Year 3
Unit on: Playscripts
RANGE:
A selection of playscripts and stories that are suitable for dramatisation.
Reading:
To read a variety of stories and playscripts.
To understand the distinction between prose and playscripts, using the terms
appropriately.
To recognise the key differences between prose and playscripts e.g. by looking
at dialogue, stage directions, layout of text.
To read, prepare and present playscripts
To be able to understand and use stage directions.
Writing:
To collect and use words and phrases that describe the way people speak.
To collect and use words and phrases that describe ‘scenes’.
To use a frame to plan a playscript.
To write a simple playscript from own plans.
To be able to edit own playscripts.
To publish own playscripts, including the use of IT.
To construct check lists to aid ‘writing a playscript’, ‘editing’ and
‘publishing’.
Speaking & Listening:
To be aware of the different voices in stories, using dramatised readings,
showing differences between the narrator and the different characters.
To use role-play / drama to present playscripts.
To experiment and use different drama techniques such as ‘Hot seating’.
Sentence:
To understand the functions of verbs used in sentences through –
 noticing that sentences can not make sense without them.
 collecting and classifying examples of verbs from reading and own
knowledge.
 experimenting with changing simple verbs in sentences and discussing
their impact on meaning.
 to have some knowledge of verb tenses.
To use adjectives to describe characters and feelings.
To write in complete sentences using capital letters and full stops correctly.
Word:
To investigate and understand how the spellings of verbs alter when ‘ing’ is
added.
To use word banks and dictionaries. To be able to identify mis-spelt words in
own writing.
Weeks 5
Spring Term
TARGETS: To become aware of the use of different voices in stories. To
differentiate between the narrator and different characters used. Read,
prepare and present a variety of playscripts. Identify the differences
between prose and playscript. Produce a simple playscript.
Unit Outcome / Key Assessment Opportunity [KAO]
To be able to plan, draft, edit and publish a simple playscript, using stage
directions.
Links with other curriculum areas:
ICT – use of computer for planning, editing and publishing work.
Use of digital cameras and audio tapes.
RE – use of Bible stories to create a playscript – (Class assembly).
Resources: [E.G. Grammar for Writing, Developing Early Writing,
Pictures, Props, Videos, Story Maps]
‘Little Red Riding Hood’ – big book narrative.
‘Right’ (playscript)
Cornerstones – OHT 1 (‘It’s not like that, like this!’)
Narrative traditional tales (‘Cinderella’, ‘Snow White’, ‘Goldilocks and the
Three Bears’, ‘Jack and the Beanstalk’)
Playscript story planning map
Evaluation worksheets (‘Other people’s playscripts’)
Verb Assessment worksheets
Week 1
Teaching Sequence – shared time
Familiarisation, capturing ideas,
demonstrating, teacher scribing, independent
writing
To be able to identify and Revision of previous term’s work on Narrative
explain the conventions
Writing. Use of ‘Little Red Riding Hood’ (Big
of narrative writing.
Book) to identify features e.g. organisation of the
text, language, direct / indirect speech,
punctuation (include reminders about Problems
and Resolutions of narratives.)
Objectives
To be able to identify the
features of a playscript.
To begin to use drama to
focus on the feelings of
characters and the
situations they may find
themselves in.
Use of enlarged copy of playscript – ‘Right’ (Les
and Tim only) – Teacher to read. Compare /
contrast to narrative writing. Think, Pair, Share –
Ask what is different about this way of telling a
story. Record on white boards. Pairs to share their
ideas with whole class. Make a class list using
Teacher as the scribe. Explain aspects of content
(story told through dialogue and action – no
narrator.)
Introduce the idea of ‘Hot seating’. Teacher to
‘Hot seat’ as Tim (victim). Focus on feelings,
emotions, body language and facial expressions.
Use of digital camera to record. Discuss what the
Teaching and Learning Activities –
group work
Whole Group work – identify narrative
features of other traditional tales.
Differentiation by level of text given.
Groups to select a scribe and record on
large paper. Teacher to support lower
ability groups (2).
Children to work in mixed ability pairs to
orally retell this story to each other.
Groups 1 – (Higher / Middle ability) to
work in pairs to character sculpt the
character Les. Use of digital camera –
Teacher supported.
Groups 3 – 4 (Middle / Lower ability) to
work on the characters of Les and Tim
Plenary Activities/
Learning Outcomes
Display group work.
Share features –
children to present.
Can they locate and
give their evidence?
Ask for volunteers
among the pairs to
say what they believe
the story line is.
Discuss their reasons.
Can they give clear
explanations? Does
everyone agree?
Use the photographs
taken from both parts
of the lesson to
compare and contrast.
