Thursday, January 17, 2019

Portfolio Work; Journals Due!

Please work on your portfolio for semester one.

Complete any missing work for MP2.

Turn in your journals for MP2.

Thus ends our first semester in Creative Writing.

HOMEWORK: None.

Monday, January 14, 2019

Desire, Desire, Desire; Parody & Portfolio Prep

Please turn in your play analysis (either by hand in my in-box or through Google classroom) for A Streetcar Named Desire. 

Today, let's read the parody Desire, Desire, Desire by Christopher Durang.

After reading, select a character from one of Tennessee Williams plays or a scene or situation and write a parody of the play in a scene that is between 3-10 pages in length. Use proper playwriting format as you have learned. This assignment will count as extra credit for MP2.

EXTRA CREDIT OPPORTUNITY:
  • Take a character from Cat on a Hot Tin Roof, Glass Menagerie, or A Streetcar Named Desire and write a monologue or scene that involves that character that did not appear in the play. Perhaps you could write a scene between Brick and Skipper, or between Amanda and Tom's estranged father, or a birthday party when Blanche and Stella were young teenage girls still living at the plantation. 
  • Write a parody of Tennessee Williams' work. Poke fun at his characters or their revealing of secrets. Parodies work when you exaggerate characters or plots or scenes from the original source. See Blue Harvest (Family Guy) as an example.
  • Place a character in a Williams play in a contemporary setting and write that scene. 


Extra credit will be due by 1/25 (end of Midterm Week). Submit your extra credit in our Google Classroom site.

Then, please move next door to the lab to work on your 1st semester portfolio & reflection. You will continue this assignment with Ms. Gamzon tomorrow and through Friday when the portfolio is due.

HOMEWORK: Write a parody; prepare your portfolio. Journals will be collected Thursday.

Midterm Portfolio: End of Semester One

MIDTERM PORTFOLIO

There are two (2) parts to your midterm portfolio:
A. A 2-3 page, double-spaced, typed self evaluation essay (about 500-750 words)
B. Your 1st semester drafts of all your CW class assignments (poetry, fiction, non-fiction, and scripts only). There is no need to put homework assignments, worksheets, or projects (like human interest films, powerpoint poetry or presentations) in your portfolio. You may refer to these things in your reflection. Most pieces are already in your portfolio.
Part A. Self Evaluation Essay (see details below)

Part B. Portfolio

Self Reflection Non Fiction - Creative Essay:
During your freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did this so that you had the opportunity to grow as a writer and a student.

It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage of your development and education. These introductory courses are designed to get you to know yourself as a student and writer a little better, and we're going to continue that trend into the second semester.

Reflective piece: 2-3 pages, double-spaced. Answer some of these questions:
  • Write about how you’ve grown as a writer so far this year by taking Ms. Gamzon or my classes. 
  • Reflect on what has been easy or hard for you as a student and/or as a writer. 
  • Comment on what areas you feel you need more work in; 
  • Reflect on your progress as a writer, a reader, and as a student. 
  • Discuss the work you have done so far in our classes. 
  • What have you learned (about yourself or about the craft and art of writing) from writing these projects or drafts? 
  • Comment on the value of Performance, Word, and Text and Grammar & Style.
  • Comment on the value of keeping a writing journal. 
  • Respond to the books you have read in Creative Writing and compare those to what you have read in your English classes. 
  • Comment on your progress with grammar & writing in different genres or formats.
  • What have you learned?
Finally, give yourself at least 1 writing goal for the second semester. You may give yourself more than one goal if you'd like.

Tuesday, January 8, 2019

Cat on a Hot Tin Roof: Conclusion; Final Williams: A Streetcar Named Desire

We will screen the rest of the film Cat on a Hot Tin Roof today. Please turn in your observation sheets as participation credit by the end of today's class.

Once we're done, we'll pick up our last Tennessee Williams' play: A Streetcar Named Desire. SOTA is producing this play in February. Go see it if possible.

We'll read together a bit (for the rest of class), but finish reading this script and completing the analysis questions for homework.

Largely, A Streetcar Named Desire centers around Stella, her sister Blanche who drops in for a visit, and Stella's husband Stanley. Drama, secrets, and complications, as only Tennessee Williams can provide, ensues.

