Y5 Y6 BSWW2 Lit N Plan5 Wks4 5
Y5 Y6 BSWW2 Lit N Plan5 Wks4 5
Y5 Y6 BSWW2 Lit N Plan5 Wks4 5
Objectives
Text/Speaking/Listening
Word/Sentence
Outcomes
Week 1 Tuesday
Week 1 Monday
This plan runs alongside Sessions 4 to 5a, Media World Theme, Britain since World War 2 Topic, but can also be taught independently. Chn look at a variety of prepared
scripts/broadcasts and discuss different types, focussing on news and animations. Chn write their own scripts, and then create a 60 second audio broadcast. You need access to
an interactive whiteboard to be able to watch several of the broadcasts via www.bbc.co.uk and to recording equipment.
Main focus: Relate a
Explain over next two weeks we shall be exploring
Easy/Medium
Hard
Children can:
broadcast to its script.
diff. types of TV and radio scripts, their features
What happens next to Dr Who In small groups chn discuss their
1. Identify
5/4, 6/4. Recognise
& presentation. Watch part of a TV drama, e.g.
and Martha? Take
favourite TV dramas and start to
dramatic
impact of theatrical
episode of Dr Who. Dr Who has been on our TV
some suggestions
write a script based on the
conventions in TV
effects in drama.
screens for many years see
from the group.
characters from that drama. Using
scripts & relate
5/3. Plan & manage a
http://www.bbc.co.uk/archive/changingwho/index.
Give chn outline of the TV script paper and guidance
these to the
group task over time.
shtml. What elements go into making drama, how
scene and scriptnotes (plan resources ) chn
broadcast.
5/9. Experiment with
do actors know what to say? List on w/b: Script,
writing paper (plan incorporate the features listed on
2. Incorporate
different narrative
Actors, Costumes, Cameras, Props, Recording,
resource). Ask the the w/b in the whole class for part of conventions for
forms to write a short
Scenery, Lighting. Look at simplified Dr. Who
chn to write
the lesson on their writing.
scripts in own
script. 6/9. Select words script (plan resource) and enlarge this. Get
Scene 2 of the
writing.
and language drawing on
confident chn acting out parts. How do they know
drama using the
3. Consider roles
their knowledge of
what to do? Highlight stage directions that show
script features
of those behind
literary features.
actors how to act or speak. What other features
discussed in intro.
the camera.
can we identify? Use notes ( plan resource) to
TD
guide discussion.
Plenary
Choose groups of volunteers to act out scripts. Can they follow stage
directions? Ask a volunteer to be a camera operator. Where might
they stand to achieve suggested shots? What about a sound engineer?
Main focus: Compare
Compare drama presented on TV and radio by listening to a clip
Easy/Medium/Hard
Children can:
radio and TV broadcasts. from The Archers on Radio 4 (again this programme has been
In groups, chn look at imaginary scripts from The
1. Compare
5/3. Understand diff ways
around for many years see
Archers and Emmerdale (plan resources ). Highlight the
different types
to take lead & support
http://news.bbc.co.uk/local/herefordandworcester/hi/people_an differences. Allow the group to choose one script to act of narrative
others.
d_places/arts_and_culture/newsid_8710000/8710717.stm) and
out. Discuss and allocate roles, e.g. actors, directors,
texts.
5/4. Perform a scripted
watching a short appropriate scene from Emmerdale on ITV
sound engineer, etc. Chn. could wear wellies and old
2. Contribute to
scene.
(began in 1972). Explain both are long running dramas set in rural
clothing to help them get into role and create some
group discussions
6/4. Devise a performance.
villages. On w/b draw table with column headings: Archers &
authenticity at this stage! TD as required
& take lead
Emmerdale. Using the list of elements used in making drama
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Text/Speaking/Listening
Week 1 Wednesday
Week 1 Thursday
Word/Sentence
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Outcomes
where
appropriate.
Yr 6 also
3. Use a range of
oral techniques
to present
arguments.
Children can:
1. Identify diff
types of talk
(scripted/nonscripted).
2. Compare
presentation of
comedy in
different media.
Year 6
3. Give opinions
about what they
hear.
Children can:
1. Write own
humorous
scripts.
2. Identify and
use synonyms in
their writing.
3. Understand
the purpose of a
thesaurus and
use effectively.
Year 6
Week 1 Friday
Objectives
Text/Speaking/Listening
Word/Sentence
might we use in
script? Write on w/b.
Can we think of
alternatives? What
can help us? Revise
using a thesaurus.
Teach this
first:
Remind chn
scripts will be
read aloud. This
means style of
sentences
needs to be
short and
snappy so that
a fast pace can
be maintained
and interest of
audience kept.
Demo how to
cut out any
unnecessary
details by
editing sample
script.
