Play Writing

Learning to write
plays like

PLAY WRITING Shakespeare

Mrs. Mann
11th-12th grade English

This PowerPoint Presentation would be useful for introducing key elements of play writing in a high school 11 th-12th
grade English classroom. This presentation is helpful in understanding some of the important components of a play
that we’ve seen throughout this Shakespeare unit while reading scripts from Romeo and Juliet, Hamlet, Julius Caesar,
and Macbeth.

Mrs. Mann 1
Play Writing

Standards
■ CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-
structured event sequences.
■ CCSS.ELA-LITERACY.W.11-12.3.A

Engage and orient the reader by setting out a problem,

situation, or observation and its significance, establishing one
or multiple point(s) of view, and introducing a narrator and/or

Standards characters; create a smooth progression of experiences or

events.
■ CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
■ CCSS.ELA-LITERACY.W.11-12.3.E

Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the
narrative.

This Lecture focuses on four main Common Core writing standards. These standards guide us through the
presentation and are heavily implemented in the final writing activity.

Mrs. Mann 2
Play Writing

Objectives
■ Students will understand important
elements of play writing.
■ Students will be able to identify three

Objectives qualities that made Shakespeare a good

playwright.
■ Students will be able create their own two-
page script of a unique self-written scene of
a play.

At the end of this interactive lecture, students should feel comfortable with their knowledge on the key elements of
play writing. They will be able to take what they’ve learned and apply it to the work we’ve done with Shakespeare, as
one of the most famous playwrights in the world. At the end of the lecture, the writing activity will truly asses
student knowledge and their ability to apply what they’ve learned.

Mrs. Mann 3
Play Writing

Watch this!

A Midsummer Night’s Dream, performed at the Shakespeare’s Globe in London. Directed by Dominic
Dromgoole, 2014.

This video of A Midsummer Night’s Dream demonstrates some of the primary topics discussed in this lecture, such
as, conflict, dialogue, character development, and plot. As the students watch through this short ~2.5 minute video,
they will be reflecting on things that they like, what they don’t like, and what stands out the most.

Mrs. Mann 4
Play Writing

What did YOU think?

Take a moment to reflect on the video…

■ What did you like about the scene?

■ If you were the director of this play, what would you
change? (If nothing, then why?)
■ What elements stood out the most to you?
■ Have you ever watched a play in real life? If not,
which of Shakespeare’s plays would you most like to
see?

This Photo by Unknown Author is licensed under CC BY-SA-NC

Student “Hook”: Students should take a moment to reflect on the video clip they just watched. By following the
questions suggested, they will be connecting the video with their own personal opinions and preferences. They will
also be recalling on their own experiences and prior knowledge to think of a time they’ve seen a play performed, or
which Shakespeare play they’d enjoy seeing. By incorporating these more personal questions, students will be able to
make connections between the lesson content and their own lives.

Mrs. Mann 5
Play Writing

IMPORTANT ELEMENTS
OF A PLAY
■ Setting

■ Scene

■ Characters

■ Exposition

■ Plot

■ Rising Action

■ Climax

■ Falling Action

■ Denouement

■ Conflict

■ Dialogue

This Photo by Unknown Author is licensed under CC BY-NC-ND

As we work our way through this interactive lecture, students will come across these important key elements of a
play. Some of these terms are familiar to them, i.e. plot and setting, while others may be unfamiliar, such as,
exposition and denouement. It’s important for students to define and understand each of these terms to gain a
successful understanding of play writing.

Mrs. Mann 6
Play Writing

Stop!
As we work our
Take a moment to
way through this
write down some
presentation, fill in
of those key
the definitions of
elements that may
those unfamiliar
be unfamiliar to
terms in your
you.
Lecture Notes.

Stop! Students should take a moment to turn to their Guided Lecture Notes. In the first chart, they should record any
key terms they are unfamiliar with. As we work our way through the presentation, students will discover some of
these unknown definitions. They will record the definitions on the right side of the chart. By the end of the lecture,
there should be no unresolved definitions. Students should be knowledgeable with all of the key terms.

Mrs. Mann 7
Play Writing

CHARACTERS

■ Characters – Who the actors are pretending to be.

■ Important things to think about when deciding on characters :
- Goals and objectives
- Interesting characters are unique.
- Characters are fully developed and believable.
■ Each character should be important – no need to add additional characters if
they’re not needed in the plot.

This Photo by Unknown Author is licensed under CC BY-NC-ND

Characters are arguably one of the most important aspects of a play. Directors/playwrights designate actors to play
specific character roles depending on their acting abilities, personalities, and unique voice. When students begin
writing their characters, there are a few important things to think about to create well developed characters. What
are the characters’ goals and objectives? For a well developed plot, all characters should have specific desires. If a
character doesn’t want something, then there is little to write about. Characters should be unique and interesting.
Each character should have obviously different characteristics from the other characters in the play. Creating different
personalities, voices, moods, and desires is a sure way to create unique characters. Characters should be fully
developed and believable. Believability is key in creating good characters. Their voices, dialogue, and actions should
align with their unique characteristics. Finally, main characters should be important! Each character should play a
special role in the play. If they aren’t needed in the plot, then don’t add them as characters.

