Screenwriting Lesson Plan

Dialogue Scene
Stage 1 - Desired Results
Content Standard(s):
AVTF.02 Understand and demonstrate technology and process related to audio/video technology and film.
AVTF.02.01 Demonstrate the planning process.
AVTF.02.01.a Implement preproduction planning process.
Unpacked Standard(s):
Essential Question: CURIOSITY
Students will explain a screenplays role in
In terms of storytelling what does the quote,
the first stage of filmmaking, preproduction.
give the audience 2+2 not 4 mean?
(AVTF.02.01)
How can dialogue be used to develop realistic
Students will recognize the elements of a
characters?
screenplay format. (AVTF.02)
How can dialogue be used to move a story
Student will practice character development.
forward?
(AVTF.02)
Student will demonstrate the functions of
dialogue. (AVTF.02)
Short and sweet
Moves the story forward
Supports character development.
Student will demonstrate mastery of
screenwriting software. (AVTF.02)
Student will practice writing a short
screenplay.
Student will critique peer screenplays
(AVTF.02)
Student will practice writing multiple drafts of
a screenplay.
Student will create a short dramatic
screenplay. (AVTF.02.01)
Students will set their own personal goals by CURIOSITY
Completing a short online pre/self-assessment.
Reading the rubric and completing a goal setting worksheet.
Progress on students personalized goals will be monitored by
Daily review of the project check list (Rebora, 2014)
Periodic reviews of the rubric.
Daily reflection exit ticket. (Submitted through Google Classroom)
What did you complete today? What are you going to be working on tomorrow?
Based on responses to these questions will review checklist and/or rubric next class.
Rules and Procedures (Module 5)
Follow schools cell phone/electronics policy.
SLANT

 Students must set with their prearranged groups (set up on a quarterly basis)
Everyone must contribute to group discussions (think-pair-share)/tasks (peer critiques).
Warm and Cool feedback at all times.
Stage 2 - Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results. (15 min.) CONNECTION and
COHERENCE
Pre-assessment tested student knowledge of
Role of screenwriting in the preproduction process.
Mastery of screenwriting software
Key screenwriting terms
Format of a screenplay
Functions of dialogue
Analysis of Pre-assessment:
30% of the class has a clear understanding of screenwriting. They understand key terms and a
screenplays place in preproduction. They have all written a screenplay sometime in the past.
25% of the class has a basic understanding of screenwriting. They knew some of the key terms
and are somewhat familiar with a screenplay. They have never written a screenplay but have
done some creative writing.
45% of the class has limited knowledge of screenwriting. They have never written or read a
screenplay. They know very few if any of the key terms associated with screenwriting but
almost all of them have done some creative writing.
Performance Task(s) or Assignment Descriptions(s):
Using a completed screenplay student will work in small groups to label all the key elements of a
script. The keywords will be posted on our word wall. Each group will have a different script. They
will share out their results. (15 min.) CONNECTION
Students will work with the instructor to learn how to use Amazon Storyteller (screenwriting
software). Using this software will also reinforce the key terms from the first assignment as each task
is labeled using those terms. (15 minutes to sign in and download software. 30 minutes to practice
writing a scene) COACHING, CONNECTION
Using think pair share students will read and share out the rules that apply to dialogue, action and
characters. (15 minutes) CONCENTRATION
Students will write a brief dialogue scene using based on a prompt. They will be expected to use the
software and prior knowledge form the other lessons. This will be formative assessment so the
instructor can gauge where students are. (30 minutes with constant checks for understanding and oneon-ones) CONTEXT, CONECTION, COACHING
Student will write their own short dialogue scene; they will create their own story. Students will learn
about draft writing; they will be expected to turn in two drafts (formative assessment) before
submitting their final draft. (60-minute lab with constant checks for understanding and one-on-ones)
CONTEXT, COACHING, CONNECTION

Rubric:
Screenwriting
Short Dialogue Scene
4 (Exceeds)

3 (Meets)

2 (Approaches)

1 (Attempts)

Screenplay Screenplay is clean

Format
of all errors and
formatted
with precision

Screenplay is clean of
spelling, grammar,
and punctuation
errors, with only
minor screenplay
formatting errors

Some formatting
rules
followed, but needs
some revision

Character

Characters
motivation is
revealed through
though subtle
action, and
atmospheric details

