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In this lesson, students begin by prewriting about their conception of "the devil," and sharing their thoughts with the other students. Next we do a close reading of Washington Irving's "The Devil and Tom Walker." After reading, we discuss script writing, and then students work together to create a short scripted scene of the encounter between Tom Walker's wife and the devil, using context clues and characterization from the text. Students then perform their completed scenes for the class using props and costumes.
I play "Somebody's Knocking" by Terri Gibbs while I have my students freewrite on these topics: What would you do if you met the devil? Do you think you would recognize him/her? What would he/she look like?
After letting students write for 5 - 10 minutes, I ask for volunteers to share some of their responses.
I remind my students that for the early Americans (1700-1800), the devil was very real and the subject of many of their thoughts and writings.
With this background, we read "The Devil and Tom Walker," by Washington Irving.
After reading, we discuss script writing. We refer back to plays the students have read and viewed in the past.
We discuss the following questions: What are the limitations of scripts? How are they different from other types of writing? (dialogue, stage directions, asides, monologues, plot advancement)
We talk about the three pillars of scripts: action, dialogue, and suspense. Since we are using a narrator in this script, we look at why it is important to use the narrator to give details of setting, provide necessary background, move the action forward, and even report the thoughts of a character.
Students work in groups of three to create a script for the encounter between Tom Walker's wife and the devil. Irving does not detail the encounter—the students have to search the text of the story for clues to what may have happened. Students use what they know about characters to create dialogue that is "in character." They use such clues as the tufts of hair scattered about in the woods and the apron found to create their view of how this clash played itself out.
Each student will need to play one part: Tom Walker’s wife, the devil, or the narrator.
I give students "Script Writing with Tom and the Devil" (attached) to help them visualize the assignment.
Students prepare and present their scripted stories to the class—including props and costumes.
Students are evaluated on the quality of their script, including how well it followed the clues from the text, the “entertainment factor,” their group cohesion and work ethics, and their portrayal of characterization and theme. My scoring rubric is on the back of
I give students "Script Writing with Tom and the Devil" (attached).
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