Problem: Students will learn how to communicate ideas and collaborate with each other through writing and performing a skit.
Activation: I will activate students prior knowledge by talking about skits and the use of a script asking if anyone has read from a skit before. We will discuss how in plays people know what to say because they follow a script and also on TV and in movies people are following written scripts.
I will tell the students that they are going to have the chance to create their own scripts for their ending of the story and they will have the opportunity to act it out.
Demonstration:
First to demonstrate the task, we are going to look at what the elements of a script are; the characters, setting, tone of voice, stage direction, etc.Then, I am going to show the students a video and give them a handout with the script of the video transcribed on it. After watching the video, the students pair up and act out the script themselves following the directions of the script.
Application:
Students will be assigned groups and they will create their own endings to the story. They will first brainstorm what the ending will be, then, they will follow the steps of writing a script given to them and they will write and perform their endings. Students will submit their scripts to me for feedback.
Integration:
Being able to write a script can come in handy throughout a student's life. They may need to write a script for a presentation at work and these skills help in literacy development.
Standards: CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Students watch until 0:44 of the video and follow along in the script page given to them.
Script for video: Carly walks in from stage left, juggling her beanbags
Carly:Hi kids, I’m Carly. Let’s play! Carly continues juggling. Pippy walks backwards from stage left and bumps into Carly. She drops her balls.
Carly:Oh! Hello!
Pippy:Hello
Carly: Who are you?
Pippy:I am Pippy. Who are you?
Carly:Points to self. I am Carly. Shakes Pippy’s hand. Its nice to meet you Pippy.
Pippy:It’s nice to meet you too. Faces camera. I am pippy and she is Carly.
Carly:That’s right! I am Carly and he is Pippy.
3. Demonstrate Script
Students find a partner and use the script provided to act it out following the guidlines in the script.
4. Write their own scripts for Charlotte's web endings following the steps given.
Subject: Language Arts- 3rd grade
Problem: Students will learn how to communicate ideas and collaborate with each other through writing and performing a skit.Activation: I will activate students prior knowledge by talking about skits and the use of a script asking if anyone has read from a skit before. We will discuss how in plays people know what to say because they follow a script and also on TV and in movies people are following written scripts.
I will tell the students that they are going to have the chance to create their own scripts for their ending of the story and they will have the opportunity to act it out.
Demonstration:
First to demonstrate the task, we are going to look at what the elements of a script are; the characters, setting, tone of voice, stage direction, etc.Then, I am going to show the students a video and give them a handout with the script of the video transcribed on it. After watching the video, the students pair up and act out the script themselves following the directions of the script.
Application:
Students will be assigned groups and they will create their own endings to the story. They will first brainstorm what the ending will be, then, they will follow the steps of writing a script given to them and they will write and perform their endings. Students will submit their scripts to me for feedback.
Integration:
Being able to write a script can come in handy throughout a student's life. They may need to write a script for a presentation at work and these skills help in literacy development.
Standards:CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Creating a script
1. Elements of a Script
Elements of a Script
2. Script video
Students watch until 0:44 of the video and follow along in the script page given to them.
Script for video:
Carly walks in from stage left, juggling her beanbags
Carly:Hi kids, I’m Carly. Let’s play!
Carly continues juggling. Pippy walks backwards from stage left and bumps into Carly. She drops her balls.
Carly:Oh! Hello!
Pippy:Hello
Carly: Who are you?
Pippy:I am Pippy. Who are you?
Carly:Points to self. I am Carly. Shakes Pippy’s hand. Its nice to meet you Pippy.
Pippy:It’s nice to meet you too. Faces camera. I am pippy and she is Carly.
Carly:That’s right! I am Carly and he is Pippy.
3. Demonstrate Script
Students find a partner and use the script provided to act it out following the guidlines in the script.
4. Write their own scripts for Charlotte's web endings following the steps given.
Steps for writing a screenplay.