Objectives

1. To teach students the features of a play script

2. To guide students how to write a play script based on a story

Prior knowledge
Students have learned the basic elements of a story e.g. beginning, middle and end;
character and setting, climax and resolution in the previous unit.

Lesson preparation by students (self-directed learning elements and strategies to cater for
learner differences)
Students were asked to read a story for todays lesson. To help weaker students understand
the story, they could watch a clip about the story (with or without sub-titles, depending on
students ability) so that everyone understood the text. After watching the clip, students
needed to fill out the story map. To cater for learner diversity, stronger students would need
to identify the moral whereas the weaker students were given a choice to choose the
answer.

Time Working Teaching steps/strategies Purpose/Resources

pattern
Should not Warming up
exceed 10 Clip or
min T checks if ss have read story at home. In pictures{Visual and
for checking case some did not do so, play the clip again. audio}
ans) T checked basic understanding of the story
by asking ss to retell the story.

5 min for Stating the main learning objective

explanation+ OK, I see all of you understand this story. Ppt (visual support)
objective Good. Now what if we want to turn this
story into a play? Do you know what a play
is? (T shows a picture of a play or explain
what a play is. e.g. people wear special
clothes, have make up on the face, facial
expressions, walk on the stage, speak the
lines(conversations).
Right, so if we want to act out the play, we
need a play script. Today, we are going to
learn how to write a play script using this
 story The ant and the grasshopper.
Teaching the features of a play script Ppt (V)
10-15 min
T uses the ppt to illustrate the following
points. A play script:
has a title
has characters
can be divided into scenes e.g. Scene
1, Scene 2.
May have a narrator (who tells us
what happened in the story)
All characters are put on the left
columns
When a character speaks, it begins a
new line.
The dialogue has no quotation marks
and it is usually written in present
tense.
We use a colon (: ) to separate the
character and his line, etc.
There are stage directions telling what
the character should do or how he
says the line. They are put in the
brackets.
Stage directions are in italics and we
should not read them aloud.

20-23 Writing the script together Brainstorming ideas

Guide ss to write scene 1 together. Ask ss to with the class
take out the story. Then write the narrator
part. Pay attention to the tense.

After that, write about the Grasshopper.

Ask ss what the grasshopper would say
when he saw the ant? What would you say
when you see your friend? (good
morning/hi, Nice to see you Ant, Hello Ant,
 where are you going? What are you doing?)

Now write how the Ant answers. (Hello, my

friend. Im busy here/Look, Im so busy
here. Will you join me?)

Write two more exchanges. Check tenses,

punctuation.

Then go back to ask ss to add ( ) for

stage directions. Discuss how the director
wants the character to do when he speaks.
(e.g. singing happily?dancing when he
speaks? Playing guitar when he speaks?
Laughing? )

15 Reading aloud the script

After teacher has written two exchanges+
the narration, ask ss to come out just to
read aloud the exchanges with emotions.

Comment on their voices, intonation,

pronunciation, emotion, etc. Kinaesthetic

For active ss, ask them to add facial

expressions and movement when they
read.
10 Pre-writing and assigning homework Showing ss
Tell ss they are going to write scene 2. assessment criteria
When they write, they need to pay before the writing
attention to the points listed in the task to show
checklist. teachers
expectation
Go through the checklist with ss.

Tell ss to think about how the play should

end. E.g. grasshopper died? Ant helped
him? Grasshopper learned a lesson?
 2 Rounding up
Sum up what students have learned today.

Characteristics of this lesson design:

Objectives are clear and focused. Weve got only two objectives so all teaching time is
devoted to them.
We use different strategies to cater for learner differences:
a. VARK
b. Cooperative learning groups
c. Teacher questioning techniques to prompt ss if they have difficulties.