Characters
motivations are
clearly designed and
developed through
action

Characters feel
Characters seem
somewhat believable stiff and unrealistic,
but, at moments,
not convincing
clich and predictable

Dialogue

Dialogue assists and

carries the story
from start to end;
dialogue is always
consistent with the
story line and
allows for realistic
characters

Dialogue allows story

flow; dialogue is
consistent with the
story line and allows
for characterization

Dialogue slightly
inhibits story flow;
dialogue is sometimes
not consistent with
the story line and
does not allow for
complex
characterization

Dialogue does not

allow for story
flow; dialogue is
not consistent with
the story line and
does not allow for
characterization

Writing

Writing shows clear

evidence of well
executed editing in
regard to spelling,
grammar and
punctuation

Writing shows
evidence of editing in
regard to spelling,
grammar and
punctuation

Writing shows some

evidence of editing in
regard to spelling,
grammar and
punctuation

Writing shows no
evidence of editing
in regard to
spelling, grammar
and punctuation

Self or Peer Assessments (Module 5)

Students will complete daily reflections as
part of their exit ticket. (5 min.)
CONNECTION
Individual scripts will be critiqued by three
different students. (45 minutes. Three 15
minute rotations) COACHING
Student will complete a project reflection at
the end of the unit. (15 minutes)
CONNECTION, COHERENCE, CONTEXT

Screenplay
presented in rough
draft form;
formatting
instructions
not followed

Formative Assessments, Summative Assessments,

etc.
Formative Assessments
Screenplay based on prompt
CONNECTION
Rough draft 1 (online feedback
through Google Classroom)
COHERENCE, CONTEXT
Rough draft 2 (online feedback
through Google Classroom)

COACHING, CONNECTION
CONTEXT
Observation and 1 on 1s throughout
the whole process (Formative
Assessment 2013). COACHING
Summative assessment
Final script. CONNECTION,
CONTEXT
Stage 3 - Learning Plan - Directly Aligned to Content Standard AND Assessments
Learning Activities: (Module 4)
1. Role of screenwriting in preproduction (Where does it fit?) CURRIOSITY, COHERENCE,
CONCENTRATION, COACHING
a. View the opening scene of The Dark Knight. (5 minutes)
b. Hand out copy of screenplay excerpt.
i.
Read scene excerpt from script. (5 minutes)
ii.
Think-pair-share: Compare and contrast script to viewed scene. (Connections between
written word and finished sequence). (15 minutes)
iii.
Think-pair-share: Screenplay as a blueprint. (Besides the story how does the
screenplay tie into preproduction?) (15 minutes)
2. Elements of the screenplay CONCENTRATION, COHERENCE, CONCENTRATION
a. In small groups discuss the unique elements of the screenplay. What stands out to them? (i.e.
characters names are capitalized and centered, dialogue is centered in the page, setting is
capitalized) Get them thinking about the uniqueness of the document. (15 minutes)
b. Give them the key vocabulary and in their groups have them label scripts with what they think
is the right vocabulary word. (A lot of this vocabulary is easy to figure out). (15 minutes)
c. Review the correct terms and layout. Have students jigsaw to develop rules for writing a
screenplay. (i.e. written in present tense, show dont tell, enter scene late and leave early...?)
(30 minutes with constant checks for understanding and one-on-ones)
3. Character CONNECTION, CONCENTRATION, CONTEXT
a. Discuss show dont tell (5 minutes)
b. Think-pair-share: How we learned about the characters through their actions. (Revisiting
Dark Knight script. (15 minutes)
c. Exit Ticket: What makes a film character believable? (10 minutes)
4. Functions of dialogue. CONCENTRATION, CONTEXT AND COHERENCE
a. Students work in groups to find examples of good dialogue using YouTube and posting the
link along with a short write up of the questions below in Google Classroom. (30 minutes with
constant checks for understanding and one-on-ones)
i.
How does it move the story along?
ii.
How does it help develop the character?
5. Screenwriting software. CONNECTION, CONTEXT, COACHING
a. Create or use personal Amazon accounts so students can access their free screenwriting
software, Storyteller. (15 minutes)
b. Practice copying short segment of Dark Knight script. (Just enough of the script so they

