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English 9 Term 1 Week 7 | Publishing a Script for a One-Act Play (Prewriting Process) — Transcript

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0:00Now, let's begin the pre-writing stage
0:02of creating a one-act play. In this
0:05lesson, you will brainstorm ideas,
0:07organize your thoughts, and plan the
0:09characters, setting, conflict, and plot
0:13before writing your script.
0:15Today, we'll begin the pre-writing stage
0:17of creating a one-act play. You'll
0:19brainstorm ideas about Anglo-American
0:21drama themes, then organize them into an
0:24outline for your original script.
0:26Instructions: Recall the definitions
0:29descriptions of socio-cultural,
0:31historical, and biographical contexts of
0:34an Anglo-American poem.
0:36Complete the figure below by supplying
0:38the definition or description of each of
0:40the types of contexts. Socio-cultural
0:43context explains how the beliefs,
0:46traditions, customs, values, and way of
0:50life of a society influence a literary
0:52text. It helps readers understand how
0:55the culture of a community shapes the
0:57characters, themes, and events in the
1:00work.
1:01Historical context explains how
1:03historical events, important time
1:05periods, and social or political
1:08conditions influence a literary text.
1:11It helps readers understand why the
1:13author wrote the work and how history
1:16affected its message.
1:17Biographical context explains how the
1:21author's life experiences, background,
1:24beliefs, and personal challenges
1:26influence a literary text. It helps
1:29readers connect the author's experiences
1:31to the themes, characters, and ideas in
1:33the work. Before we begin our new
1:36lesson, let's review what we learned
1:38previously.
1:39Think about the three contexts used in
1:42analyzing Anglo-American poems:
1:44socio-cultural, historical, and
1:47biographical.
1:48Reflect on how they differ, why they are
1:51important, and what skills you developed
1:53from analyzing them. Feel free to share
1:55your ideas with the class.
1:57Carefully observe the poster of A Memory
1:59of Two Mondays. Look for details that
2:02give clues about the story, its
2:04characters, setting, or theme.
2:07After sharing your observations, we'll
2:08learn more about the play through its
2:10background and a short synopsis.
2:12A Memory of Two Mondays is a one-act
2:15play written by Arthur Miller.
2:17Unlike a full-length play, which has two
2:20or more acts, a one-act play tells its
2:22story in just one act. Many traditional
2:26plays follow a three-act structure,
2:28while Shakespeare's plays commonly use
2:31five acts.
2:32A Memory of Two Mondays is based on
2:34Arthur Miller's own experiences. The
2:37play follows a group of workers in a
2:39Brooklyn automobile parts warehouse
2:41during the Great Depression of the
2:421930s, when about one in four Americans
2:45was unemployed. Through their daily
2:47struggles, the play reveals the
2:49hardships, resilience, and hopes of
2:52ordinary people.
2:53Unlike action-packed stories, A Memory
2:56of Two Mondays focuses on its characters
2:59and their lives. The main character
3:01dreams of earning a college education
3:04while working in a warehouse with people
3:06burdened by poverty, hopelessness, and
3:08alcoholism during the Great Depression.
3:11Through their experiences, the play
3:13highlights both the challenges of
3:14survival and the hope for a better
3:16future.
3:17The Einstein Books edition of A Memory
3:20of Two Mondays includes additional
3:22readings to deepen your understanding of
3:24Arthur Miller's works.
3:26These include his essay Tragedy and the
3:28Common Man, an excerpt from An Enemy of
3:31the People, and several of his memorable
3:33quotations.
3:34Together, these texts provide insight
3:37into his views on society, ordinary
3:39people, and the purpose of drama. Before
3:42we read the play, let's unlock some
3:44important vocabulary. Rearrange the
3:47jumbled letters using the context clues.
3:50These words will help you better
3:51understand the one-act play we'll study.
3:54Look at the jumbled letters and the
3:56clue. This term refers to a short play
3:59with only one act, one main plot, and
4:03one setting.
4:04The correct answer is one-act play. This
4:08word refers to the written dialogue and
4:10stage directions that actors perform.
