SHS3 Literature In English · Semester 2 Week 6: From Script to Stage

Lesson notes

Learning Objectives

Indicator: 3.3.3.LI.3 - Perform the drama pieces created

By the end of the lesson, learners can:

Identify and prioritise the key performance elements (characters, costumes, props, setting) using the Diamond Nine strategy.
Allocate roles and rehearse a scripted drama piece collaboratively, showing respect for each member’s contribution.
Perform a scripted drama piece before an audience, using appropriate voice projection, gesture, and facial expression.
Give and receive constructive feedback on performances, focusing on strengths and areas for improvement.
Adapt a performance element spontaneously when something goes wrong on stage, showing quick thinking and problem-solving.

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Curriculum details

Strand: Drama (Strand 3)
Sub-strand: From Script to Stage (3.3)
Content standard: 3.3.3.CS.1 - Exhibit knowledge and understanding of analysing, scripting, converting and performing drama pieces, 3.3.3.LO.1 Create and convert drama pieces/scripts for performance.
Indicator: 3.3.3.LI.3 - Perform the drama pieces created
Suggested placement: Semester 2, Week 6 (Week 26 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. 145

Exemplars (from the NaCCA curriculum)

Diamond Nine: Perform the drama. Using the Diamond Nine to help prioritise the important things to guide the performance, e.g., characters, costumes. Share the roles, rehearse and perform. Learn from different cultures,take turns to share ideas.

Assessment (3.3.3.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.

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