LessonnotesGH

SHS1 Literature In English · Semester 2, Week 12

From Script to Stage

Lesson notes

Learning Objectives

Indicator: 1.3.3.LI.5 - Write and produce plays using the skills acquired.

By the end of the lesson, learners can:

  1. Identify and explain the nine steps of the process writing method for playwriting as listed in the curriculum exemplars.
  2. Collaboratively produce an original play script with a clear storyline, at least one main character, dialogue, and stage directions.
  3. Apply the steps of rereading, revising, proofreading, and editing to improve a draft play script.
  4. Participate in the production of a play by taking on a defined role (actor, director, stage manager, costume coordinator, or prompt).
  5. Reflect on the teamwork, communication, and decision-making skills used during the group writing and production process, linking them to real-world workplace and adult life situations.

This lesson builds directly on the skills learners developed in Weeks 8 to 11 (monologues, skits, and sketches) and moves them to write a full short play and take it through to performance. The lesson follows the process writing method given in the curriculum exemplar lettered (a) to (i).

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Curriculum details

Strand
Drama (Strand 3)
Sub-strand
From Script to Stage (3.3)
Content standard
1.3.3.CS.1 - Exhibit knowledge and understanding of scripting and performing drama pieces. 1.3.3.LO.1 Use the skills acquired to produce and perform a drama sketch. 1.3.3.LO.2 Use the skills acquired to write drama pieces
Indicator
1.3.3.LI.5 - Write and produce plays using the skills acquired.
Suggested placement
Semester 2, Week 12 (Week 32 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference
NaCCA curriculum document, p. 62

Exemplars (from the NaCCA curriculum) 

Project-Based Learning:

- In groups, teacher guides learners to write and produce a play on any selected theme to reflect life with the process writing method below: a) Decide on the story. b) Learners brainstorm on ideas and storyline. c) Write the story outline. d) Determine the main character. e) Write your acts. f) Develop dialogues. g) Input stage directions. h) Reread and revise. i) Proofread and edit again.

Collaborative/Project-Based Learning:

- Teacher guides learners to organise logistics and resources to produce play. This project will help learners to communicate using academic language, feel empowered in decision making process at the group levels, respect, value and work in favour of a democratic and inclusive atmosphere.

- Again, this will equip learners with the necessary qualifications to gain access to the world of work and adult life.

Assessment (1.3.3.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Scripted drama piece based on varied themes
- Action clip
- Film and skits online/internet
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