Choosing Our Stories

Grade Level: 6th-7th

Duration: 45 minutes

Class Size: 35 students

Unit: Theatre: Crafting Our Stories (Lesson 3 of 13)

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Objectives

By the end of this lesson, students will be able to:

• Select a piece of literature (children’s book or fairy tale) suitable for adaptation into a script based on clear criteria.
• Critically analyze narrative elements such as plot, character, and theme to justify their choice.
• Collaborate and articulate their reasoning verbally and in writing.

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Common Core State Standards Alignment

ELA Reading (Grade 6-7)

• CCSS.ELA-LITERACY.RL.6.3 / RL.7.3: Describe how a story’s or drama’s plot unfolds and how the characters respond or change.
• CCSS.ELA-LITERACY.RL.6.5 / RL.7.5: Analyze how a drama’s or story’s structure contributes to its meaning.

ELA Speaking & Listening (Grade 6-7)

• CCSS.ELA-LITERACY.SL.6.1 / SL.7.1: Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.

ELA Writing (Grade 6-7)

• CCSS.ELA-LITERACY.W.6.2 / W.7.2: Write informative/explanatory texts to examine a topic and convey ideas clearly.

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Materials Needed

• Projector or whiteboard
• Index cards with children’s books and fairy tale titles (one per card)
• Copies or excerpts of selected books or fairy tales (enough for small groups)
• Chart paper and markers
• Student notebooks or journals

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Lesson Outline

1. Warm-Up Discussion (7 minutes)

• Prompt: "What makes a story interesting to turn into a play?"
• Facilitate a brief whole-class brainstorming session. Record ideas on the board (e.g., strong characters, clear plot, exciting events, universal themes).
• Highlight how narrative elements shape a script and why story choice matters for drama adaptation.

Teacher Tip: Use a story familiar to most (e.g., “Cinderella”) and reference its key narrative components aloud.

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2. Introduction to Selection Criteria (8 minutes)

• Present a simple rubric/chart for selecting a story to adapt (criteria include: plot clarity, character depth, length suitable for adaptation, audience engagement, and potential for creative expression).
• Walk through each criterion with examples.
• Emphasize that a good play script needs a story with a clear structure and engaging characters.

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3. Group Story Exploration (15 minutes)

• Divide class into small groups of 5.
• Each group receives 3-4 story titles on index cards plus brief story summaries or excerpts.
• Groups read/explore the options, then discuss using the rubric to evaluate and select one story.
• Encourage noting down reasons for their choice.

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4. Group Presentations & Discussion (10 minutes)

• Each group shares their selected story and explains why they chose it, referencing the rubric.
• Facilitate class discussion on similarities/differences between choices and reasoning.
• Highlight students’ critical thinking about narrative elements and adaptation suitability.

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5. Written Reflection (5 minutes)

• Individually, students write a brief paragraph in their journals:
  “Explain which story you would pick to adapt and why. Which narrative elements excite you the most to bring to the stage?”
• Encourage use of specific examples from the rubric in their writing.

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Assessment and Feedback

• Informal assessment during group discussion and presentations: evaluating students’ ability to use narrative criteria verbally and with peers.
• Review written reflections for students’ understanding of narrative importance and ability to justify story choice in writing per CCSS Writing standards.
• Provide targeted feedback highlighting strong narrative reasoning and encouraging deeper analysis where needed.

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Extensions and Differentiation

• For advanced learners: Challenge them to consider how they might change or “update” the story for a modern audience or different setting as part of adaptation prep.
• For students needing support: Provide a pre-filled rubric with guiding questions and visuals to scaffold story analysis. Pair them with peers for collaboration.

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Teacher Reflection Questions

• Did the students demonstrate understanding of key narrative elements and their importance in scriptwriting?
• How effectively did students collaborate and articulate their ideas?
• Which stories generated the most enthusiasm and why?
• How can the rubric or discussion prompts be refined for future lessons?

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This highly interactive lesson blends literacy skills with creative thinking, encouraging students to engage deeply with narrative structures and consider the unique challenges of translating stories to the stage. The alignment with Common Core standards ensures that theatre arts lessons reinforce broader academic goals in reading comprehension, speaking/listening, and writing, truly crafting vibrant storytellers inside and outside the classroom.