Grade Level: 8th grade
This week we will begin reading the teleplay The Monsters Are Due On Maple Street by Rod Serling.
Summary: After a mysterious roar and a flash of light, all the homes on a suburban street lose power. What’s more, the batteries in cars and radios go dead. People come into the street and discuss the situation. A boy says that in a similar situation head read about, monsters from outer space were responsible. When one neighbor’s car starts, people accuse him of being responsible for the blackout or in league with those who are. They begin pointing the finger of blame at one another, and the accusations lead to physical violence. In this story we will define conflict, identify two forces in the main conflict, and identify other conflicts in the play.
Materials: Literature book, pencil, reading notebook, computer, paper
To understand the elements of drama
To understand and apply strategies for reading drama
Remember to take notes, keeping all the information you have gathered from the web in your reading notebook.
We will begin this lesson by listing and discussing the elements of drama. After discussing the elements of drama, we will review active reading strategies for reading a drama.
The teacher will assign parts for the teleplay. We will read the teleplay in its entirety.
Review internet procedures with the class.
Internet addresses: http://www.the5thdimension.com/shows/
Enter the following internet site:
This website contains information about the Twilight Zone and its creator and host Rod Serling.
Click on to the name Rod Serling. Read the information about him. Jot down important details and facts in your reading notebook.
Read the teleplay The Monsters Are Due On Maple Street
Note how the author introduces new elements at different points in the play.
Find where Act II begins in the teleplay The Monsters Are Due On Maple Street. Based upon information you gathered about Rod Serling, tell why you think he divided the play at that particular point.
Create a Drama Table. Include the four main features of drama. (Title, Dialogue, State Directions, and Cast of Characters)
Go to http://www.the5thdimension.com/shows. Click on Episode 42.
Carefully review the plot summary of Episode 42.
Write in your notebook the difference between reading the teleplay The Monsters Are Due on Maple Street and reading Episode 42 of The Twilight Zone.
Divide into groups. Each group will take one paragraph of Episode 42. Read your chosen paragraph carefully, mining it for details. Then list the details in your Drama Chart.
Go to http://www.thetzsite.com/
Click on to Dialogue. Next, click on to The Twilight Zone Dictionary
You will choose ten words. Write the words and definitions in your reading notebook. These words will be used when you write your news story.
Go back to http://www.thetxzsite.com/. Click on Fanstuff. Click on The Fifth Dimension Trivia Section.
Assemble into groups of 4. As a group, choose a section of the trivia questions. Divide the questions, answer and see your score. Keep information in your notebook in preparation for your news story. Enjoy the trivia!
Go back to the web site. Click on Details. Click on to Twilight Zone Articles Archive.
Carefully review the various articles to see how they are written.
Record information on the various stories by answering Where, When, Who, Why, and How questions.
Use quotes from those involved to help re-create the event.
Imagine that you are a television reporter who has arrived on Maple Street to interview as many people as possible and find out what happened there. Write a news story about this frightening event. Use the vocabulary words you chose from The Twilight Zone Dictionary.
Create diagrams, maps, or pictures to accompany your story.
Present your story to your classmates as a TV news broadcast.
Evaluation: Students’ progress is monitored as I walk around the classroom. I will also see how far they are coming along in their notetaking by periodically checking their notebooks.
Upon completion of all tasks, I will review the drama by having the students identify the scenes within each act. We will then discuss what the sequence of events were before the plot took a certain. I will invite student to tell what they think the major character should have done.
For further reading by Rod Serling, students will have an opportunity to read Stories from the Twilight Zone.