A Streetcar Named Desire can be described as an elegy, or poetic expression of mourning, for an Old South that died in the first part of the twentieth century.
The plot of A Streetcar Named Desire is mostly driven by the dueling personalities of Blanche and Stanley (protagonist and antagonist), with Stella acting as a confidante to both Stanley, her husband, and Blanche, her sister.

1. Light is used as a motif and symbol in the play. Consider what its presence or absence indicates. Particularly, what does it mean as a personal symbol for Blanche?
2. Williams uses sound as a dramatic device. When and what does Blanche hear music? Look for this sort of symbolism throughout the play. Music helps create tone, as well.

The two most complex characters in the play are Blanche and Stanley. What follows is an examination and analysis of the main characters in the play. When we read a novel, short story, or watch a film or play, we should be ready to examine the meaning as well as analyze the characters. Who are they? How does the author or actor portray them?
Blanche DuBois
"When the play begins, Blanche is already a fallen woman in society's eyes. Her family fortune and estate are gone, she lost her young husband to suicide years earlier, and she is a social pariah due to her indiscrete sexual behavior. She also has a bad drinking problem, which she covers up poorly. Behind her veneer of social snobbery and sexual propriety, Blanche is an insecure, dislocated individual. She is an aging Southern belle who lives in a state of perpetual panic about her fading beauty. She does not want to belong in this setting, but she fits in quite nicely to our image of New Orleans as a cesspit and ancient behemoth. Stanley quickly sees through Blanche's act and seeks out information about her past.

In the Kowalski household, Blanche pretends to be a woman who has never known indignity. Her false propriety is not simply snobbery, however; it constitutes a calculated attempt to make herself appear attractive to new male suitors. Blanche depends on male sexual admiration for her sense of self-esteem, which means that she has often succumbed to passion. By marrying, Blanche hopes to escape poverty and the bad reputation that haunts her. But because the chivalric Southern gentleman savior and caretaker (represented by the ideal Shep Huntleigh) she hopes will rescue her is extinct, Blanche is left with no realistic possibility of future happiness. As Blanche sees it, Mitch is her only chance for contentment, even though he is far from her ideal.

Stanley's relentless persecution of Blanche foils her pursuit of Mitch as well as her attempts to shield herself from the harsh truth of her situation. The play chronicles the subsequent crumbling of Blanche's self-image and sanity. Stanley himself takes the final stabs at Blanche, destroying the remainder of her sexual and mental esteem by raping her and then committing her to an insane asylum. In the end, Blanche blindly allows herself to be led away by a kind doctor, ignoring her sister's cries. This final image is the sad culmination of Blanche's vanity and total dependence upon men for happiness."

Stanley Kowalski
"Audience members may well see Stanley as an egalitarian hero at the play's start. He is loyal to his friends and passionate to his wife. Stanley possesses an animalistic physical vigor that is evident in his love of work, of fighting, and of sex. His family is from Poland, and several times he expresses his outrage at being called “Polack” and other derogatory names. When Blanche calls him a “Polack,” he makes her look old-fashioned and ignorant by asserting that he was born in America, is an American, and can only be called “Polish.” Stanley represents the new, heterogeneous America to which Blanche doesn't belong, because she is a relic from a defunct social hierarchy. He sees himself as a social leveler, as he tells Stella in Scene Eight.

Stanley's intense hatred of Blanche is motivated in part by the aristocratic past Blanche represents. He also (rightly) sees her as untrustworthy and does not appreciate the way she attempts to fool him and his friends into thinking she is better than they are. Stanley's animosity toward Blanche manifests itself in all of his actions toward her—his investigations of her past, his birthday gift to her, his sabotage of her relationship with Mitch.

In the end, Stanley's down-to-earth character proves harmfully crude and brutish. His chief amusements are gambling, bowling, sex, and drinking, and he lacks ideals and imagination. His disturbing, degenerate nature, first hinted at when he beats his wife, is fully evident after he rapes his sister-in-law. Stanley shows no remorse for his brutal actions. The play ends with an image of Stanley as the ideal family man, comforting his wife as she holds their newborn child. The wrongfulness of this representation, given what we have learned about him in the play, ironically calls into question society's decision to ostracize Blanche." (both taken from Sparknotes)
Mitch, Stella and some of the other characters provide Stanley and Blanche with appropriate foils. Mitch and Stella, in particular, complete the possible futures for Stanley/Stella and Blanche/Mitch.

