- Provide students with information about supplies, work schedule and due dates. Use the rubric to define expectations and project components and to clarify how you will assess student work. Tell students if you expect a rough draft of their scenes or monologue.
- Ask students to identify a theme or issue from the text about which they feel strongly. Form skit groups around themes, or groups students who want to write and perform monologues.
- Introduce students to the Do Something Student Planning Guide. Instruct them to use the Guide to sketch an outline for their skit or monologue.
- Pair students or break students into small groups to discuss these questions: What is the conflict in your scene or monologue? How will your scene or monologue end?
- Allow ample class time for students to write and rehearse.
- Allow time for students to perform for each other during rehearsal. Peer feedback can help students determine if they are clearly communicating their message.
- Schedule formal student performances in each class. If successful, consider inviting guests (e.g., family, administrators) to an encore performance.
- What was your performance piece? What were its strengths? How was it effective in conveying its message?
- Is drama an effective vehicle for social justice change?
- What did you learn from this experience? What about the process stands out for you? What did you learn from the performances you watched?
- How does the final product relate back to the central text?
English language learners
Explicitly teach vocabulary associated with the task (“drama,” “improvisation”). Develop a theme-related word bank for students to use in scenes. Provide ample time for students to practice their lines with you.
Connection to anti-bias education
Dramatic writing allows students to explore their own identities or experiences. They can also enact moments of courage, or re-write a scene that reverses an injustice. Talking through scenarios, performing and reflecting push students to engage the anti-bias themes.