The purpose of this six-week, naturalistic inquiry study was to explore how middle school students at an international school in Warsaw, Poland experienced embodied literacies in their drama elective and their experience with revision through students' creations of performance and puppetry vignettes that represented their fictional stories. This study centered on the following research questions: 1) How does drama stimulate revision in writing? and 2) How do students describe their experience with drama in the writing process? Multiple data were collected: writing drafts with revisions, photos, interviews, performance and rehearsal videos, and reflections. The constant comparative method was used to analyze and triangulate the data. Additionally, digital images were used to generate a multimodal analytic method that implemented a Semiotic Photo Response Protocol. Analyses of data revealed that acting out their writing stimulated additional ideas for students' stories, especially in how students embodied their stories. However, some students had concerns and difficulty in translating their flash fiction pieces from narrative to script format. Data analysis also demonstrated how aesthetics played a role in the translation of content from writing to drama, and how some students had challenges in collaborating with their performance groups but not during their writing groups.