4:13The correct answer is script.
4:16This person writes plays for the stage.
4:18A playwright creates the story,
4:20characters, and dialogue. The correct
4:23answer is playwright.
4:25Every one-act play has important parts
4:28that make up the story. These are called
4:30the elements of a play.
4:32The introduction is the beginning of the
4:35play. It introduces the characters,
4:37setting, and the situation.
4:40Characters are the people in the story.
4:42They drive the action and help develop
4:44the plot.
4:46The setting tells us where and when the
4:48story happens. It provides the
4:50background for the events in the play.
4:52The rising action is the series of
4:55events that build suspense and lead to
4:57the most exciting part of the play.
5:00The climax is the turning point of the
5:02story. It is the moment of greatest
5:05tension or excitement. The denouement is
5:08the ending of the play. It resolves the
5:11conflict and wraps up the story. The
5:14theme is the central message or lesson
5:17of the play. It tells us what the story
5:19is really about and what the author
5:21wants readers to understand.
5:24Now that you've learned the key
5:25vocabulary of a one-act play, it's time
5:28to see these concepts in action. Read
5:30the sample script carefully and pay
5:32attention to its characters, setting,
5:35dialogue, and plot. As you read, think
5:38about how the elements of a one-act play
5:40work together.
5:41Afterward, answer the guide questions
5:43based on the script. Let's begin reading
5:46the one-act play Touched by an Alien by
5:49D.M. Larson. The story takes place on a
5:52strange planet where four space
5:54explorers are conducting research.
5:56Suddenly, two explorers come running,
5:59chased by mysterious aliens. Just as
6:02everyone expects danger, the situation
6:04quickly changes when the explorers begin
6:07chasing the aliens instead.
6:09As you read, pay attention to the
6:11setting, characters, dialogue, and
6:13actions because these are the key
6:15elements of a one-act play.
6:17>> Care for some tea, Commander? Why, yes,
6:20Captain. That would be lovely.
6:23>> Captain begins pouring a cup of tea for
6:25Commander.
6:26Suddenly, an alien races past, knocks
6:30the tea from Captain's hand, and quickly
6:32runs away.
6:33Cadet and Grunt immediately chase after
6:35the alien.
6:36>> How rude.
6:38>> [laughter]
6:39>> I vote for sub-intelligent life forms.
6:42>> Noted. They do appear to be quite
6:45savage.
6:46>> Grunt and Cadet return, dragging one of
6:49the aliens they have captured toward
6:51Captain and Commander. Cadet, excitedly.
6:55>> Yeehaw! [snorts]
6:56We got one!
6:57>> Grunt, commanding. On your knees,
7:00maggot.
7:01>> Grunt forces the captured alien to kneel
7:04before Captain and Commander. Commander
7:06steps forward and scans the alien with a
7:08handheld device.
7:10Commander, surprised. Scanning, imaging.
7:15Oh.
7:16>> Captain, curiously.
7:18What is it?
7:20>> Special alert from the Intergalactic
7:22Shopping Network. That new face scanner
7:25is 50% off this week.
7:28>> The explorers eagerly gather around
7:30Commander to look at the shopping alert.
7:33While they are distracted, the captured
7:35alien quietly sneaks away unnoticed.
7:39>> Buy it. Buy it.
7:41I love this new app. It makes purchasing
7:44so much easier. The deals I'm finding
7:47are amazing.
7:49Uh, which one of you was watching the
7:51alien?
7:53Cadet and Grunt look at each other, each
7:55waiting for the other to take the blame.
7:57Frustrated, Grunt punches Cadet, adding
8:00another humorous moment as the escaped
8:03alien gets farther away. Ow! Get moving.
8:07You're like 12. How did you get in
8:10officer training?
8:12I was on this colony ship and impressed
8:14one of the space explorers with my
8:16incredible intelligence. And it doesn't
8:20hurt that your father is an admiral.
8:23Commander laughs at Captain's playful
8:26remark.
8:27Move it.
8:29I'm so reporting you.
