Radio Scripts Roughdrafts

Lesson 5:

Radio Scripts Roughdrafts


Objective: Students will practice communicating meaning through voice as they create and justify their choices for a unique character voice.



  • Standard 7–8.T.P.5: Communicate meaning using the voice through volume, pitch, tone, rate, and clarity.
  • Standard 7–8.T.R.2: Justify responses based on personal experiences when participating in or observing a drama/theatre work.
  • Standard 7–8.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.


Materials Needed:


EU & EQ:

  • In class rehearsal time is a privilege. Guard that privilege and stay on task.
  • Why do we rehearse?



Have students stand in a circle.  Go around the circle and name one thing that excites them about their radio drama (they have created a fun character, the story is intense, etc.).  Encourage them that as they keep working on their radio dramas to be specific with their work so that they can find more exciting things in their script/performance.


Step 1:

Let students know that rough drafts are due, so you will be grading them on Google classroom and will have them returned digitally with feedback by next class.


Now that we have a script, our foundation for our performance, we can start structuring the rest of our radio dramas!


Step 2:

-As groups have finished the rough drafts of their scripts, they can now decide who will be playing which role (cast!)

– Instruct group members that they will each play one character. As a group, they will share responsibility for the sound effects and any background music they desire.


Step 1:

After giving the students five minutes to cast their radio dramas and read through it once or twice, pull up the Character Voice PowerPoint to do some guided rehearsal and help students apply the different characteristics of voice to their own scenes/dramas.


Step 3:

Give students time to rehearse as a group and apply the vocal choices that they made individually. 


Step 4:

Take the last ten minutes of class to share the grading rubric with the class and give each group a copy. Read through each section of the rubric and explain that we will focus on diction and projection in a later class. Answer any questions and explain the plan for the rest of the unit.


Next class, they will have some time to revise their scripts, final drafts are due the class after that where we will work on diction and projection, one last rehearsal day and then performances. So, we only 3 class periods before performances. This would be a good time to discuss rehearsal time. Touch on the fact that in class rehearsal time is a privilege. You should guard that privilege and stay on task. Praise students for the ways that they used rehearsal well today and ask for some suggestions as to how they could improve the way they used their time today.

  • Why do we rehearse?
    • So that we can prepare and get better
    • It decreases stage fright because we are more prepared and can feel more confident.
    • So that we can have a performance that we are proud of.