There is a lot in this play (as in all Tenessee Williams' work). Characters are complex, plot is driven by the desires of its characters, conflict is nicely supported through characterizationsetting is significant, and literary devices such as symbolism run rampant through its pages. No wonder the world knows this play. It is fine play writing.

A Streetcar Named Desire clips:
The 1951 film starred a young Marlon Brando and actress Vivien Leigh. The movie was directed by Elia Kazan. Read a little about each actor and the director--this is important for those of you interested in film production.

Here's the famous Stella scene.
And the screaming contest it created. 

EXTRA CREDIT OPPORTUNITY:
  • Take a character from Cat on a Hot Tin Roof, Glass Menagerie, or A Streetcar Named Desire and write a monologue or scene that involves that character that did not appear in the play. Perhaps you could write a scene between Brick and Skipper, or between Amanda and Tom's estranged father, or a birthday party when Blanche and Stella were young teenage girls still living at the plantation. 
  • Write a parody of Tennessee Williams' work. Poke fun at his characters or their revealing of secrets. Parodies work when you exaggerate characters or plots or scenes from the original source. See Blue Harvest (Family Guy) as an example.
  • Place a character in a Williams play in a contemporary setting and write that scene. 
Extra credit will be due by 1/25 (end of Midterm Week). Submit your extra credit in our Google Classroom site.

HOMEWORK: Please read the rest of A Streetcar Named Desire and complete the play analysis sheet for Tuesday, Jan. 15.

Sunday, January 6, 2019

Cat on a Hot Tin Roof (Viewing)

Today we will watch the film Cat on a Hot Tin Roof (1958). When you complete the film, please turn in your viewing sheet.

HOMEWORK: None.

Wednesday, January 2, 2019

Glass Menagerie Quiz; Tennessee Williams: Cat on a Hot Tin Roof: Day 1

Please complete the quiz on The Glass Menagerie this morning. When you have completed your quiz, please learn more about Tennessee Williams at these links (please use headphones as peers may still be finishing their quiz...):

Things to know about Tennessee Williams. Please watch this short documentary student film about the playwright.

Tennessee Williams "was born Thomas Lanier Williams III in Columbus, Mississippi, in 1911. His friends began calling him Tennessee in college, in honor of his Southern accent and his father's home state. Williams's father, C.C. Williams, was a traveling salesman and a heavy drinker. Williams's mother, Edwina, was a Mississippi clergyman's daughter prone to hysterical attacks. Until Williams was seven, he, his parents, his older sister, Rose, and his younger brother, Dakin, lived with Edwina's parents in Mississippi.

In 1918, the Williams family moved to St. Louis, marking the start of the family's deterioration. C.C.'s drinking increased, the family moved sixteen times in ten years, and the young Williams, always shy and fragile, was ostracized and taunted at school. During these years, he and Rose became extremely close. Edwina and Williams's maternal grandparents also offered the emotional support he required throughout his childhood. Williams loathed his father but grew to appreciate him somewhat after deciding in therapy as an adult that his father had given him his tough survival instinct.

After being bedridden for two years as a child due to severe illness, Williams grew into a withdrawn, effeminate adolescent whose chief solace was writing. At sixteen, Williams won a prize in a national competition that asked for essays answering the question “Can a good wife be a good sport?” His answer was published in Smart Set magazine. The following year, he published a horror story in a magazine called Weird Tales, and the year after that he entered the University of Missouri to study journalism. While in college, he wrote his first plays, which were influenced by members of the southern literary renaissance such as Robert Penn Warren, William Faulkner, Allen Tate, and Thomas Wolfe. Before Williams could receive his degree, however, his father forced him to withdraw from school. Outraged because Williams had failed a required ROTC program course, C.C. Williams made his son go to work at the same shoe company where he himself worked.

After three years at the shoe factory, Williams had a minor nervous breakdown. He then returned to college, this time at Washington University in St. Louis. While he was studying there, a St. Louis theater group produced two of his plays, The Fugitive Kind and Candles to the Sun. Further personal problems led Williams to drop out of Washington University and enroll in the University of Iowa. While he was in Iowa, Rose, who had begun suffering from mental illness later in life, underwent a prefrontal lobotomy (an intensive brain surgery). The event greatly upset Williams, and it left his sister institutionalized for the rest of her life. Despite this trauma, Williams finally managed to graduate in 1938.

