GRADE 10 THEATRE AND FILM SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOME | LEARNING EXPERIENCES | KEY INQUIRY QUESTION | LEARNING RESOURCES | ASSESSMENT | REFLECTION |
| 1 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Describe the element of ‘story’ in playwriting. | The learner is guided to: Read scripts to identify and discuss the story as a core element of playwriting. 1 | How does a playwright creatively employ elements of writing a script? | 2024 Senior School Curriculum Design, Sample play scripts, Digital devices. | Oral questions, Observation. | |
| 2 | By the end of the lesson, the learner should be able to: Explain the element of ‘plot’ in playwriting. | The learner is guided to: Discuss the sequence of events (plot) in selected scripts. 2 | Sample play scripts, Whiteboard. | Written definition. | |||||
| 3 | By the end of the lesson, the learner should be able to: Analyze ‘character’ as an element of playwriting. | The learner is guided to: Analyze characters in a script, looking at their traits and roles. 3 | Sample play scripts, Character charts. | Group discussion. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe ‘dramatic style’ and ‘setting’. | The learner is guided to: Identify the dramatic style and setting in various play excerpts. 4 | Play excerpts, Videos of plays. | Quiz. | |||||
| 2 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Explain ‘dialogue’ and ‘dramatic action’. | The learner is guided to: Perform reading of dialogues to understand dramatic action. 5 | Sample scripts. | Oral performance. | ||
| 2 | By the end of the lesson, the learner should be able to: Identify the three-act structure in a play. | The learner is guided to: Watch a live or recorded play to identify the three-act structure. 6 | Recorded play, AV equipment. | Observation, Notes. | |||||
| 3 | By the end of the lesson, the learner should be able to: Analyze the ‘exposition’ and ‘rising action’. | The learner is guided to: breakdown a plot into exposition and rising action. 7 | Plot diagram worksheets. | Worksheet completion. | |||||
| 4 | By the end of the lesson, the learner should be able to: Analyze ‘climax’, ‘falling action’, and ‘resolution’. | The learner is guided to: Identify the climax and resolution in a selected story. 8 | Plot diagram worksheets. | Worksheet completion. | |||||
| 3 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Identify a theme based on Pertinent and Contemporary Issues (PCI). | The learner is guided to: Research to identify a theme based on PCIs for scripting. 9 | Newspapers, Internet, PCI chart. | Research notes. | ||
| 2 | By the end of the lesson, the learner should be able to: Generate a story concept for a play. | The learner is guided to: Brainstorm to generate a story using characters and setting. 10 | Mind maps, Journals. | Concept note. | |||||
| 3 | By the end of the lesson, the learner should be able to: Develop characters for the script. | The learner is guided to: Create detailed character profiles for their story. 11 | Character profile sheets. | Written profiles. | |||||
| 4 | By the end of the lesson, the learner should be able to: Develop dialogue and conflict for the script. | The learner is guided to: Draft dialogues that establish conflict between characters. 12 | Writing pads, Digital devices. | Draft dialogues. | |||||
| 4 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Structure the plot for a three-act play. | The learner is guided to: Outline their story using the three-act structure (exposition to resolution). 13 | Plot outline template. | Outline assessment. | ||
| 2 | By the end of the lesson, the learner should be able to: Write Scene 1 using dramatic language. | The learner is guided to: Write the opening scene using dialogue and dramatic language. 14 | Writing materials. | Draft scene. | |||||
| 3 | By the end of the lesson, the learner should be able to: Incorporate ‘monologue’ and ‘dramatic irony’. | The learner is guided to: Integrate a monologue or dramatic irony into their script. 15 | Writing materials. | Peer review. | |||||
| 4 | By the end of the lesson, the learner should be able to: Incorporate ‘suspense’ and ‘imagery’. | The learner is guided to: Use suspense and imagery to enhance the script’s impact. 16 | Writing materials. | Peer review. | |||||
| 5 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Identify a PCI for community engagement. | The learner is guided to: Research to identify a specific PCI suitable for a community engagement story. 17 | Why is Theatre important in Community Engagement? | Research materials. | Topic selection. | |
| 2 | By the end of the lesson, the learner should be able to: Develop a community engagement story outline. | The learner is guided to: Write a story outline addressing the identified community issue. 18 | Writing materials. | Story outline. | |||||
| 3 | By the end of the lesson, the learner should be able to: Draft the community engagement script. | The learner is guided to: Begin drafting the script for the community engagement play. 19 | Writing materials. | Draft script. | |||||
| 4 | By the end of the lesson, the learner should be able to: Review and refine the play script. | The learner is guided to: Review their scripts and make necessary edits for clarity and flow. 20 | Drafts, Editing checklist. | Self-assessment. | |||||
