DRAMA LESSON

Nikolina Miskovic 3918533

Secondary
School
Focus Area
Drama- Script
Writing
Unit Of Work:
Imagining and
Constructing
the Future

Year Group Year 7

Learning Intentions
Today we are learning.
We are learning how to write
scripts to bring our futuristic
animations to life.
Success Criteria

Students will be able to

identify what a script is
and what are the
requirements of a good
script.
Students will incorporate
their ideas of the future
into their scripts.
Students will be able to
understand the following
ideas:
- Dialogue
- Voice
- Narrator/ Characters
- Setting
- Scene
- Genre

Location /
Setting
Classroom.
Specialist
area. Other:

Organisation / Student Groups

Whole class / Focus Group

-Drama
Classroom to
allow students
to move around
and work in

Small Group- (main activity)

script writing and role playing

Whole class- Split into 2 large

groups (warm up)

VCAA & PoLT

The Arts: Drama Scope & Sequence: Level 7 & 8
Develop roles and characters consistent with situation, dramatic forms and performance styles to convey
status, relationships and intentions (VCADRE034) (VCAA, 2016)
Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic
meaning (VCADRD035) (VCAA, 2016)
Analyse how the elements of drama have been combined in devised and scripted drama to convey different
forms, performance styles and dramatic meaning (VCADRR038) (VCAA, 2016)
By the end of year 8 students use performance skills, stagecraft and design elements to shape and focus
relationships with an audience. Also Students identify and analyse how the elements of drama are used,
combined and manipulated in different styles, and apply this knowledge in drama they make and perform.

(VCAA, 2016)
English Year 7
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting
words for impact (VCELY388) (VCAA,2016)
Understand how accents, styles of speech and idioms express and create personal and social
identities(VCELA392) (VCAA,2016)

Relevant PoLT: 4.3 Emphasises the quality of learning with high expectations of
achievement

4.6 Uses strategies to foster imagination and creativity.

1.3 Uses strategies that promote students' self-confidence and willingness to take risks
with their learning

(Department of Education and Training, 2014)

Special Considerations
-

Use ICT
Provide opportunity for collaborative learning opportunities
Provide opportunities for students to use their body movement to learn.
Setting individual learning tasks to be completed at home.
Students who learn visually I use visual cues- brainstorming & showing examples of a
good script.

Nikolina Miskovic 3918533

their own
space.

Nikolina Miskovic 3918533

Key
Vocabulary

Focus Questions
Linked to Learning Intentions

References / Sources / Materials / Resources and Equipment

Equipment/ Materials

-Dialogue
-Script
-Voice
-Narrator
-Future
-Setting
-Scene heading
-Genre
-setting the scene
-adding action
-adding characters
-writing screen
headings,
-adding voiceovers
-keeping the beat
-montage
- intercut

What animation will you choose

as a group to focus on for your
futuristic scripts?
How will you make sure
everyone contributes?
What do you know about script
writing?
What do you think makes a good
script? refer to structure
What are some character
qualities and or personality that
you would like your character to
have?
What do I mean when I say write
a dialogue?
Who think they can tell me about
some script writing techniques?

-IPADs- with the Charades app downloaded otherwise mobile phones. Also used to access
animations and music created.
-Netbooks- Used to type the script up along with everyones role and responsibilities. Create a
shared office document to allow group members to each work on their scripts and make changes at
home.
-Handout -Script Writing Checklist for each student.
References/ Resources
Department of Education and Training, 2014, PoLT Online Professional Learning Resources,
viewed 7/5/16 http://www.education.vic.gov.au/school/teachers/support/Pages/polt.aspx
Edutopia, n.d, Students Playwrights Project Playwriting Workshop Lesson Plan, Arena Stage,
viewed 4/5/16,
https://www.edutopia.org/pdfs/scriptwriting_lesson_plan.pdf
Mensa For Kids, 2016, Writing a Screenplay, Mensa Education & Research Foundation, viewed
4/5/16,
http://www.mensaforkids.org/teach/lesson-plans/writing-a-screenplay/
Roy.D, Baker. W, Hamilton. A, 2015, Teaching the Arts: Early Childhood & Primary EducationChapter 5, 2nd Edition, Cambridge University Press
TESAustralia, 2013, Checklists for 14 different genres, TSL Education Australia Pty Limited,
viewed 4/5/16, http://www.tesaustralia.com/teaching-resource/Checklist-and-39-s-for-14-differentgenres-6116818/
VCAA, 2016, Victorian Curriculum F-10 The Arts- Drama Scope and Sequence, viewed 21/4/16,
on http://victoriancurriculum.vcaa.vic.edu.au/the-arts/drama/introduction/scope-and-sequence

Nikolina Miskovic 3918533

Nikolina Miskovic 3918533

INTRODUCTION
Establishing prior knowledge. Tuning in
activity. Focus questioning

MAIN BODY
Guiding Inquiry and Practise

Assessment criteria: Assessment FOR

learning

Assessment Criteria: Assessment AS Learning

Warm Up 10 mins

Focus: Script Writing

Futuristic Charades

Main Activity 90 mins

Bringing animations to life.

The class will be split into 2 teams, each

team receives an IPAD or alternatively use
one members phone.
They will be required to open the app up
and create a new deck that is related to
ideas around the future. Students will be
given 2 mins to quickly add in 2 different
books, movies, characters or games related
to the future in the deck they created. For
e.g. The movie: Back to the future,
-There will only be 2 rounds. Each round a
member of x team will gets 1 of the
members of y team to hold the IPAD up
above their heads while the rest of the y
team needs to using actions give clues to
help the member with the IPAD above their
head guess the title of the movie, book,
game or character.

CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they
now know?
Assessment Criteria: Assessment OF
Learning

Class Brainstorm & Discussion (20 mins)

Ask students what they know about script writing? And what they
think makes a good script?
Write down ideas then discuss the following areas as a group to explain
what needs to be included in a good script:
-Exploring characters qualities/ personalities
- Dialogue
- Show students a play write diagram (beginning, middle, climax, end
with a resolution)
-Script writing techniques: setting the scene, adding action, adding
characters, writing screen headings, adding dialogue, adding
voiceovers, keeping the beat, the montage and the intercut.
Show Students an example of a good play & what is expected of
them.

Share/Reflection 20 mins
Students are to sit in a semi circle. Each
group will get 5 mins to present their group
script. This is an opportunity to share ideas,
receive feedback and or ask any questions.
Homework Task
Practice the lines that you have created to try
and memorise them and focus on adding
more voice/ character.
Students are to also watch a scripted drama
performance and write notes about what you
see, focusing on the techniques and
structure then reflect on how this will
influence your own performance.

Give Students a Handout: With a checklist and a list of techniques to

consider when writing their script.
Group: Writing Time (70 mins)
Students are then to break up into their groups. Use their IPADs to
select one of the animations created from members of their group. Start
planning/ writing their scripts.

Informal Assessment
Walk around see how students are working collaboratively & if
they are applying the script writing techniques.

Nikolina Miskovic 3918533