SHS2 Literature In English · Semester 2 Week 4: From Script to Stage

Lesson notes

Learning Objectives

Indicator: 2.3.3.LI.1 - Write a drama piece on varied themes depicting real world events

By the end of the lesson, learners can:

Brainstorm and select real-world situations in Ghana that can serve as themes for a drama piece.
Construct a synopsis for a one-scene drama based on an agreed theme.
Write one complete scene of a drama using the Process Writing approach (planning, drafting, revising, editing, publishing).
Incorporate elements of drama such as dialogue, character, setting, conflict, stage directions, and style into their written scene.
Critique peers’ drafts respectfully, giving constructive feedback that focuses on theme, dialogue, and realism.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Drama (Strand 3)
Sub-strand: From Script to Stage (3.3)
Content standard: 2.3.3.CS.1 - Exhibit knowledge and understanding of analysing, scripting, and performing drama pieces. 2.3.3.LO.1 Apply the knowledge gained in appreciating drama texts to script, edit and perform drama pieces.
Indicator: 2.3.3.LI.1 - Write a drama piece on varied themes depicting real world events
Suggested placement: Semester 2, Week 4 (Week 24 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.103 the content standard code is printed 2.1.3.3.CS.1; a spurious second segment (1) is printed between the year and the strand; normalised to 2.3.3.CS.1
Curriculum reference: NaCCA curriculum document, p. 103

Exemplars (from the NaCCA curriculum)

Project-Based Learning/Experiential Learning:

- Watch a popular film or drama on TV.

- Learners identify themes.

- Have learners brainstorm the types of real-life situations that can be used for themes.

- Discuss the elements of drama and style to include in the text. Make a synopsis of what to write

- In groups, learners develop one scene of the drama using the Process Writing approach. Learners communicate effectively and confidently orally and in written form. They learn from others as they share ideas respecting individual views.

Assessment (2.3.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- CT-Films, skits from internet/online
- Created drama piece with varied themes and cultures
- Characters (males/females)
- Groupings have a fair representation of different genders and social class.