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Prologue   Dialogue   Mood
Epilogue   Character Motivation
Scenes   Repetition  Sentence Variety
Lines   Central Idea  Problem
Narrator  Resolution  Conflict
Perspective  Quotes   Comparison
Suspense

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Give setting, build context, date, people involved.

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Shows different points of view that twill become characters in the drama: African Americans, white Americans, Dr. MLK, followers, teenagers

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Quotes from the people giving the speeches, comparisons between white people and black people, giving examples of how people are being affected due to this freedom problems like having people getting what they need and people without getting what they need.

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Gave out dialogue, mostly the people who were part of the movement and the people who tried to stop the movement.

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In scene 3, Rev. Williams gives a speech about the march. In this speech, he talks about how the people will go through some bad things like getting beaten, spit on, and they could go to jail. This speech shows the characters motivations through dialogue because he is telling everyone what they need to do.

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This focuses the readers attention on a central idea. For example, in scene 1 the author repeats how black people don't have equal rights because they can't vote.

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The author uses sentence length to show emphasis like when Charles says, "This is where it happened," or when Mrs. Moore exclaims, "You've come so far!" These simple sentences are powerful.

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Created the setting through repetition. We knew that they were going somewhere because they kept on saying that they had to keep on moving and not to stop. This made it more clear that they were moving and were going somewhere.

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Throughout scene 4 the author uses descriptive language to describe Bloody Sunday. For instance, the author describes how Blood Sunday was before, during, and after. This gave the reader a feel of what Bloody Sunday was really like and what the characters had to go through.

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Dialogue, perspectives, and marchers all show the resolution and how things were fixed. "A crowd of 30,000 people join the tired marchers." This shows how many people are fighting for equal rights, and even though there were doubts in the beginning they still fought for what they wanted.

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The author raises the stakes by asking rhetorical questions of us, the audience, and of the characters in the play. For example, Lynda asks, "What's more important than freedom?" This was asked to raise the stakes -- inspiring any doubters that they were doing what was necessary to be free.

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In scene 6, the freedom fighters give marching another chance, this time the outcome is different.  Instead of vicious state troops, President Lyndon B. Johnson sent his National Guardsmen to protect the marchers.  The march is successful as 300,000 supporters join the march along the way.  This later leads to  President Lyndon B. Johnson passing and act to grant African Americans the right to vote no matter what.

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The people made a march and they were not gonna stop for anyone in there way."This cell is too tiny. We can’t fit!" They made were trying to make there self known by making a march for freedom to vote.

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In the epilogue, a scene between an African-American mother and her son vote and there is no poll tax, and no test.  The son says how it was no big deal to do it in the first place and she said how things change.  Once you stand for what you want to change, it will change if you don't give in.

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In scene 3 there is repetition when Rev Williams says in his speech that "there should be no violence," and that "we should have courage in the march." This creates the mood of confidence, so the teens won't back down and give up to gain their rights.

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Tears of joy were cried by Mrs. Maudlin at the end of the drama. This was shown through the technique of dialogue. When she says, "my son made it happen," this also contributes to the positive mood and brings in pride.

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The author uses repetition to show the theme throughout scene 4. There are constantly people protesting for civil rights and they are risking their lives for equality. "REV. HOSEA WILLIAMS: We will march from Selma to Montgomery, the state capital, to make our voices heard." As you can see, people marched to show how much they cared. They were all brave enough to walk in order to earn their rights. "N1: The troopers push into the crowd, swinging clubs and spraying tear gas." This example shows that protesters still marched even though they were being beaten by troopers and policemen. Finally, the text gives an exact quote stating that the marchers were courageous. "This fight takes courage. We may be beaten, spit on, or sent to jail." In conclusion, the author uses repetition to show the theme, courage, throughout the article.