8:32Cadet and Grunt rush off to continue
8:34chasing the escaped alien.
8:37Commander of log, space date 9er 02
8:40alpha.
8:41You so have something in your teeth.
8:45Thanks.
8:46Commander uses the screen on the device
8:48as a mirror to check his teeth before
8:50continuing his video log.
8:52I think you're still recording.
8:54Streaming live. Great.
8:58Think we can get those aliens to sign
9:00the Galaxy Confederation charter?
9:03I have ways of making that happen.
9:06Promise me you won't chop off one of
9:08their hands again. That was so gross.
9:11Worked, didn't it? Handprint signature
9:14was a sure thing after that. But you got
9:17alien goo all over the weep pad. It
9:20still doesn't work right.
9:23Fine. Do it the hard way.
9:26Cadet and Grunt return dragging another
9:28captured alien toward Captain and
9:30Commander.
9:31Hello, good alien. Please sit.
9:34Grunt firmly forces the alien to sit
9:37down.
9:38Care for some tea?
9:40Oh, this is going to take forever.
9:43Want me to do the hand thing?
9:45Grunt pulls out a huge knife and raises
9:48the alien's hand, preparing to use
9:49force.
9:50Captain and Commander react as the tense
9:53yet humorous scene continues.
9:55The captain here doesn't like that.
9:58That's against our Galactic
10:00Confederation code.
10:02Grunt laughs at Cadet's warning and puts
10:04the knife away. We're a long way from
10:07the GCC, Cadet.
10:10Cadet proudly points to the GCC badge on
10:13the front of the uniform.
10:14Wherever you see this badge, the GCC is
10:17the law and I shall
10:19Before Cadet can finish, Grunt grabs the
10:21badge from the uniform and throws it as
10:23far away as possible.
10:25Hey!
10:27Cadet runs after the badge while Captain
10:29calmly turns to the alien.
10:31So, my friend,
10:33what kind of tea do you like? I can
10:35generate any number of flavors.
10:38Make it extra hot.
10:40No torture.
10:42Grunt.
10:43Commander?
10:44Commander.
10:46Listen to the captain.
10:48>> [sighs]
10:48>> I'm so transferring after this mission.
10:51Captain. Speaking kindly to the alien.
10:54So savage. I know none of this means
10:57anything to you, but I simply need your
10:59handprint. It says you agree to the
11:01Galactic Confederation code and your
11:04planet and all the resources here will
11:06belong to us.
11:07In return, we give you this shiny new
11:10GCC badge. Each one is uniquely engraved
11:14with its own number and a holographic
11:16image of our supreme leader.
11:18Captain holds out the shiny GCC badge,
11:21hoping the alien will accept the offer
11:23peacefully.
11:25It's shiny.
11:28The alien slowly accepts the badge and
11:31examines it carefully.
11:34Pretty.
11:36Instead of accepting the gift, the alien
11:39throws the badge straight at Captain.
11:43My eye! It hit me in the eye!
11:46Grunt bursts into laughter, while
11:49Commander quickly grabs the alien's hand
11:51and presses its handprint onto the weep
11:53pad.
11:55Done.
11:56Let it go.
11:59No souvenirs?
12:02Gross.
12:03No.
12:05Grunt releases the alien, but instead of
12:08running away, the alien quietly
12:10approaches the injured Captain. It
12:13gently touches the Captain's wounded
12:15eye.
12:16Then, the alien spits into its own hand
12:20and carefully places it over the
12:21Captain's eye, appearing to heal the
12:24injury with its mysterious power.
12:27Hey.
12:28Ooh.
12:29That feels good.
12:31The alien gently removes its hand from
12:34Captain's eye.
12:35To everyone's surprise, the injury has
12:38completely healed.
12:41Thank you.
12:43The alien quietly walks away, leaving
12:45the explorers amazed by what has just
12:48happened.
12:49That was different.
12:52Quite.
12:53I think your eye is a slightly different
12:56color now.
12:58Huh.
12:59I can see better, too.
13:01This requires further study.
