Performance Group Poetry Project

3rd Period: Please take period 3 to rehearse your group poems.

When you perform, pay close attention to:

Physical presence: You should appear at ease and comfortable, conversational, relaxed--but your poise should reflect the tone of the poem, as well. You will be graded on your creativity and your blocking for your memorized group poem.

Voice and articulation: Project. Keep your volume louder than you usually speak, but do not SHOUT! Proceed at a comfortable pace appropriate to your poem. Create TONE with your voice. You will be graded on your group's voice and articulation, particularly how you work well together.

Dramatic appropriateness: recitation is about performing. That means that you have practiced and worked on smoothing out problems in your delivery. Use gestures to communicate an idea, but don't overdo it so that your main or key points are lost or confused. Inappropriate tone that does not match the words or text of the poem will not help your dramatic appropriateness. Make sure you are not reciting or performing in a monotone (see articulation above).

Evidence of understanding: You should understand the poem well enough to "interpret" it for us. What are the key points and ideas the poet is trying to convey? Think about how your voice, physical presence, and overall performance is helping to communicate those ideas.

4th Period: When we are done with our rehearsals, we will perform and be graded on our performances. When we are done (every group performs on stage), we will discuss/give feedback about the experience. With time remaining, we will slip back to the library and select our final poetry collection: N - Z.

HOMEWORK: Like the previous 2 collections, please complete your reading of your poetry collection. Bring your poetry books with you to our next class. You will be using your text for a variety of activities. NOTE: Monday's class does not exist. We will meet again Wednesday, Dec. 7. Monday is a scheduled 1/2 day and will only cover periods 5-9.

Poem Project Rehearsal; Collection (H-M) Model Poem Activity

Period 3: Collaborative Poem Project:

1. Get into your groups of 2, 3, or 4. If you are missing folks due to absences recut or rearrange your poem performance for that inevitability. You will be performing next class. You will need to know your lines. Use your time today to rehearse and practice.

2. Block your poem. All performers should be standing (at least to begin with), spaced out on "stage", and use gestures, facial expressions, and body position to communicate themes/ideas.

3. The rules:

A. All group members must speak.
B. All group members must contribute to the poem in some significant way.
C. Help each other.
D. Include gestures and "blocking" for your performance. Decide how you will move, what will you do with your body, what tone you will use in your voice, how this tone will change, what facial expressions you will make, how you will change your pitch, pace, and rhythm, etc.

4. Memorize and practice your group poem together. You will perform your poem "slams" from memory next class! The more you practice today, the more polished you will likely be for your graded performance next class.

Period 4:

Using your poetry collection (Poem Collection H - M) complete the handout and write a draft of a new original poem. Complete both parts by the end of class today. Turn in for credit.

HOMEWORK: None. Practice your lines for your group slam poem project. 

Collaborative Poem Draft Due

The Collaborative Poem

Watch these video performances: (Choose 3 and in the COMMENT section of this blog post, please evaluate and rank your top 3 favorite poems from the list. Which poem is strongest in its performance/concept/creativity, etc. Which poem moves you or makes you think most? Etc. Make sure you defend your ranking by explaining why you ordered the top three poems this way...)

• Neverland by Sam Rush (good example of using popular cultural allusions...)
• Note to Self by Terisa Siagatonu
• Grinding (collaborative poem performance)
• Date my Mom by Melissa Lozado-Oliva & Jonathan Mendoza

Collaborative Poem Project:

1. Get into your groups of 2, 3, or 4. Again, no one should work alone for this project.

2. You should have decided on a topic or theme for your poem. As most collaborative slam poetry, it might be easiest to agree on a political or social problem that you are all concerned with. If you have new ideas, present/communicate them to the group.

3. The rules:

A. All group members must speak.
B. All group members must contribute to the poem in some significant way.
C. Help each other.
D. Include gestures and "blocking" for your performance. Decide how you will move, what will you do with your body, what tone you will use in your voice, how this tone will change, what facial expressions you will make, how you will change your pitch, pace, and rhythm, etc.

You may find it helpful to first come up with a response line or choral line: a repeated line that all group members recite together or at different times to cue your group members as to where you are in the poem. Write the draft of the poem together first. Once you have a draft, print out enough copies for each of your members, then gather to practice and block the performance.

This project draft is due by the end of class. If you finish early, please begin rehearsing and memorizing your poem.

