The student demonstrates
thinking skills using artistic processes.
The student uses listening
and observation skills to gain understanding.
communicates ideas clearly and effectively.
The student writes clearly and effectively.
writes in a variety of forms for different audiences and purposes.
Using drama as
a prewriting activity, students will write a descriptive piece.
props such as scarves, musical instruments, found objects.
pre-selected list of scenarios or select one of the following:
You receive a letter in the mail telling you have won first
prize in a contest. Tell
someone the good news.
You are meeting a long lost brother for the first time.
You answer the door. What
is he like? What do you say to each other?
How do you react?
You borrowed something precious from you sister then lost
it. How do you tell her about it?
A salesman comes to the door but you are not interested.
He insists on demonstrating the product. How do you handle the situation?
You are delivering papers but instead of it landing on the
porch it breaks the window. The
owner of the house comes out to see what happened.
You see the person next to you cheating on a test.
The teacher suspects both you and your neighbor.
What do you do?
You and your friend find some money on the street.
Just then a woman comes down the street looking for
something and you know it is the money you found.
What do you and your friend do?
Assign a scenario to a group of two or three students (depending
on the number required for the action).
Each person should take a role in the performance.
For instance, in #1, one person should be the winner and
the other the person reacting to the news.
The play should be improvised so each player is reacting,
instead of acting, to the other person.
After each performance, hold a discussion with the class
describing what they have seen using as much descriptive language
as possible. Words
can be listed on the board.
This can be used as a journaling activity with students using the
brainstormed words for another piece.
It can lead to writing a story especially if the scenario
is left unfinished, it can become purely descriptive with students
writing just about what they have seen using as many showing
(instead of telling) words as they can.