In the years following his graduation, Williams lived a bohemian life, working menial jobs and wandering from city to city. He continued to work on drama, however, receiving a Rockefeller grant and studying playwriting at the New School in New York. His literary influences were evolving to include the playwright Anton Chekhov and Williams's lifelong hero, the poet Hart Crane. He officially changed his name to Tennessee Williams upon the publication of his short story “The Field of Blue Children” in 1939. During the early years of World War II, Williams worked in Hollywood as a scriptwriter and also prepared material for what would become The Glass Menagerie.

In 1944, The Glass Menagerie opened in New York and won the prestigious New York Drama Critics' Circle Award, catapulting Williams into the upper echelon of American playwrights. A Streetcar Named Desire premiered three years later at the Barrymore Theater in New York City. The play, set in contemporary times, describes the decline and fall of a fading Southern belle named Blanche DuBois. A Streetcar Named Desire cemented Williams's reputation, garnering another Drama Critics' Circle Award and also a Pulitzer Prize. Williams went on to win another Drama Critics' Circle Award and Pulitzer for Cat on a Hot Tin Roof in 1955.

Much of the pathos found in Williams's drama was mined from the playwright's own life. Alcoholism, depression, thwarted desire, loneliness, and insanity were all part of Williams's world. His experience as a known homosexual in an era unfriendly to homosexuality also informed his work. Williams's most memorable characters, many of them female, contain recognizable elements of their author, Edwina, and Rose. His vulgar, irresponsible male characters, such as Stanley Kowalski, were likely modeled on Williams's own father and other males who tormented Williams during his childhood.

Williams's early plays also connected with the new American taste for realism that emerged following the Depression and World War II. The characters in A Streetcar Named Desire are trying to rebuild their lives in postwar America: Stanley and Mitch served in the military, while Blanche had affairs with young soldiers based near her home.

Williams set his plays in the South, but the compelling manner in which he rendered his themes made them universal, winning him an international audience and worldwide acclaim. However, most critics agree that the quality of Williams's work diminished as he grew older. He suffered a long period of depression following the death of his longtime partner, Frank Merlo, in 1963. His popularity during these years also declined due to changed interests in the theater world. During the radical 1960s and 1970s, nostalgia no longer drew crowds, and Williams's explorations of sexual mores came across as tired and old-fashioned.

Williams died in 1983 when he choked on a medicine-bottle cap in an alcohol-related incident at the Elysée Hotel in New York City. He was one month short of his seventy-second birthday. In his long career, he wrote twenty-five full-length plays (five made into movies), five screenplays, over seventy one-act plays, hundreds of short stories, two novels, poetry, and a memoir. The mark he left on the tradition of realism in American drama is incredible.

Check out these other Williams' films:
Most of Williams' plays (as well as his films) revolve around a central secret: something terrible or haunting or degenerate that a protagonist desperately tries to cover up. Williams' women are often unhappy, the men brutish and insensitive. Oh, where will it lead but to modern American drama!

We can learn a lot about playwriting from Tennessee Williams. A character in pain or conflict lies at the center of his plays. The use of a "secret" allows appropriate tension and rising conflict until a climactic scene reveals the truth. Learn from this.

Our next example of Williams' work is the play Cat on a Hot Tin Roof (1955), adapted into a film in 1958. Here's some information about the film:

Cat on a Hot Tin Roof:

"Shortly after Menagerie closed, [Tennessee Williams] went to work on a new piece..., producing his Pulitzer Prize-winning A Streetcar Named Desire (1947). Another Pulitzer Prize-winning play, Cat on a Hot Tin Roof, followed in 1955. The crux of this latter work concerns the conflicts of a Mississippi family following the diagnosis of its patriarch, Big Daddy's, stomach cancer and the revelation of his darling alcoholic son's homosexuality. Cat premiered in New York under the direction of Elia Kazan, who revised the third act to give the play a more redemptive resolution. In 1958, director Richard Brooks adapted Cat" into a popular film starring Elizabeth Taylor, Paul Newman, Judith Anderson, and Burl Ives. "To Williams's dismay, Brooks excised all explicit references to Brick's homosexuality in deference to the studio censors."

