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12th Grade  Project 3 weeks

"Spotlight on Injustice: Script It Out!"

Sarah R
CCSS.ELA-Literacy.L.11-12.2
CCSS.ELA-Literacy.L.11-12.1
CCSS.ELA-Literacy.W.11-12.3
CCSS.ELA-Literacy.W.11-12.4
CCSS.ELA-Literacy.W.11-12.5
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Purpose

The purpose of this project is to engage students in a deeper exploration of historical injustices through the lens of dramatic storytelling, inspired by Luis Valdez's Zoot Suit. By writing their own screenplay scenes and creating presentations, students will develop their narrative skills while critically examining complex societal issues. This hands-on approach encourages students to connect personal and historical perspectives, fostering self-directed learning, critical thinking, and a sense of belonging within their community.

Learning goals

Students will develop a nuanced understanding of historical injustices by analyzing and connecting themes from "Zoot Suit" to other significant events. They will enhance their narrative writing skills by crafting screenplay scenes that incorporate effective techniques and well-structured sequences. Through critique and revision sessions, students will refine their work, utilizing peer feedback to strengthen their command of English conventions and screenplay writing. Additionally, students will cultivate self-directed learning and critical thinking skills by researching and presenting historical contexts, fostering a sense of identity and belonging through reflective engagement with the material.
Standards
  • [Common Core] CCSS.ELA-Literacy.L.11-12.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • [Common Core] CCSS.ELA-Literacy.L.11-12.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • [Common Core] 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.
  • [Common Core] CCSS.ELA-Literacy.W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • [Common Core] CCSS.ELA-Literacy.W.11-12.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • [Common Core] CCSS.ELA-Literacy.W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  • [Common Core] CCSS.ELA-Literacy.W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.W.11-12.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • [Common Core] CCSS.ELA-Literacy.RI.11-12.6 - Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
  • [Common Core] CCSS.ELA-Literacy.RL.11-12.5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
  • [Common Core] CCSS.ELA-Literacy.RL.11-12.6 - Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
  • [Common Core] CCSS.ELA-Literacy.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • [Common Core] CCSS.ELA-Literacy.CCRA.R.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  • [Common Core] CCSS.ELA-Literacy.CCRA.R.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
  • [Common Core] CCSS.ELA-Literacy.CCRA.R.6 - Assess how point of view or purpose shapes the content and style of a text.
  • [Common Core] CCSS.ELA-Literacy.CCRA.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will create a screenplay scene that dramatizes a historical injustice, drawing inspiration from Valdez's Zoot Suit. Alongside the screenplay, they will develop a 3-5 slide presentation to provide historical context for their chosen injustice, ensuring a comprehensive understanding for the audience. Throughout the project, students will engage in peer critique sessions to refine their scripts, fostering collaborative learning and iterative improvement.

Launch

Begin the project by immersing students in the world of Zoot Suit through a dynamic reading and discussion of the play, followed by a viewing of the film adaptation. Facilitate a class dialogue on the themes of identity, injustice, and cultural expression presented in the play, encouraging students to connect these themes to contemporary issues. Use this launch to set the stage for students to explore historical injustices, fostering a sense of curiosity and critical reflection that will guide their screenplay writing process.

Exhibition

For the exhibition, students will host a "Screenplay Showcase" event where they present their screenplay scenes and accompanying slide presentations. Each student will perform a dramatic reading of their scene, followed by a brief presentation on the historical injustice they explored. The audience will include peers, teachers, and community members, fostering dialogue and reflection. This event will serve as a platform for students to share their insights and engage with the broader community, creating a meaningful connection between their academic work and real-world issues.