At the end of period 4, we will be going to the library to pick up and select our second poetry chapbook. Please begin reading the collection.

HOMEWORK: Choose one poet from this linked list and read/watch/listen to these poems.

Poem Project Performance

3rd Period: Please take period 3 to rehearse your group poems.

When you perform, pay close attention to:

Physical presence: You should appear at ease and comfortable, conversational, relaxed--but your poise should reflect the tone of the poem, as well. You will be graded on your creativity and your blocking for your memorized group poem.

Voice and articulation: Project. Keep your volume louder than you usually speak, but do not SHOUT! Proceed at a comfortable pace appropriate to your poem. Create TONE with your voice. You will be graded on your group's voice and articulation, particularly how you work well together.

Dramatic appropriateness: recitation is about performing. That means that you have practiced and worked on smoothing out problems in your delivery. Use gestures to communicate an idea, but don't overdo it so that your main or key points are lost or confused. Inappropriate tone that does not match the words or text of the poem will not help your dramatic appropriateness. Make sure you are not reciting or performing in a monotone (see articulation above).

Evidence of understanding: You should understand the poem well enough to "interpret" it for us. What are the key points and ideas the poet is trying to convey? Think about how your voice, physical presence, and overall performance is helping to communicate those ideas.

4th Period: When we are done with our rehearsals, we will perform and be graded on our performances. When we are done (every group performs on stage), we will discuss/give feedback about the experience. With time remaining, we will slip back to the library and select our final poetry collection: N - Z.

HOMEWORK: Like the previous 2 collections, please complete your reading of your poetry collection. Bring your poetry books with you to our next class. You will be using your text for a variety of activities. NOTE: Monday's class does not exist. We will meet again Wednesday, Dec. 7. Monday is a scheduled 1/2 day and will only cover periods 5-9.

Chapbook Project; Collaborative Poetry Project

Part 1/Period 1: Chapbook poetry A - G.

During period one, please complete the following chapbook project based on the collection of poems you read this weekend. If you did not complete your reading of the chapbook, please do so now. You. Alone. Reading. Now. You need to do this part first.

When you have read the collection of poems, please choose your favorite poem from the collection.
Prepare this poem to perform (deliver orally) in front of the class next class (Wednesday, Nov. 16). Your poem does not have to be memorized, but you will be graded on how long you can sustain your eye contact, how well you are prepared, and how effective your delivery of the poem is. I suggest using notecards (write the lines on the card) and use the cards as you did your speech exercises or your coffeehouse reading. Give important lines or phrases their own card (or memorize parts of the poem--particularly the opening and closing lines) so that you make direct and sustained eye contact.

To help you do your best when performing a poem/reading:

1. When speaking someone else's words, you will need to know what the author means. Look up and define for yourself any words you are unsure of in meaning.

NOTE: it is very clear when a student does not prepare because he/she often reads to us in a boring, atonal way (like hitting the same note on a piano for 5 minutes), or because the speaker acts like this is the first time he/she has spoken these words out loud. Do yourself a favor (and your grade...) Prepare/rehearse and physically speak the words, I pray you, trippingly on the tongue...as Shakespeare wrote.

2. Consider who the speaker of the poem may be. Is this person a housewife, or a mechanic, or a brother, or son, or young or old? Why might this persona be speaking? (is there a special reason?) To whom may this character be speaking to? How might this speaker sound? Try to create this experience for your audience.
3. If the poet repeats lines or phrases, consider why the author is doing this?
4. What images stand out strongly or vividly to you? It is often a good thing to slow down during descriptive moments of a poem.
5. Where does the climax or most important line in the poem occur? It is often helpful to raise the tension of the poem using our voice. Consider using an appropriate TONE of voice during this section.
6. If a poet lists a great number of things (like in slam poetry) it is often a good idea to increase the pace of this section.
7. Consider gestures or posture. Is your character happy, sad, bored, eager, excited, fearful, or any other emotion? How will you best convey this to your audience through your body, facial expressions, or voice?
8. Is your character performing an action? If so, what gestures could you include in your performance that might help aid understanding?

Use the time in class during period 3 to select and practice reading your poem. Make some choices about how you will best perform the poem for the class. You may wish to work with a partner when rehearsing so he/she can give you feedback about the effectiveness of your choices.