Mrs. Mann 8
Play Writing

Characters: Common
Mistakes
■ Too many characters: The more characters in a
play the more confusing it can be. Keep
characters who are vital to the plot/conflict.
■ Characters aren’t believable: Characters should
behave and speak in a way that is believable (that
doesn’t mean they have to be boring).
■ Characters aren’t unique: Give each character a
specific voice and persona. Don’t allow each of
your characters to sound and behave the same.

As students are learning to work with characters, there are some common mistakes that come up. The first mistake is
having too many characters. Each time a character is added into a story, the plot thickens. As more characters are
added, there is more for the audience to keep track of. It’s important for our plays to be organized and
understandable. Keeping vital characters and eliminating characters who are less useful will create a plot that is easy
for an audience to understand. As stated in the previous slide, characters should be unique and believable. It is a
common mistake for beginning playwrights to create characters that all seem to blend together. Each character
should behave differently, speak differently, and have different wants and desires. By creating believable and unique
characters, the author will be adding more depth and excitement to their plays.

Mrs. Mann 9
Play Writing

Think About It!

Take a moment to copy your answers in your Lecture Notes

Who is your favorite

character in one of
Shakespeare’s plays?

What makes them so

special?

What are their wants

and desires?

Students should take a moment to refer to their Guided Lecture Notes. Here, they will reflect on the previous two
slides and make connections to their own opinions and preferences. Students will decide who their favorite character
is from one of Shakespeare’s famous plays. They will fill in the chart with information about that character. While
students decide what is so special about their favorite characters, they should be thinking about some of the
important aspects of main characters that they just read about.

Mrs. Mann 10
Play Writing

SETTING & SCENE

■ Scene – One segment of actions within a greater sequence of events in a play.

- Allow for enough scenes to build the plot/conflict development.
■ Setting – Time and place of a scene (setting may change from scene to scene)
- Setting should be specific. The more details the better!

Think About It!

When writing a play, think:
■ When does this scene take place?
■ What can be done in this scene to further the plot?
■ What information do we get from this scene?

This Photo by Unknown Author is licensed under CC BY-SA

The setting and scene of a play are important in setting the tone and mood. Each scene, one segment of actions
within a greater sequence of events, has its own setting. The setting is the time and place of a scene. As the play
moves from scene to scene it is important to note that the setting may change multiple times. For example, one
scene may take place in a quiet library and the following scene may take place on a crowded street corner. No matter
what the setting is, it should always be specific. The more detail that goes into a setting will allow for greater
development of mood and tone. When students begin to write their plays, they should think about a few things:
When does this scene take place? What can be done in this scene to further the plot? What information do we get
from this scene. Each scene should be important to the overall plot/conflict of a play. If the scene can be removed
without damaging the plot line, then it isn’t important enough to include it.

Mrs. Mann 11
Play Writing

Exposition: The inclusion

of important
background information •Beginning of play
of a plot or narrative.

Rising Action: Events

PLOT leading to the climax.
Conflict is arising.
•Middle of play
Exposition Climax: Plot reaches its
Rising Action most intense moments.
The height of tension in •Turning point in play
Climax a play.

Falling Action
Denouement
Falling Action: Events
following the climax. •Winding down of play

Denouement:
Resolution or conclusion
of the conflict.
•Conclusion

There are five components of a well-developed plot: exposition, rising action, climax, falling action, and denouement.
The exposition is typically the beginning portion of the play that provides important background information that is
vital to understanding the characters/plot. The rising action is the middle portion of the play that incorporates
important events leading up to the turning point, or climax. These events should build tension or suspense. The
climax is the portion of the play that includes the most intense moments or actions. This is typically the turning point
of a plot that changes the course of the play entirely. For an exciting climax, the events should create high tension,
for example, a devastating break-up, an unexpected death, a marriage proposal, etc. The falling actions of a play is
the portion that is winding down the plot. These are the events following the climax. Typically, these events are less
suspenseful and intense than the previous events. The denouement of a play is the resolution or conclusion of the
conflict. This is the conclusion of the play where the conflict is typically resolved. The denouement can be positive or
negative. Not all plays have to end with a “happily ever after.” It is possible that the resolution of a conflict is not
what the audience expects.

Mrs. Mann 12
Play Writing

Now You Try!

Label the chart with the components that make up a play’s plot.

Climax

Exposition Denouement

Now You Try! Students should take a moment to refer to their Guided Lecture Notes. They should refer to the
previous slide to fill in the blank chart. They will label the five main components of a plot. This chart is an
assessment to ensure that students are knowledgeable of the sequencing that takes place throughout a plot.

Mrs. Mann 13
Play Writing

Plays MUST have conflict

• Obstacles that get in the way of

characters achieving their goals
and desires.