Teacher to use ICT to
display photographs.
children feel that they have seen / heard. (‘How
did you know when I was in character as Tim?’)
To be able to identify the
Problem and Resolution.
To revise the term
‘adjective’ and use them
appropriately.
and role play their favourite part of the
playscript – LSA supported.
Q. ‘If we used these
as a record of this
work are we able to
add captions?’
Children to suggest
suitable captions.
Use of class circle.
Groups 1 – 2 to share
their performance of
the script. Can the
class identify the
characters, the
Problem and the
resolution from the
drama?
Use of continuation of ‘Right’ playscript – ‘In the
Classroom. Teacher and children to read, using
appropriate voices. Discuss how the involvement
of more characters effect the story line. Think,
Pair, Share -Q. Can you identify the Problem and
the Resolution? Record on white boards and then
discuss with whole class.
Groups 1 – 2 (Higher / Middle ability) to
work on this part of the playscript and
prepare a performance – LSA supported
Groups 3 – 4 (Middle / Lower ability).
Create a visual character portrait of either
Les or Tim. Remind them of the use of
adjectives to describe both the appearance
and feelings. – Teacher supported.
‘What is a verb? Await the answers of ‘doing /
action word’. If the children can’t remember
encourage them to use dictionaries. Ask why they
think they are needed in a sentence. Create
moving sentences (words and punctuation on
cards for children to move around and put in the
correct order.) Question what happens to the
sentence if the verbs are taken out. Read ‘Right’
Children to create verb posters to illustrate Group work, using
‘What is a verb?
large paper to record,
Group 1 to use ICT – LSA supported.
identify the verbs in
the playscript ‘Right
– In the Classroom’.
Groups to share their
verbs. Can we add
any more to the class
list?
To understand why a
verb is needed in a
sentence?
playscript (Les and Tim) and identify the verbs
with a clap. Begin a class list of interesting verbs.
Evaluation
The selection of text to begin this unit of work was very appropriate.
It was a good idea to begin with practical tasks during the first week because it allowed the children (and the teacher) to overcome their inhibitions
regarding drama and role-play. This prepared them for, and had a big impact on activities during later weeks.
Week 2
Objectives
To be able to identify the
features of a play script.
To understand that
playscripts and stories are
written differently because
they are read by different
audiences for different
purposes.
To read dialogue with
expression and use
punctuation appropriately
when reading.
Teaching Sequence – shared time
Familiarisation, capturing ideas,
demonstrating, teacher scribing,
independent writing
Ask the children to think about a play /
pantomime they may have seen. Discuss the
difference between watching a performance
or reading a book.
Use of ‘Not Like That, Like This!’ script.
Look at the dialogue between Dad and
Thomas at the beginning of the story. Discuss
how the words could be said. (Question
marked, italics, information that Dad
Teaching and Learning Activities –
group work
Plenary Activities/
Learning Outcomes
Give groups a selection of stories /
playscripts and ask them to identify
whether they are more suitable as a
story or a playscript. Use of a prepared
table to record, which will also ask
them for their reasons. Children to
record individually.
Children to work in ability
pairs and exchange ‘tables’.
Do you agree / disagree with
your partner? Record your
decisions on their tables.
Remind children of the use of
adjectives to describe appearances and
feelings.
Groups 1 – 2 to write a character
portrait of one of the characters from
Ask children from Groups 1
– 2 to share their written
work. Challenge the others to
guess the character identity.
To use adjectives to describe
characters’ appearances and
feelings.
To be able to read aloud
using expression and
punctuation.
To identify the features of a
playscript.
To write a simple playscript
scene from a narrative
chapter of a traditional tale.
To begin to understand the
need for stage directions and
be able to use them.
laughed.) Ask a child to read now.
Look at the firefighter’s speech near the end,
discuss why it is in capital letters and has an
exclamation mark. (Emphasis – could be
shouted.) ask a child to read now.
Tell the children that I am going to be the
narrator in this story and that they are going to
be the characters and speak the characters’
words with the appropriate expression.
(Whole class to speak each character’s
words.)
Read the first chapter of ‘Little Red Riding
Hood’ – Teacher and children. Discuss the
reasons why we might change this text into a
playscript. Can the children remember the
features of a playscript?
Teacher to model writing this first as the
scene of a playscript.
Read the second chapter of the text.
Use of previous lesson’s scene. Ask the
children – ‘How can we make this playscript
more interesting to perform? What would
help us?’ Introduce the idea of stage
directions. Illustrate by showing them a
selection of playscripts with stage directions
in.
the text. Encourage them to use a
thesaurus to find more interesting
adjectives. Teacher supported.