Part II: The Collaborative Poem

Watch these video performances:

• Black and White.
• Spit.
• Naomi Shihab Nye & Robert Bly perform Rumi.
• How to Impeach the Worst President
• Hold My Tongue

1. Get into groups of 2, 3, or 4. No one should work alone for this project.

2. After you have chosen your groups, gather together and decide on a topic or theme for your poem. As most collaborative slam poetry, it might be easiest to agree on a political or social problem that you are all concerned with. To gather ideas, each person in the group should suggest a topic, write down the topic, then go around the circle adding other options. After you have gone around a few times (and everyone has at least contributed two ideas) look at the list and agree on a topic.

Go no further than this step. Your group should FIRST agree with the topic. When you have decided, please let me know what your group has decided is their topic/subject, and go on to step #3.

3. The rules:

A. All group members must speak.
B. All group members must contribute to the poem in some significant way.
C. Help each other.
D. Include gestures and "blocking" for your performance.

You may find it helpful to first come up with a response line or choral line: a repeated line that all group members recite together or at different times to cue your group members as to where you are in the poem. Write the draft of the poem together first. Once you have a draft, print out enough copies for each of your members, then gather to practice and block the performance.

This project is not yet due. You should pick your groups, decide on a topic, and begin your writing of the first draft by the end of class. I suggest using Google docs so that all members can contribute while sitting at their computer stations. To do this, SHARE your document with your members. Give members editing privileges.

HOMEWORK: Please prepare your chosen poem from your poetry collection (part 1) for next class. Here are some tips for memorizing parts of your poem from PoetryOutLoud:

• Rewrite your poem by hand several times. Each time, try to write more and more of it from memory.
• Read your poem aloud before going to sleep at night, and repeat it when you wake up.
• Carry around a copy of your poem. You’ll find several moments throughout the day to reread or recite it.
• Practice your poem by saying it to family and friends.

Coffeehouse Reflection; Collaborative Poetry Project; Poetry Book Selection

Congratulations, Freshmen!

You have successfully completed a public performance. I hope you enjoyed the coffee house and will participate in future ones.

Part of our goal this year is for you to get to know your strengths and weaknesses by completing a myriad of assignments, projects, and performances. Self reflection is an important component to learning.

• How did you feel you did last night as a performance? Why? 
• If you had to do it over again, what would you do differently? 
• What did you learn about public speaking by performing your writing last night? 
• What surprised you about the performance? 
• Who's performance did you particularly enjoy? 
• Did you notice anything different between the Freshman performances and the other Creative Writing performances? 
• What did your parents or friends say or think about the performance? 
• What would you do differently the next time you perform a speech or public reading? 
• What advice would you give other performers?
• Other issues you wish to discuss...

This morning, please take the first period (3rd period) to respond and comment to your coffeehouse performance.

4th period:

Let's retire to room 238 for a moment. We'll screen a few videos and discuss our options.

The Collaborative Poem

Watch these video performances. As you watch, please notice the poets' use of imagery, creativity on a selected topic, relevance, and, of course, performance techniques and skills:

• Youth Speaks
• Bras and Binders
• A Case Study in Attraction
• Shots Fired
• Lost Voices

1. Next class you will get into groups of 2, 3, or 4. No one should work alone for this project.

2. After you have chosen your groups, you will gather together and decide on a topic or theme for your poem. As most collaborative slam poetry, it might be easiest to agree on a political or social problem that you are all concerned with. Next class, please come with some ideas to write about. Write your ideas in your journal in the next few days.

3. Please go to the LIBRARY. Complete this activity with the time remaining in class:

A. Choose a book of poetry to read and study. Sign out the book and indicate on the list what book you chose.
B. Find a seat or corner in the library. Read your poetry collection selection. As you read, list themes, settings, ideas, etc. and capture cool or effective lines in your journal. 

HOMEWORK: Please complete the poetry collection you chose. Complete activity B (list themes, settings, ideas, etc. and capture cool or effective lines in your journal.)

Coffeehouse Rehearsal: Day 2

Join us in the Ensemble Theater with your reading selections. We will be rehearsing for the coffeehouse.

HOMEWORK: Practice your reading/performance. The Coffeehouse is tomorrow (Nov. 8 at 7:00--please arrive by 6:45 at the latest.)