learning the basic keyboard controls of the software. (30 minutes with checks for
understanding and one-on-ones)
c. Post finished examples in Google Classroom. (5 minutes)
6. Student will practice writing a short script (30 minutes with checks for understanding and one-onones) COACHING, CONNECTION, CONTEXT AND CONCENTRATION.
a. Give students 3-5 short scenarios/writing prompts. (Choice)
b. Must write a screenplay consisting of
i.
At least two scenes
ii.
Two characters talking
iii.
Proper use of format.
iv.
Final scripts are turned in through Google Classroom (feedback).
1. Review consistent issues based on feedback, redirect instruction.
7. Think-pair-share: Discuss the meaning of quote Give the audience 2 + 2 not 4 by posting question
in the classroom. (15 minutes) CURIOSITY, CONCENTRATION
8. Students pick and write their own screenplay. (60-minute lab) (Choice) CONNECTION,
COHERENCE
a. At least 5 scenes
b. No more than three characters.
c. Demonstrate understanding of good dialogue and character.
d. Properly formatted
e. Review rubric
9. Write a rough draft. CONTEXT
10. Critique rough draft. CONCENTRATION (Three 15 minute rotations)
a. Warm and cool feedback from peers and instructor. Warm = something good. Cool =
something to think about.
11. Turn in final draft to Google Classroom (5 minutes) (feedback will be posted here)
Re-engagement techniques to be used:
1. I will use humor throughout the unit to re-engage students (W. Strean, 2011).
2. Throughout this lesson the pace will be changing as we move from one exercise to another (Seven
Ways to Increase..., 2013). Students will also be switch from individual to group work.
3. Student will receive timely and constructive feedback throughout. (Seven Way to Increase..., 2013)
4. At the end of each day students will complete an exit ticket where they will use the 3, 2, 1 method to
reflect on what they learned, unless otherwise directed. They will write about three things they
learned, two things they found interesting (might need to coach them on the difference) and one
question they have, they can then share with a peer or turn in to me. (Seven Ways to Increase...,
2013). This student feedback can be used find learning gaps and to create discussion topics in the next
lessons.
Relevancy:
Part of my Career and Technical Education philosophy is to coach my students on the relevance of school
work to 21st century skills (What are 21st century..., 2015). Throughout this unit students will have the
opportunity to utilize 21st century learning skills such as critical thinking, creative thinking, collaboration and
communication. They will also utilize 21st century literacy skills such as information literacy, media literacy
and technology literacy. Students have the prior knowledge to identify when these skills are being utilized.

Student interaction:
Throughout this process students will complete reflections posted in Google Classroom. Their feedback will
be timely and constructive; this will be occurring at the end of each session. Students will also be working in
small groups or individually throughout which will allow me to move around the classroom and check in with
students (Advantage of Advisory 2014).
Stage 4 Feedback Strategies, including Timeliness (Module 5)

Rubric
Daily feedback will be attached to returned exit tickets. (5-10 minutes)
Active supervision/observation will be used while students complete in class work. (Effective
Classroom 2012).
o One-on-one feedback
Students will receive feedback from 3 peers before turning in the first draft of their script. (Three 15
minute rotations)
Instructor will attach feedback to their returned scripts, these are not graded yet. (10 minutes)
Students will receive feedback from 3 peers before turning the final draft of their script. (Three 15
minute rotations)
Instructor will attach feedback to their returned scripts along with a grade. (5-10 minutes)

References:
Colorado Career and Technical Education. (n.d.). Retrieved from https://coctestandards.cccs.edu/
Goodwin, B & Ross, E. (2013). The twelve touchstones of good teaching. Alexandria, VA: ASCD.
NCTE Position Statement. (2013). Formative assessment that truly informs instruction. Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources/Positions/formative-assessment_single.pdf.
Strean, W. (2011). Creating student engagement? HMM: Teaching and learning with humor, music, and
movement. Alberta, Canada.
Hurst, S. (2013). Seven ways to increase student engagement in the classroom. Retrieved from
http://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom.
Thoughtful Learning. (2015). What are 21st century skills? Retrieved from
https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills.
Teaching Channel. (2014). Advisory and check-in support Retrieved from
https://www.teachingchannel.org/videos/benefits-of-advisory-eed.
Rebora, A. (2014). The art of using checklists in the classroom. Retrieved from
http://blogs.edweek.org/teachers/teaching_now/2014/02/the_art_of_using_checklists_in_the_classroom.html

Missouri Schoolwide Positive Behavior Support. (2012). Effective classroom practice. Retrieved from
http://pbismissouri.org/archives/1304.