Page 110 - SpringBoard_Writing_Workshop_Grade7_Flipbook

9
WRITING WORKSHOP
Script Writing
Learning Targets
• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Script Writing
A script is a text that guides the performance of a play or film. Script writing is a type of creative writing that allows writers to share ideas and observations about life through characters, conflicts, and themes. This type of writing can use real, personal experiences as well as imagined situations. Because the ultimate purpose of a script is a dramatic performance, a scriptwriter should include stage directions or dialogue cues that provide instructions for the actors’ vocal and visual delivery.
To complete this workshop on script writing, you will work with your teacher and your classmates to construct two model scripts. You will then use these models to write your own script.
ACTIVITY 1
Discovering the Elements of a Script
Before Reading
1. Discussion: Think about your own experiences with scripts and performance. In what different ways have you seen or heard scripts performed (on stage, in film, on the radio or television)? How are scripts different from other narratives, such as novels or short stories?
2. Use the QHT chart on the following page to rate your level of familiarity with the following terms: script, performance, setting, plot, exposition, conflict, complications, resolution, characterization, narration, dialogue, stage directions, vocal delivery, visual delivery, tone, gestures, audience, mood, and imagery.
LEARNING STRATEGIES Brainstorming, QHT, Think-Pair-Share, Marking the Text, Free Writing, Drafting, Discussion Groups, Sharing and Responding, Graphic Organizer, Adding, Deleting, Rearranging, Revising Prior Work, Self- Editing/Peer-Editing
ACADEMIC VOCABULARY
Vocal delivery refers
to the ways words are expressed on stage through tone, pitch, volume, rate (or speed)
of speech, pauses, or emphasis.
Visual delivery refers to the way plot, character, and conflict are expressed on stage through gestures, movement, and facial expression.
Writing Workshop 9 • Script Writing 1
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