Preparation for Coffeehouse & 1st Rehearsal

This morning, during period 3, please select up to three of your best pieces of writing so far this year (from September until now) that you would want to share with the world.

Details about the event:

1. You may read up to 3 poems or 1 short story (no longer than 3 - 5 minutes, please)
2. You must introduce yourself and let your audience know what you are planning on reading.
Example: "Hello, I am Mr. Craddock and I will be reading 2 poems tonight entitled: Poem #1 and Untitled Poem #347."
3. Always breathe and take a slight pause between transitions (that includes your greeting and the reading or performance of your selection(s))
4. Perform your poems or stories with energy, volume, and effective speech techniques. You should be using the techniques and skills we have been discussing in class to communicate your idea (your poem/story) to your audience.

REMEMBER: Effective performance is based on a few things:

• 1. Preparation (rehearsal) -- knowing what you are saying and why.
• 2. Voice (how you sound: volume, pacing, pitch, tone, elocution, and appropriateness of voice)
• 3. Character (how you portray a character both vocally and physically)
• 4. Energy
• 5. Making choices. A good performer makes deliberate choices about voice, character, energy, tone, and rehearses these choices to deliver a solid performance.

After you select your pieces, please do the following to prepare your work for a public reading:

• Highlight the best lines in your work. I should see a yellow glow over some of your best lines when you are rehearsing. (Be selective: not everything you wrote is your best line...)
• Bold important or key lines or words in your draft that you might want to stress.
• Italicize changes in tone in your story, or changes in setting--(that includes location, time, and weather or season), or changes in point of view (POV).
• Underline dialogue. (Not the tags--just the dialogue lines...!)

Use your time in the lab to complete this step of the rehearsal process. I will be collecting your "scripts" for Ms. Gamzon. She will be rehearsing with you on Friday. You will receive credit for completing the bulleted activity above.

FAQ's about the COFFEEHOUSE:

Q: What should I pick?
A: The performance is to show you off to the public. We like to celebrate the fact that you created something out of nothing, wrote down your ideas, and are furthering your education. As such, please pick a piece of work that you are PROUD of. Look over your work that you have done from September until now and pick a piece that you feel best represents you and your talent.

Q: Do I have to perform a poem?
A: No. Listening to 16 students perform the same type of poem is maddening. You can choose: Your interview story, your prologue story, your House on Mango Street vignettes, your 500 word short story, your slam poem, your found poem, a piece from your Glass Menagerie project, or any poem assignment, or any other fiction or script assignment we asked you to write. You can even perform a piece of writing we did NOT ask you to write, provided that you are proud of it and want to perform it.

A helpful hint: please select only one piece to perform as a requirement. This should be your top choice. Then select 1 other piece that you MIGHT want to perform. You will have about 3-5 minutes to deliver your reading performance. If might select 1 vignette or short story, 1-3 poems, and/or a combination.

Q: So, I just go and read, is that it?
A: No. All performances need rehearsing. To help you prepare for the event, we will spend Monday (and possibly Tuesday) rehearsing for next Tuesday night (Nov. 8). To help prepare, make some decisions about your piece. What moods happen in the story, what rate of speaking is most appropriate, which words will you stress, where will you pause, when can you make direct eye-contact, etc.? Decide and then rehearse.

Q: What time do I have to be there?
A: 6:45. It is sometimes helpful to get to a performance a few minutes before you have to perform so that you can get yourself ready. The Ensemble Theatre will be open at 6:30 for you to prepare.

Q: How long is the performance? Can I leave after I read?
A: The performance lasts about an hour and a half usually (depending on how many readers read--you will be joined by other creative writing majors in other grades--but you are the header. This coffeehouse is meant to introduce our Freshman class to the school/community/world). Please plan on staying for the entire performance. It is rude to leave after you've read. Tell your parents this is a requirement. Refreshments are served after the performance. Please join us for those.

During period 4, please gather your performance script(s), your belongings, and head down to the Ensemble Theater to rehearse.

HOMEWORK: None. The end of the marking period is Friday, Nov. 4. Any work missing will become a permanent score of zero for this marking period's grade. Turn in any missing work!

Journals Due! Slam Poem Draft: Day 2 (Due)

Your journals are due today. Please make sure your name is on your journal and turn in after announcements. I will return your journals today by the end of class.