Groups 3 – 4 to draw their favourite
character from the text and write
adjectives around it to describe
appearance and feelings. LSA
supported.
Children to write, individually, the
next chapter of the story as a scene for
the playscript. Teacher to support
Group 4.
Children to add stage directions to
their scenes (previous lesson’s work).
Use coloured pencils.
Encourage Group 1 to edit their work.
Create a class adjective bank
from individual work.
Select a child to read their
script. Enlarge their work
and display. Ask whether
this playscript could be
performed, give reasons.
Group work, using large
paper and felt pens.
Create a checklist for writing
a simple playscript. Display
and share.
Select instructions to create a
class checklist and publish
using ICT. Write in
individual ‘Helpful Hints for
Writing’ Books.
Teacher to model inserting stage directions.
(Use a different coloured pen.)
Evaluation
The practical activities used in week 1 benefited the children being good preparation for this week.
The teacher modelling aspect was extremely valuable at this early stage, particularly as the children have very little experience of traditional tales or
playscripts outside school.
The use of discussion formed a very important tool.
Week 3
Objectives
To perform a simple
playscript using expression,
characterisation and stage
directions.
To identify the function of
verbs in a sentence and
understand what will happen
to the sentence if the verb
tense is changed.
Teaching Sequence – shared time
Familiarisation, capturing ideas, demonstrating,
teacher scribing, independent writing
Use of previous week’s Shared playscript (‘Little
Red Riding Hood’). Ask for volunteers to act out.
Remind them of different voices and expressions
that can be used, and the use of stage directions.
Ask – ‘Have all playscript conventions been
followed?’ Use the constructed checklist here.
Teaching and Learning Activities
–
group work
Use of Group Guided Reading
Books. Children to work
individually to select and list 5 verbs
from their text. These verbs are then
to be used in 5 different, interesting
sentences. (Encourage Group 1 to
extend their sentences.)
Remind the children of the function of verbs in a
sentence. Ask children, in pairs, using white
boards, to make a collection of interesting verbs.
From this create a class collection. Experiment with
changing simple verbs in sentences and discussing
the impact on the sentence.
Children to construct cast and scene
Plenary Activities/
Learning Outcomes
Children to work in
ability groups, using
white boards to record.
Teacher to select verbs
from each group and a
sentence and write on
main board. Ask the pairs
to try and change the
verbs and decide what
will need to happen to
the rest of the sentence
e.g. run – ran.
To understand the need for,
and be able to use cast and
scene lists.
Introduce the idea of a ‘cast list’ – people /
characters in a play.
Discuss briefly the use of scenes i.e. where each
takes place e.g. Scene 1 –the cottage, Scene 2 – in
the forest.
Teacher to model the writing of both for the Shared
‘Little Red Riding Hood’ script.
To be able to retell a story.
To use a planning map to
plan a simple playscript.
To begin to evaluate each
others’ work.
Ask the children to retell the traditional tale –
‘Snow White’.
Using the playscript planning map Teacher to
model the planning of a playscript from this tale.
To write a simple playscript
from a planning map.
lists for their own play scripts. Ask – Use of ‘Right’ playscript.
‘How can you fit them in?’ (i.e.
Children to work in
where should they be placed?)
ability groups, using
large paper to record.
Ask – ‘There are only 2
scenes for this playscript.
How could it be
extended?’ To give
Children to plan own playscripts
reasons.
using traditional tales and planning
maps.
Group 1 – ‘Cinderella’
Work in ability pairs to
Group 2 – ‘The Three Little Pigs’
check planning maps.
Group 3 - 4 – ‘Jack and the
Have they used any
Beanstalk’ cartoon strip. (Group
interesting vocabulary?
plan)
Groups 3 – 4 to share
Teacher to support groups 1 – 2.
their plan with Teacher.
LSA to support Groups 3 – 4.
Teacher to use the ‘Snow White’ planning map to
model the writing of the Cast list, Scene list and
Scene 1. Use ideas from children to write.
Model writing the Stage Directions, but tell
children to leave this for the Plenary.
Children to write playscripts from
planning maps, using Teacher
modelling as their guide.
Teacher to support Groups 3 – 4.
Use of ICT and Teacher as scribe.
(Don’t edit.)
Teacher Modelling – from planning map write
Children to continue writing own
Working with a partner
from own ability group
children to add stage
directions. Use coloured
pencils. Group 4 to do
this as a group.
remaining scenes and conclusion. Continue to put
playscripts using the modelling
in stage directions as in previous modelling session. sessions as their guide.
Remember to take ideas from the children.
LSA to support groups 3 – 4.