| 6 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Finalize the three-act structure play. | The learner is guided to: Complete the final draft of their three-act play. 21 | Final script. | Product assessment. | ||
| 2 | By the end of the lesson, the learner should be able to: Create a reflective logbook. | The learner is guided to: Create a reflective logbook/journal (manual or digital). 22 | Notebooks/Digital platforms. | Logbook creation. | |||||
| 3 | By the end of the lesson, the learner should be able to: Document playwriting experiences. | The learner is guided to: Make entries in the reflective logbook on experiences of playwriting. 23 | Reflective logbook. | Journal entry. | |||||
| 4 | By the end of the lesson, the learner should be able to: Appreciate artistic creation in addressing issues. | The learner is guided to: Discuss the value of their scripts in addressing societal issues. 24 | Completed scripts. | Oral reflection. | |||||
| 7 | 1 | 1.0 Creating | 1.1 Play Writing | By the end of the lesson, the learner should be able to: Share play scripts with peers. | The learner is guided to: Present their play scripts or community stories to the class. 25 | Scripts. | Peer feedback. | ||
| 2 | 1.2 Poetry Writing | By the end of the lesson, the learner should be able to: Describe characteristics of a spoken word poem. | The learner is guided to: Research to identify the characteristics of a spoken word poem. 26 | How can spoken word poetry be used to address issues affecting society? | Sample spoken word videos. | Oral description. | |||
| 3 | By the end of the lesson, the learner should be able to: Identify ‘theme’ and ‘persona’ in poetry. | The learner is guided to: Read poems to identify how theme and persona are used. 27 | Anthology of poems. | Written analysis. | |||||
| 4 | By the end of the lesson, the learner should be able to: Identify ‘form’ and ‘language’ in poetry. | The learner is guided to: Analyze poems for their form and language use. 28 | Anthology of poems. | Written analysis. | |||||
| 8 | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | ||
| 9 | 1 | 1.0 Creating | 1.2 Poetry Writing | By the end of the lesson, the learner should be able to: Identify ‘word play’ and ‘rhyme patterns’. | The learner is guided to: Examine poems to identify word play and rhyme patterns. 29 | Anthology of poems. | Identification exercise. | ||
| 2 | By the end of the lesson, the learner should be able to: Research societal issues for poetry. | The learner is guided to: Research relevant issues affecting society for scripting a spoken word poem. 30 | Internet, Newspapers. | Research notes. | |||||
| 3 | By the end of the lesson, the learner should be able to: Select a relevant theme for a poem. | The learner is guided to: Select a theme based on their research findings. 31 | Research notes. | Theme statement. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe a character bible. | The learner is guided to: Research to identify elements of a character bible (physical/emotional traits). 32 | Character bible templates. | Oral explanation. | |||||
| 10 | 1 | 1.0 Creating | 1.2 Poetry Writing | By the end of the lesson, the learner should be able to: Develop a character bible for a persona. | The learner is guided to: Develop a character bible for a persona with specific identity and traits. 33 | Character bible template. | Completed character bible. | ||
| 2 | By the end of the lesson, the learner should be able to: Compose a spoken word poem (Drafting). | The learner is guided to: Compose a spoken word poem using poetic elements and the developed persona. 34 | Why is spoken word poetry a powerful tool of communication? | Writing materials. | Draft poem. | ||||
| 3 | By the end of the lesson, the learner should be able to: Refine the spoken word poem. | The learner is guided to: Edit the poem to ensure clear theme, language, and form. 35 | Draft poem. | Self-editing. | |||||
| 4 | By the end of the lesson, the learner should be able to: Finalize the spoken word poem. | The learner is guided to: Produce the final version of the spoken word poem. 36 | Final poem. | Product assessment. | |||||
| 11 | 1 | 1.0 Creating | 1.2 Poetry Writing | By the end of the lesson, the learner should be able to: Document poetry writing experiences. | The learner is guided to: Make entries in the reflective logbook on experiences of poetry writing. 37 | Reflective logbook. | Journal entry. | ||
| 2 | By the end of the lesson, the learner should be able to: Value spoken word for self-expression. | The learner is guided to: Discuss the importance of spoken word poetry as a means of self-expression. 38 | Final poems. | Discussion. | |||||
| 3 | By the end of the lesson, the learner should be able to: Present spoken word poems. | The learner is guided to: Perform or read their spoken word poems to the class. 39 | Performance space. | Peer review. | |||||
| 4 | By the end of the lesson, the learner should be able to: Consolidate Term 1 work. | The learner is guided to: Organize all scripts, poems, and logbooks into a portfolio. | Portfolios. | Portfolio Check. | |||||
| 12 | 1 | END OF TERM ASSESSMENT | By the end of the lesson, the learner should be able to: Demonstrate understanding of Term 1 concepts. | The learner is guided to: Sit for the End of Term 1 Examination covering Play Writing and Poetry Writing. | Exam papers. | Summative Assessment. | |||
| 2 | CLOSURE | School closure activities and holiday assignments. | |||||||
| 13 | CLOSURE | CLOSURE | CLOSURE | CLOSURE | CLOSURE | CLOSURE | CLOSURE |