learn pretty quickly where they should and should not hold the microphone.
What are some areas in life that we receive feedback?
How can feedback help us grow?
Sometimes, you don’t notice something until someone else points it out.
It’s not always easy to get feedback. How can we get better at receiving feedback?
Seek out opportunities to get feedback
Accept feedback gracefully when given. Don’t argue about it.
Scroll to picture of Martin Luther King, Jr. Does anyone know who the man with the notepad is? It’s a man named Clarence B. Jones. He is currently a professor at Stanford University. He also was an advisor to Martin Luther King. King would practice his speeches with several of his advisors and ask them for feedback.
Ask students why King might have wanted feedback.
Possible responses include:
To help him improve
So he could get a more accurate understanding of himself and the effects he was having.
To know what was successful and what wasn’t
Even well known, inspiring speakers are open to feedback and seek help and assistance. They aren’t too “good” or successful to receive help.
We want to be like King – seeking and applying feedback to get better.
Revising in groups (30-40 minutes)
Have students open up their scripts on Google classroom. These have been returned and graded. Allow students time to get together in groups and review the feedback on their rough drafts. Their final draft will be due _____________.