Share playscripts with a
partner. Decide if they
were written for the
appropriate audience.
Complete ‘Other
People’s Playscripts’
evaluation.
Evaluation
The pace of the activities during the week was important and the children responded very well.
Adapting the 'Narrative' planning map for 'Playscript' planning worked well as the children used it more confidently because of its familiarity.
I felt that the teacher modelling in small steps was more appropriate for the children enabling them to plan more carefully.
The children were very enthusiastic about evaluating each other's work and positive comments were made. They made suitable and useful suggestions
for improvements.
Week 4
Objectives
To be able to edit own
work.
To create an ‘Editing’
checklist.
Teaching Sequence – shared time
Familiarisation, capturing ideas, demonstrating,
teacher scribing, independent writing
Use of Shared ‘Snow White’ Shared playscript.
Teacher to model editing.. Remember to include here
the use of more interesting vocabulary, using a
thesaurus. (Use of different coloured pen.)
Teaching and Learning Activities
–
group work
Children to edit own playscripts in
the same way, paying attention to
the vocabulary.
Groups 3 – 4 to use ICT to do this.
Plenary Activities/
Learning Outcomes
Make a class checklist
for ‘Editing’ – Teacher to
scribe. Ask – ‘Why will
this checklist be different
to the ‘Publishing’ one
we created during
narrative writing?
To use capital letters and
full stops correctly.
To use verbs in a sentence
and use the correct verb
tenses.
Revise work completed in this unit on verbs.
Practical examples using moving sentences.
Verb / Punctuation Assessment
Activities
Children to complete assessment
activities.
Group 1 – verb tenses
Group 2 – 3 – suitable verbs
Discuss difficulties
children might have
come across during the
tests.
Has anyone any useful
strategies that they could
share?
Group 4 – Punctuation. Capital
letters and full stops. LSA to support
the reading of sentences only.
To be able to publish own
work.
Use of PC – teacher as scribe. Remind the children of
the ‘Publishing’ checklist and how it can be used for
different forms of writing. Refer them also to their
‘Playscript Writing’ checklists.
Teacher to model publishing of ‘Snow White’
playscript. At end of publishing ensure that they use
their checklists again.
Children to publish own playscripts.
Group 1 – PC publishing
Group 2 – Handwriting publishing.
Groups 3 – 4 - PC publishing – LSA
as scribe.
Encourage them to use the
checklists.
Share playscripts with a
partner within their
groups. (Groups 3 – 4 to
share with teacher.)
Has your partner used all
the playscript features?
Have they used the
checklists?
Record on white boards.
Select a pair to share.
Evaluation
The children have made their own 'Helpful Hints for Writing' books. These contain the checklists we have constructed e.g. 'Features of Playscript
Writing', 'Editing Checklist'. They referred to them at each stage of the process and they proved to be an invaluable resource.
The unit's work on 'Verbs' provided them with the opportunity to collect and make a class verb list, which was used often in their writing.
Week 5
Objectives
To be able to use the ‘Playscript
/ Publishing’ checklists.
To read, prepare and perform
playscripts to an audience.
Teaching Sequence – shared time
Familiarisation, capturing ideas,
demonstrating, teacher scribing,
independent writing
Remind the children of the work they have done
so far. Ensure that they are all satisfied with
their finished playscripts. Give them 5 minutes
to make any amendments.
Teaching and Learning Activities
–
group work
Plenary Activities/
Learning Outcomes
Refer back to the shared ‘Snow White’
playscript. Ask for volunteers to organise its use
as a playscript. Role - play. Ask the other
children for their observations about the use of
the playscript.
Children to work with a partner of
their choice to prepare their
playscripts for performance. All
children to be given the opportunity
to perform
What do you think are
the features of a
playscript?
The class to select their
favourite playscript for
authors to read aloud.
Record on audiotape with
their comments.
To read, prepare and perform
playscripts to an audience.
Children to be given the opportunity to prepare the Shared playscript of ‘Snow White’ to perform for an audience.
Requests were made by the Nursery and Year 4 for them to do this. Use of digital camera to record. Playscript and
photographs, with captions, to be bound into a class book.
Evaluation
The children particularly enjoyed preparing their own playscripts for performance. They voted for the playscripts they thought should be read by the
author and recorded (audiotape). These were then used in Reception for story time.
Nursery and Year 4 proved to be suitable audiences for the performance of 'Snow White'.
At the end of the unit the children were required to plan, write, edit and publish a simple playscript from a traditional tale. This formed the basis for
their writing assessment. This was marked / levelled using the 'Achievement Statements Describing Progress in Writing'. It was found that 80 of the
children had achieved their writing targets.