The play involves the following characters:
Brick (Paul Newman): a former football star and favorite son of Big Daddy, he has some issues.
Maggie "The Cat" (Elizabeth Taylor): Brick's lonely wife.
Big Daddy (Burl Ives): Brick's father; recently diagnosed with a "spastic colon" as opposed to the truth.
Big Mama (Judith Anderson): Big Daddy's wife; the matriarch of the family.
Gooper (Jack Carson): Brick's older brother.
Mae (Madeleine Sherwood): Gooper's pregnant wife and busy body.
Reverend Tooker (Vaugn Taylor): A guest and friend of the family, a reverend.
Doctor Baugh (Larry Gates): Big Daddy's physician & friend of the family.
Children: Mae and Gooper's clan of brats.
Please learn the following basic film vocabulary. See the handout for details. As you watch the film, note how the cinematographer uses some of these film elements. More on film later in this course.

HOMEWORK: None. If you didn't finish The Glass Menagerie, this is your last chance to read it. Many students have work that is missing or late. This needs to be completed and turned in for minimal credit.  

Wednesday, December 19, 2018

10-Minute Play Draft Due; The Glass Menagerie

Period 3:

While you enjoy a snack, please use period 3 to complete and prepare your 10-minute play draft.

  • Check and fix your play format
  • Check and correct your typos and grammar
  • Make sure you have followed the advice about playwriting in the posts and lessons below this post (see previous posts for details!)

Period 4:

We will continue reading The Glass Menagerie. Whatever we don't finish, please complete as homework during Winter Break.

HOMEWORK: Complete The Glass Menagerie. There may be a test on the play when you return. Take notes about the play in your journal to prepare for this possibility.

Have a nice winter break!

Monday, December 17, 2018

The Glass Menagerie: Day 2; Coming of Age 10-minute Play Project: Day 3

Sign up for a role/scene in the Glass Menagerie. Together we will start reading The Glass Menagerie.

At about 10:10 or so, we will stop reading and use the rest of the time in class to continue writing our 10-minute Coming of Age play drafts. Completed drafts are due Thursday. 

HOMEWORK: Complete your coming of age plays. Use The Glass Menagerie as a good model. Bring your play scripts back with you to class.

Friday, December 14, 2018

Tips; Advice About Writing Your Scene: Setting the Stage

Every dramatic story is a quest of some kind:

  • A character wants something and must get it (goal)
  • Protagonists (major characters) have a goal:
    • Scene objective (short term goal)
    • Story objective (long term goal)
  • 3 basic principles of dramatic action:
    • What a character wants
    • Why the character wants it
    • What or who is keeping the character from getting what he/she wants
  • Ask:
    • Who is your character (protagonist)?
    • Where is the story set (setting includes time, place, season…)?
    • What is the situation here and now?
    • What is the situation outside the scope of the setting (society)?
    • How does the character (protagonist) feel about the situation?
    • What does the author (you) feel about the situation?
    • What are characters thinking about? [try to connect thoughts to actions…]
    • What does the character want from another character (or society)?
    • Why does the character want that? What is at stake for the character? (motivation)
    • What is the problem? (conflict)
    • How might the problem be solved? (conflict)
    • How will the past influence what’s happening now? How does the outside world impact what is happening now? (backstory)
    • What will happen? (plot)

Thursday, December 13, 2018

10-Minute Coming of Age Project: Day 2; The Glass Menagerie

It's writing time! Hooray! Use period 3 and some of 4 to write your 10-minute coming-of-age play drafts. Use your notes, previous writing tasks, and your imagination and get to it! Write.

Before writing your play consider/define:
  • Use the 4 stages of the coming of age plot. I suggest starting with a confrontation with authority. From there you should quickly establish removal and challenge stages. Your last page should address the reintegration of your protagonist. 
  • Your protagonist should struggle to achieve a solution to a problem. Remember to use other characters to develop conflict: person v. person; person v. self; person v. society; person v. nature or God/fate--you can use any of these to help introduce conflict for your protagonist.
  • Choose a setting. Keep your play in one setting for now. 
  • Think about how your story will express a message. Ex. In order to grow up, we need to accept responsibility, or it's okay to accept one's flaws despite what others think of you; or friends are the only true support we should expect in our lives; or to learn to forgive is the greatest gift you can give yourself, etc. Messages tend to be a statement that the writer believes is important and true. What do you want to say to the world? That's your "message". 
  • Remember that plays and acting involve playing a different person than oneself and showing a character's actions (actors act--that's what they like to do!)
  • Be creative with familiar material. You know the struggles and conflicts you face growing up because it's happening to you...use your own experiences, but go out on a creative limb and tell us an old story in a new way. 
  • Make sure your protagonist wants something that he/she can achieve. Make your protagonist work to achieve this goal with obstacles--often in coming of age stories, obstacles are parents, teachers, relatives, rules, or self-inflicted problems. See what you can do with these ideas.
  • It's okay to fail. Do your best. Think outside the box. Give yourself a chance to succeed. You're not an expert at writing plays yet because you have just started doing so. The more you write the better you will get at this. Remember: above all--tell an interesting story. 
  • 10-minute plays should be between 7-10 pages in script format. To help give you some advice please spend about 10 minutes reading this article: How to Write a 10-Minute Play and watch this video. See the handout as well for more advice on how to start and what your 10-minute play script can include. 
Write your play.

