From Script to Stage · SHS1 Literature In English

Lesson notes

Learning Objectives

Indicator: 1.3.3.LI.3 - Write and perform simple skits from stories read

By the end of the lesson, learners can:

Identify the key elements of drama present in a short story (dialogue, character, conflict, setting) and explain how these elements are transformed when converting prose into a skit script.
Write a short skit of roughly 2 to 3 minutes performing time based on a familiar story, using correct script format that includes a title, list of characters, setting description, and dialogue with stage directions.
Work collaboratively in mixed-ability and gender-balanced groups to rehearse a written skit, applying stage directions, voice projection, and basic blocking to make the performance clear and engaging.
Give and receive constructive peer feedback on a draft skit script, using specific criteria such as clarity of story, believable dialogue, and feasibility of staging.
Perform their written skit before the class, demonstrating the collaboration and communication skills built in the previous weeks through monologue and scene performance.

This lesson builds on the monologue performance work of Week 8 and the scene-based skit performance of Week 9. The focus here shifts from performing scripts written by others to writing original short skits drawn from stories learners have read. The full production of original plays is reserved for Week 12.

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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.3 - Write and perform simple skits from stories read
Suggested placement: Semester 2, Week 10 (Week 30 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. 61

Exemplars (from the NaCCA curriculum)

Project-Based Learning:

- In mixed-ability/gender groups, learners rehearse and perform skits on given themes e.g., friendship, health.

- Learners select stories, create drama out of stories using the process approach to develop their skills of creativity.

- Share drafts with other groups to critique to learn from others.

- Rehearse in groups and act. Working in groups will enhance collaboration and communication where learners will understand and be sensitive to the needs of others and provide support to them.

Assessment (1.3.3.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

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