MARA: You moved the chair.
ELIAS: It was blocking the door.
[Mara sets a sealed envelope where the chair had been.]
MARA: Nothing was blocking the door yesterday.
ELIAS: Yesterday no one was leaving.
[A train sounds in the distance. Elias reaches for the envelope, then stops.]
MARA: You said the station was closed.
ELIAS: I said the last train had gone.
[Mara looks toward the audience rather than the window.]
MARA: Those are not the same sentence.
This original instructional text may be annotated, printed, performed and revised inside the course.
Day 61The Page Is a Performance Plan
The Page Is a Performance Plan
Distinguish dialogue from stage directions and identify what each contributes.
Learning target
Distinguish dialogue from stage directions and identify what each contributes.
Learn and model
Read the course-created scene below twice: first for plot, then as a performance plan. Mark spoken information, movement, silence, and facts known to the audience but not every character.
Independent evidence
Write a 150–200 word explanation of one stage direction that changes how a line should be understood.
Student response · handwriting or typing
Day 61 · Dialogue & Stage-Direction Annotator
Complete the evidence map in your own words; preview and explicitly append it to your original daily response.
Formative Drama Check
Five questions; 4 correct (80%) reveals next lesson navigation. This does not grade independent writing.