Period 4ish:

Please return Brighton Beach Memoirs and pick up the play The Glass Menagerie from the library. When you return to class, get into groups of 5-6. With your group assign the 3 parts: Amanda, Laura, & Tom. We'll discuss the play a bit further Tuesday, next week. 

This is another example of a coming-of-age play. It is also a memory play, just like Brighton Beach Memoirs. The character of Tom is loosely based on the playwright Tennessee Williams. He "remembers" the story and therefore controls the "action" and how we "see" the characters. He is not kind to Amanda, his mother, as you will see.

Read The Glass Menagerie until the bell with your small group. 

HOMEWORK: Complete scene 1. We will start together as a class on Scene 2 next time. Feel free to continue writing your coming of age plays. Use The Glass Menagerie as a good model.

Tuesday, December 11, 2018

Brighton Beach Memoirs: Day 5; Coming of Age 10-minute Use

Please finish analyzing and reading Brighton Beach Memoirs. Complete and turn in the analysis handout of the play.

Use your character sketch for a "coming of age" play. Your character sketch should include:
  • The character's name
  • A description of your character (both physical and non-physical traits that make this character unique)
  • An explanation about what motivates this character
  • Identify a weakness or flaw that this character has that causes a problem for him/her
  • What conflicts with authority figures (parents, teachers, older siblings or relatives, society, etc.) must this character confront? Consider the types of conflict to help you identify a couple
  • You may include a rough drawing or illustration of your character (counts as extra credit for this assignment)
This character sketch should be included/attached to your 10-minute play draft when completed. Before writing your play consider/define:
  • Use the 4 stages of the coming of age plot. I suggest starting with a confrontation with authority. From there you should quickly establish removal and challenge stages. Your last page should address the reintegration of your protagonist. 
  • Your protagonist should struggle to achieve a solution to a problem. Remember to use other characters to develop conflict: person v. person; person v. self; person v. society; person v. nature or God/fate--you can use any of these to help introduce conflict for your protagonist.
  • Choose a setting. Keep your play in one setting for now. 
  • Think about how your story will express a message. Ex. In order to grow up, we need to accept responsibility, or it's okay to accept one's flaws despite what others think of you; or friends are the only true support we should expect in our lives; or to learn to forgive is the greatest gift you can give yourself, etc. Messages tend to be a statement that the writer believes is important and true. What do you want to say to the world? That's your "message". 
  • Remember that plays and acting involve playing a different person than oneself and showing a character's actions (actors act--that's what they like to do!)
  • Be creative with familiar material. You know the struggles and conflicts you face growing up because it's happening to you...use your own experiences, but go out on a creative limb and tell us an old story in a new way. 
  • Make sure your protagonist wants something that he/she can achieve. Make your protagonist work to achieve this goal with obstacles--often in coming of age stories, obstacles are parents, teachers, relatives, rules, or self-inflicted problems. See what you can do with these ideas.
  • It's okay to fail. Do your best. Think outside the box. Give yourself a chance to succeed. You're not an expert at writing plays yet because you have just started doing so. The more you write the better you will get at this. Remember: above all--tell an interesting story. 
  • 10-minute plays should be between 7-10 pages in script format. To help give you some advice please spend about 10 minutes reading this article: How to Write a 10-Minute Play and watch this video. See the handout as well for more advice on how to start and what your 10-minute play script can include. 
HOMEWORK: Continue writing your play script. A draft will be due later next week.

The Graveyard Book - Discussion Questions

  In your discussion groups, please answer 5 of the 10 discussion questions. Choose a member of your group to record your answers. Make sure...