13:04We'll report to the GCC and get
13:06authorized for a return voyage.
13:09To the shuttle?
13:11To the shuttle.
13:13>> [snorts]
13:13>> Totally asking for a transfer. I didn't
13:15get to kill anything. They exit and a
13:18rocket blast is heard.
13:20After a few moments, Cadet returns.
13:23Where did everybody go?
13:26End of script. Now that we have analyzed
13:29the one-act play, let us check our
13:31understanding by answering some
13:32comprehension questions. These questions
13:35will help us examine the important
13:37elements of the play, including its
13:39theme, plot, characters, setting, and
13:42dialogue. The first question, what is
13:45the theme of the one-act play?
13:48The theme of Touched by an Alien is that
13:50understanding, kindness, and cooperation
13:53are more valuable than power and
13:55control. At first, the explorers judge
13:58the alien as dangerous, but they later
14:00discover that the alien is peaceful and
14:02compassionate. Number two, how is the
14:05plot developed? The plot develops
14:08through the explorers' encounter with an
14:10alien on a strange planet. The conflict
14:13begins when they attempt to capture and
14:15control the alien.
14:16Through a series of humorous events,
14:18they discover that the alien is not a
14:20threat, but a helpful and kind creature.
14:23The story ends with the explorers
14:25deciding to return for further study.
14:28Number three, how are the characters
14:30developed?
14:31The characters are developed through
14:33their dialogue and actions. Captain
14:36shows kindness and understanding.
14:38Commander shows curiosity and
14:40leadership. Grunt represents a more
14:42aggressive attitude. Cadet shows respect
14:45for rules and authority. And the alien
14:48is revealed to be peaceful, intelligent,
14:50and compassionate. Question four, how is
14:54the setting generated? The setting is
14:56generated through the stage directions,
14:58descriptions, and futuristic objects in
15:01the play. The strange planet, space
15:03equipment, alien creatures, and
15:05technology create a science fiction
15:08environment where the adventure takes
15:10place.
15:11Question five, how are the dialogues
15:13created? The dialogues are created to
15:16show the personalities, relationships,
15:19and conflicts among the characters. The
15:21humorous conversations reveal the
15:23explorers' different attitudes and help
15:26the audience understand the message of
15:28the play.
15:29Before writing a drama, writers begin
15:32with the prewriting stage. This is where
15:34they gather and develop ideas for their
15:36story.
15:38Before writing an Anglo-American drama,
15:40writers explore possible themes,
15:43characters, conflicts, and situations
15:46through brainstorming activities.
15:48One way to prepare for writing an
15:50Anglo-American drama is by brainstorming
15:53recurring themes found in dramatic
15:55works. Some common themes include forms
15:57of love, struggles for power and
15:59political will, social class conflicts,
16:02and revenge.
16:04Writers can use graphic organizers, such
16:06as mind maps and clustering, to connect
16:09ideas and discover possible characters,
16:12conflicts, and events.
16:14Free writing is another strategy where
16:16writers freely express their thoughts
16:18and ideas before organizing them into a
16:21complete drama.
16:23Through effective prewriting, writers
16:25can develop meaningful stories with
16:27clear themes and engaging conflicts.
16:30After brainstorming ideas, writers need
16:33to organize their thoughts before
16:35writing the actual play. This step is
16:37called outlining.
16:39An outline helps writers arrange
16:41important details, such as the title,
16:44characters, setting, conflict, theme,
16:47and plot.
16:48After brainstorming, writers organize
16:51their ideas to develop the important
16:53elements of a one-act play. They create
16:56a meaningful title, develop characters
16:58with clear roles and personalities, and
17:01establish a setting that supports the
17:03story, middle, and ending of the drama.
17:06These elements help transform their
17:08ideas into a complete and meaningful
17:10one-act play.
17:11Here is an example of an outline for an
17:14original one-act play. The theme is
17:16power and responsibility, which explores
17:19how leaders should use authority wisely.
17:22The title, The Choice of the Crown,
17:24reflects the main decision the leader
17:26must make.
