1
LO
Success Criteria
Teaching
Differentiated Tasks
Plenary
To be able to identify the
features of a play-script.
Use of enlarged copy of part of the play-script
– ‘Time Lord’-with class.
To begin to be able to turn a
play-script into narrative using
the narrator’s ‘voice’.
Discuss, again, the role of the narrator in
play-scripts. Can the children see how in
narrative writing the role of the narrator is still
that of the ‘story teller’ but in a play they tell
less of the story as the actors do it instead ?
Children to work in pairs (talk
partners) to orally retell this part of
the play-script to each other –
creating voices for each of the
different characters.
Ask for volunteers to read
their narrative version of the
section of play-script and
discuss success and
limitations.
Children try to tell the story orally as
a narrative– making notes on
paper/whiteboards. Emphasise that
we don’t just copy all of the dialogue
but imagine we are telling the reader
the scene as a story in the past
tense.
How is it different to the playscript ?
Ask 4 children to act out the scene again in
small stages, pausing at regular intervals to
ask the class what the audience can see at
this stage and what needs to be ‘narrated’
and described in a story. Model how you may
turn the next part of the play-script into a
narrative/story and scribe it on the board
using some of the children’s suggestions
(discussing how we are turning direct speech
into reported speech and how we need to
turn present tense verbs into the past tense)
and then show them how you would edit your
ideas to make improvements.
Work with writing partner to write a
draft narrative of the section of the
play-script they have just read
continuing from where the teacher
has scribed the first part.
2
Extended writing task – as previous day, continue changing play script into a narrative
Which do they prefer and
why ?
3
To begin to use drama to focus
on the feelings of characters
and the situations they may find
themselves in.
Introduce the idea of ‘Hot seating’. Teacher
to ‘Hot seat’ as mum or dad. So, begin
reading through the section of the Time-Lord
script again and this time stop at certain
points and invite the children to ask you
questions about the character of mum or dad
as you are reading it. Focus on feelings,
emotions, body language and facial
expressions.
Children ask questions to illicit responses
from mum and dad about their characters.
On the whiteboard, begin to plan a ‘character
profile’ of either mum or dad. How old are
they ? What do they look like ? What do they
do for jobs ? What may their hobbies be ?
Draw a rough sketch of the character and
then model a spider diagram around the
edge.
Talk about why it is necessary for actors to
understand more about characters so that
they know how to play them in a theatre.
Children work in partners and ‘hot
seat’ each other as the characters
Harriet and Sam. They ask each
other questions and start to build up
a ‘character portrait’ of each
character. Children draw a picture of
their view of each character and write
some key aspects of their character
around them like a spider diagram eg
She is tall, She has brown shoulder
length hair, she is clever and quite
bossy, she is 12 years old, she is a
good gymnast etc.
4
To be able to write a character
sketch
Use the actual character sketch that is presented in
the Time Lord script on P15. It is very brief. DO
the children think they could expand on this
‘sketch’ to give an actor more information about
the part they are playing ?
Show the children how character traits could be
‘boxed up’ to help an actor.
*Age & Visual appearance
*Clothing generally worn day to day
*Hobbies and job
*Personality (happy, argumentative ?)
*Anything which is special about them
Using some of the children’s ideas about what
Once you have modelled the character
sketch, discuss with the children the
details that you added. Show the children
the boxing up planning sheet and ask
them to think about the character of
Harriet or Sam and write some simple
sentences in each section. Expand their
notes into a character sketch in their
books.
Discuss how different pairs
have decided to portray the
characters. Are there any
similarities ?
mum or dad should be like begin to write some
simple notes under these ‘boxing up’ headings
and then model how these could be drawn out
into sentences to create a character sketch.
5
Read, using big book on the whiteboard, ‘The Twits’ by Roald Dahl. Next weeks work will be based upon the story and then the play-script by David
Woods. Whilst reading, children can begin to make sketches and notes about the characters in the story and think about how they may be translated
into characters in a play.