LAB:

TASK ONE: First off, today in class, please read the article at this link about how to create a poem. Then believe it.

Please complete a draft of your slam poem. Use the examples and models I showed you last class. Use imagery to enhance the power of your words!

If you need help or ideas getting started/continuing, check this website: How to Write Slam Poetry (from Power Poetry)

TASK TWO: Read some poems/respond. Choose 3 poems from this site. Note: there are 9 pages of poems. Feel free to choose ones that look interesting to you. Choose the next page # at the bottom of the web page.

In the COMMENT section below for this post, please name the 3 poems and the author of the poems you chose to read. 

• Identify the SPEAKER (who is telling the 'story' or 'speaking' in the poem), 
• what is the situation or CONFLICT occurring in the poem? (Hint: look at the title and setting of the poem & consider why the speaker may be speaking and to whom...); and, finally, 
• identify 1 example of imagery occurring in the poem: visual, sound, gustatory, kinesthetic/tactile, olfactory, olfactory. (Hint: metaphor, simile, allusion, personification, onomatopoeia, rhyme, alliteration, assonance, consonance, or various uses of diction and figurative language). 

If you finish early, spend your time in the lab doing one of the following:

A. If you have work you have not finished, finish it. Turn in late for minimal credit.

B. Write a second or third poem for your portfolio.

C. Read more poems. The more you read, the better at writing poetry you will become. Promise. That's how it's done.

HOMEWORK: None.

Word Bank Poem; Imagery; Introduction to Slam Poetry

Please turn in your word bank poem (see previous post's homework!) before the end of class today.

POETRY SKILLS:
To IMPROVE your poetry, you all need to use IMAGERY. Imagery is the backbone of contemporary poetry. Without it, a poem often fails.

But what is it?

IMAGERY: Is the careful use of vivid or figurative language (metaphors, similes, personification, allusion, etc.) to represent objects, actions, or ideas that are otherwise abstract (love, death, sorrow, freedom, etc.) This representation is often VISUAL, for it helps create a picture in a listener or reader's mind. The only way to create a visual picture is to be specific with your noun usage or to compare something unknown with something known.

Imagery can also be auditory (sound) with the use of alliteration, assonance, consonance, and other techniques like rhyme and rhythm.

Please examine some examples of imagery:

• On a starry winter night in Portugal, where the ocean kissed the southern shore...

Descriptive words: starry, winter, southern
Specific NOUNS: night, Portugal, ocean, shore
Personification: ocean kissed the southern shore... 

More examples (similes):

• He fumed and charged like an angry bull.
• He fell like an old tree falling down in a storm.

And another example (metaphor):

• Her blue eyes were the sky in summer.

Imagery can also use the literary devices of figurative language and allusion. Check out these examples of figurative language and allusion. Learn what these devices are so you can use them in your writing.

Imagery is an attempt to describe something with the five senses. We've already discussed visual and auditory imagery. Other types of imagery include gustatory (taste), olfactory (smell), and kinesthetic (touch). These are harder to create, but with careful diction (word choice) a sense can be described. It is an author's job to notice and be able to describe sensations and events effectively to an audience.

NOTE: YOU MUST USE IMAGERY IN YOUR POETRY! Otherwise it may be terrible as an Egyptian plague. Imagery is a tool. Use it!

5-minute journal exercise: Alone or with a partner, try writing some examples of imagery in your journal. Write lines that use each of the five types of imagery. Try to get at least 3 examples of each type. If you still have time remaining in this exercise, add more examples until the bell rings.

A Brief Guide to Slam Poetry

Taken from Poets.org.

"One of the most vital and energetic movements in poetry during the 1990s, slam has revitalized interest in poetry performance. Poetry began as part of an oral tradition, and movements like the Beats and the poets of Negritude were devoted to the spoken and performed aspects of their poems. This interest was reborn through the rise of poetry slams across America; while many poets in academia found fault with the movement, slam was well received among young poets and poets of diverse backgrounds as a democratizing force. This generation of spoken word poetry is often highly politicized, drawing upon racial, economic, and gender injustices as well as current events for subject manner.

A slam itself is simply a poetry competition in which poets perform original work alone or in teams before an audience, which serves as judge. The work is judged as much on the manner and enthusiasm of its performance as its content or style, and many slam poems are not intended to be read silently from the page. The structure of the traditional slam was started by construction worker and poet Marc Smith in 1986 at a reading series in a Chicago jazz club. The competition quickly spread across the country, finding a notable home in New York City at the Nuyorican Poets Café."