17:27The characters include a young leader
17:29who wants to prove himself, a wise
17:31advisor who values justice, and citizens
17:34who seek change.
17:36The setting is a fictional kingdom
17:37experiencing social conflict. The
17:40conflict focuses on the leader's choice
17:42between following personal ambition or
17:44serving the needs of the people.
17:46The message of the play is that true
17:48leadership requires responsibility,
17:50compassion, and concern for others.
17:53Now, it is time to make your own drama.
17:56You will be grouped into five members,
17:58and each group will write an original
18:00one-act play script. Before creating the
18:03script, groups will first present a
18:05graphic organizer containing the ideas
18:07shared by all members.
18:09This activity will help them organize
18:11their chosen theme, characters, setting,
18:14conflict, and other elements of drama.
18:17Using these ideas as a guide, each group
18:19will begin writing their own one-act
18:21play script. Before we end the lesson,
18:24let us check our understanding.
18:26Choose the heart color that represents
18:28how well you understand each learning
18:30target.
18:31A red heart means you fully understand
18:34and can teach it to others.
18:36A yellow heart means you understand the
18:37concept. A green heart means you have
18:40some understanding, but still need
18:42clarification.
18:44A blue heart means you need more help.
18:46Use this reflection to identify what you
18:49have learned and what areas you still
18:51need to improve.
18:52Let us check your understanding of the
18:54lesson through a short assessment. Read
18:56each item carefully and identify what is
18:59being asked. Choose the letter that
19:01corresponds to the correct answer.
19:04The first question asks about the stage
19:07of script writing where writers
19:08brainstorm and organize their ideas.
19:11This stage helps writers prepare before
19:14creating their actual script. The
19:16correct answer is A, prewriting. The
19:19second question describes a short play
19:21with a single plot, setting, and theme.
19:24This type of play focuses on one main
19:27storyline and can usually be performed
19:29in a short amount of time.
19:31The correct answer is D, one-act play.
19:34The third question asks about the
19:36dialogue-based presentation of a drama
19:39or comedy.
19:40A script contains the characters' lines
19:42and directions needed for a performance.
19:45The correct answer is D, script. The
19:48fourth question describes a graphic
19:51organizer made of sequential panels used
19:53to plan and visualize a story.
19:56A storyboard helps writers see the flow
19:58of events before creating the final
20:00work.
20:01The correct answer is A, storyboard. The
20:05fifth question refers to visual thinking
20:07tools that show a writer's ideas through
20:10images and connections.
20:12Mind maps help organize thoughts and
20:14explore possible ideas.
20:16The correct answer is C, mind maps.
20:20The sixth question asks about the
20:22central message or lesson of a literary
20:24work.
20:25The theme reveals the deeper meaning
20:28that the writer wants the audience to
20:29understand.
20:31The correct answer is B, theme.
20:34The seventh question refers to the time,
20:36place, and environment where the events
20:39happen.
20:40The setting helps readers and viewers
20:42understand where and when the story
20:44takes place.
20:45The correct answer is C, setting.
20:49The eighth question describes the
20:50struggle or problem faced by the
20:53characters.
20:54Conflict creates challenges that move
20:57the story forward.
20:59The correct answer is A, conflict.
21:02The ninth question asks about the
21:04individuals or beings who participate in
21:07the story.
21:08Characters perform actions, experience
21:10conflicts, and help develop the events
21:13of the play.
21:14The correct answer is A, characters.
21:17The 10th question refers to the sequence
21:20of events in a story.
21:22The plot shows how the story develops
21:24from the beginning through the conflict
21:26until the ending.
21:28The correct answer is B, plot.
21:31Today, we learned that a successful
21:34drama begins with strong ideas,
21:36organized planning, and meaningful
21:38themes.
21:40We explored how writers develop
21:41characters, settings, conflicts, and
21:44plots to create engaging stories.
21:47Remember that every great play starts
21:50with imagination and a simple idea.
21:53Continue practicing your creativity and
21:56use your voice to tell meaningful
21:57stories.

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