Four categories of conflict:

• Man vs. Man

CONFLICT • Man vs. Self
• Man vs. Society
• Man vs. Nature

There is no plot without conflict! Plays must have conflict to be interesting and worth watching. The conflict is
typically the obstacles that get in the way of a character achieving their goals and desires. We know that all
characters have wants and desires, there should also be road blocks that create challenges for the characters to
achieve those things. There are four categories of conflict: man vs. man, man vs. self, man vs. society, man vs. nature.
It’s important to note that differing conflicts can exist within the same play. Two main characters may be battling for
something they both desire, this would be man vs. man. At the same time, one of the characters may not feel like
they are strong enough to achieve what they want, this would be man vs. self because it’s an internal struggle.

Mrs. Mann 14
Play Writing

Conflict: Common
Mistakes
■ No conflict – There should be at least one obvious
obstacle keeping the character from what they
desire.
■ Why does it matter? – Be sure to make it clear
why the conflict is so important! Conflict should be
clear and easily understood to the audience.
■ Conflict was easily resolved – Create an
interesting climax. The climax is meant to be
intense. Don’t allow the resolution come too easily
to the character.

Beginning playwrights come across some common mistakes when writing conflict. The first mistake is that there is
little to no conflict. There should be at least one obvious obstacle keeping a main character from what they desire.
This conflict should be easily identified and incorporated throughout the plot. The second mistake is that the
audience may not understand why the conflict is important. Be sure to make is clear why the conflict is important.
Ask yourself, why should my audience care about this? Creating a plot/conflict that is relatable will ensure for a more
engaging play. The last mistake is that the conflict was resolved too easily. The climax should be interesting and have
the audience on the edge of their seats. Sufficient struggle provides more plot depth and room for character growth
and development.

Mrs. Mann 15
Play Writing

DIALOGUE

Show don’t tell – The story should be told through the actions and
dialogue of the characters, with minimal narration.
Dialogue should be believable.

Dialogue is character specific – each character has their own “voice.”

Dialogue is purposeful and meaningful.

Dialogue makes up the majority of a play. The script is written with the actors continuous speaking in mind. It’s
important for playwrights to create a play that is told through the actions and dialogue of the characters, with little
involvement from an outside narrator. Tell yourself- Show don’t tell! Show the plot through the actions and voice of
the characters, don’t tell the story through narration. Keep in mind that dialogue should be character specific and
believable. Each character has their own “voice” and they should maintain it throughout the play. Don’t give a
character a piece of dialogue that is unbelievable in relation to their character i.e. a child using vocabulary more
advanced than their age.

Mrs. Mann 16
Play Writing

Think About It!

■ When writing dialogue, think about it:

- What dialogue could be cut out without
harming the story plot line?
- Can you think of a way to say this that is
more character specific?
- Are you allowing the characters to tell the
story through their own words?

As students begin writing their scripts and incorporating dialogue, it is important that they think about a few things:
What dialogue could be cut out without harming the story plot line? Dialogue should be purposeful and important.
There’s no need to be too “wordy.” If the dialogue isn’t needed to build the plot or create tone and mood, then cut it
out. Can you think of a way to say this that is more character specific? Keep your characters genuine and don’t forget
their unique voice! Are you allowing the characters to tell the story through their own words? The perspective of the
play should come from the characters. Allow them to tell the story through their dialogue.

Mrs. Mann 17
Play Writing

Now You Try!

■ On your lecture notes, complete this scene with at least six additional lines of dialogue. Be sure to use dialogue to show
(not tell) what’s going on. Make it purposeful and interesting!

Michael opens the front door…

Rebecca: Michael, it is 3:00 AM, where have you been?

Michael:

Rebecca:

Michael:

Rebecca:

Michael:

Rebecca:

Now You Try! Students should refer to their Guided Lecture Notes for this dialogue activity. The purpose of this short
activity is to practice and asses the knowledge they’ve just learned in the two previous slides. Put your knowledge
and creativity to the test by completing this short script.

Mrs. Mann 18
Play Writing

ACTIVITY

■ Create a two-page script of a unique self-written scene of a

play.
- Include at least two main characters
- Create a clear setting
- Include an important conflict central to the plot
- Create interesting and character-specific dialogue.
Show don’t tell the story!

This is not a complete play. You are only required to write one
important scene.

This final writing activity is an assessment tool to address the students’ knowledge they’ve obtained from completing
the lesson lecture. They should be able to satisfy the objective of writing a two-page script of a unique self-written
scene of a play. They can be creative and write about anything they want as long as they include at least two main
characters, create a clear setting, include an important conflict, and create interesting character-specific dialogue.

Mrs. Mann 19
Play Writing

BRAINSTORM
■ Before you start writing, complete a brainstorm to help you get some ideas

Characters Setting/Scenes Conflict/Plot

Main Character # 1 Scene 1 Main Conflict

Main Character # 2 Scene 2 Denouement/Resolution

Students should use this brainstorm activity as a starting point to writing their scene. This graphic organizer will allow
them to develop two characters, create two ideas for settings, and develop a main conflict and denouement.

Mrs. Mann 20