Wendy and Peter Pan script (clean page with minimal stage directions and back and forth dialogue. To be shown on screen, if possible)
Warm up (led by student)
Review what the students have learned thus far in the unit. You can ask these questions verbally or write them on the board.
What makes a character? (background story)
How does moving your body affect your superhero?
Why are objectives and tactics important?
“The words in a script are different than a book. You only write the dialogue: what they say. It’s a conversation! It’s important to clearly mark when each character is speaking”.
Show an example of a page from the “Wendy and Peter Pan” script. If possible, show it on a large screen and ask the students what they see. Make sure they notice:
Dialogue is only what they speak
Italics are their movements, otherwise called stage directions
Ask for a few volunteers to read what is shown on the screen.
Ask for a few volunteers to perform what is shown on the screen.
Show the worksheet on the large screen and explain it clearly and make sure the students understand what they are being asked to do. The front page is a preparation page so they understand what’s going on in the scene. The back page is an outline for the script they will be writing.
Put students into pairs (one worksheet per pair) and give them 20 minutes to write/fill out the script writing worksheet. Both will be acting as the superheroes they have been working on throughout the unit.
This worksheet is their exit ticket for the day. They will be performing these scenes in the next class period.
20 possible points
Is the front filled out all the way? (5)
Is the paper clean and undamaged? (2)
Is the script filled out all the way? (5)
Is their title creative and descriptive? (2)
Are their objectives and tactics relative to their superheroes? (6)