Slam Poetry often uses topics or themes that are politically or emotionally charged. Slam poets often write with a social comment to make or share with an audience.

How can you be a poet for social change?

Brainstorming: Start with your journal. Make a list of things you believe, things that make you mad, or things that you feel go unnoticed by others, things that are important to you. Write for 5 minutes. Try to fill a page.

Let's view a few examples from some slam poets. As you watch notice the effective vocal and performance skills the authors use to enhance their performance.

CLASSWORK: For each poet, please write your reaction to their performances, identify some of the key themes and messages or morals that the authors present to us (what is their poetry trying to teach us?) Use your journal to record your reaction/observations. After each poet, use your notes about what you noticed to say something about what you learned or noticed about the poet's performance style and effectiveness.

Saul Williams

• One (from the film: Slam)

Taylor Mali

• I Could Be a Poet
• The the Impotence of Proofreading
• Tony Steinberg: Brave Seventh Grade Viking

Jessica Care Moore

• When My Son Sees an American Flag

Derrick Brown

• "A Finger, Two Dots, Then Me"

Now it's your turn. Let's go to the lab and begin a slam poem draft. If you complete your poem draft today, please save it. I hope we will have printing capabilities by next class.

HOMEWORK: Various. Feel free to begin writing your own slam poem from the exercises we did today. Write your drafts in your journal. Use imagery. Complete any missing work. Prepare your journals for Tuesday (they are due Nov. 1!)

500 Word Short Story Project; Journal Tasks

LAB:

Today's class is all about writing. You will be asked to complete a variety of writing assignments. Use your time in the lab effectively. Don't get in the habit of putting off your writing. You're here. You have time to write. Use your time to write. No excuses. You've used all the good ones already. Now it's just you and the writing process. Get to know it. Go for it. Write.

Task 1: Today watch at least 3 500-word stories (see link below) and summarize each story in 1 sentence. Write your 1-sentence premise (summary) in your journals. Then, add to this journal list with some of your own 1-sentence premises. Try to add at least 3 of your own premises.

• Please watch and listen to at least 3 500-word stories from this site.  Note as you watch how each actor performs his/her story. Performance is more than just reading--it's helping bring alive the words of the author. These authors are between the ages of 5-13. You will be asked to do something similar for our upcoming coffeehouse. 

Premises are usually 1-sentence summaries of what your story is about. Complete this statement:
This story is about...

Task 2: Then choose one of the 25 Insights on Becoming a Better Writer (see below) and in your journal, write this insight word for word (they're short) and what you think of it. Why did you pick it?

• 25 Insights on Becoming a Better Writer

Next:

Task 3: today in the lab please write a draft of a 500 word story. The draft is due by the end of class today. See the handout for help setting up your story draft.

• Come up with a short story that should be exactly 500 words in length.
• Subject and genre is completely up to you!
• Use the handout advice to get you started.
• Use the advice from the videos and the 25 insights to help you as well.

• Write. Drafts of your stories will be due at the end of class. 

When you have completed your 500 word short story, proofread and turn in.

If you finish early (before the end of class) please move on to your homework assignment:

WORD BANK POEM DRAFT ASSIGNMENT:

Creating a word bank for poetry.

Go to the following website:

http://www.loc.gov/poetry/180

• Read poems #1-7. 
• As you read, choose 3 words from EACH poem and make a list. (The best way to do this is either in your journal – where you will get credit; or you may keep a word document open and minimized on the bottom of your screen to collect the words).
• Choose interesting or “powerful” words—words that draw YOUR attention; the best 3 single words in the poem. Avoid phrases.

Once you have a list with 21 words, use your word bank to create a poem of your own.

• You DO NOT have to use all 21 words in your poem.
• Your poem should make sense. Try to avoid sentence fragments. (Consider your character, setting, theme, conflict, etc. to help write a story...yes, even poetry has a story.)
• You may include as many OTHER words as you’d like.

HOMEWORK:

Complete the Word Bank Poem Draft for homework if you did not complete it today in the lab. Past due assignments include the Glass Menagerie Scrapbook Project & the Coming of Age Memory Play Script. Complete these and turn in if you have not yet done so.