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Outcomes
4. Edit their
script to ensure
that it will be
well received by
the audience.
Children can:
1. Perform a
scripted scene
for radio media.
2. Use theatrical
effects to add
humour.
3. Include comic
lang. in their
scripts.
4. Adapt
sentences for
reading aloud.
Year 6
5. Improvise to
generate ideas
before recording
them as a script.
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Objectives
Week 2 Tuesday
Text/Speaking/Listening
Outcomes
Easy
Medium/Hard
Allow chn to select story
Create own short news story for
from BBC website, Your
local news station using report
charts: news story of the
sheet to select subject matter
week. Read thro story and
(plan resource). Ensure that these
then ask chn to rewrite it
chn make use of the stock
in their words as a short
phrases and the time connectives
script for a local news
to link the facts and details
station. TD
contained in the report.
Plenary
Create an imaginary newsroom with table with white tablecloth,
chair and microphone. Ask chn to act out being a
news reporter. They should read through their
scripts in the style of Newsround.
Easy/Medium/Hard
Watch One Minute Movies: Messy Monkey, Chuck McGee Reports,
Donkeys Day Out, A Stalker! Available from
http://www.bbc.co.uk/films/oneminutemovies/. Chn must decide
which type of script, 1, 2 or 3 would have been needed for each
movie and why (see plan resource for suggestions). Chn then choose
one movie to make and write the first few lines of the script in
the appropriate style. TD as required
Children can:
1. Identify
formal language
in news scripts.
2. Compare
news with more
informal radio
scripts.
3. Write own
news stories
using style.
Year 6
4. Use
connectives.
Word/Sentence
Plenary
Which movie did chn like the most? Why? They should give clear
reasons for their choice. Encourage them to think about different
techniques used, e.g. dialogue, stop-motion animation, mime, etc.
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Identify and
write different
types of script.
2. Compare how
a common
theme appears
in different
scripts.
3. Identify
theatrical
effects.
Week 2 Thursday
Text/Speaking/Listening
Outcomes
Easy/Medium
Hard
Allow chn to watch other
This group discuss the
animations on the website.
animations they have already
Using the Short Animation
watched before coming up with
Rating Sheet (plan resource)
ideas for categories in their own
children choose one film that
rating system. Chn can use
they liked best to rate from 1
printed copies of blank (plan
to 5 in a range of categories.
resource) as a template.
TD as required
Plenary
Chn present their recommendations. Can they justify their choice?
Have a class vote; which film do they think is the best? Ask the
chn to imagine that they are giving feedback to the creators.
Easy/Medium
Hard
Chn use Palingenesia
In pairs plan a basic dialogue in the
framework (plan
form of a voice over for Palingenesia.
resources ) to make notes Use timeline from intro. as basic
for a basic dialogue
structure for script. Allow chn to
script for the short film.
watch film, absorbing the images,
Tell chn that the dialogue listening to soundtrack. Voiceover
is a conversation between script takes form of a dialogue
the Earth and a human.
between two characters: Earth and
The film only lasts 3
Human. Remind chn of layout of basic
minutes so the dialogue
script new speaker, new line, etc.
needs to be kept short
This group could include basic
and to the point! Use
directions for the voice over artist
scene headings to plan
such as (angrily) for when Earth
script writing. TD
responds to Human being selfish.
Plenary Allow chn to share some dialogue between the Human and
the Earth. What works well? Take time to look at dialogue set out
correctly as a script. Read poem Important Notice by Philip
Waddell, p375 The Works 2. Mother Nature speaks to Human
Beings International about the damage being done to the Earth.
How might we be able to use parts of this poem to inspire our
script writing? Point out that a writer can be inspired by other
forms of writing. A story writer might use a poem as a starting
point for a story, while a poet might write a poem after reading a
story.
Children can:
1. Understand
how films are
rated.
2. Reflect how
drama can
explore
complex issues.
Year 6
3. Create own
criteria for a
review.
Word/Sentence
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Plan a basic
dialogue script in
sections
(scenes).
2. Adapt
sentences to fit
short film
format.
3. Use other
forms of writing
as inspiration.
Year 6
4. Give directions
to the actor to
suggest how lines
should be read.
5. Ensure that
their script
closely follows
the action on
screen.
Objectives
Text/Speaking/Listening
Word/Sentence
Discuss adverbs
and how they
might be helpful to
the reader or
performer. On the
f/c make a list of
adverbs that
might be useful
for this task.
Which adverbs
would be best
suited to the
Earth which to the
Human.
Easy/Medium/Hard
Allow chn time to finish writing scripts. Explain that although
this is a basic dialogue script we will add stage directions for
how to speak, e.g. angrily, sadly, aggressively . This will help us
to make the performance more dramatic and effective. This
will turn the script into more of a screenplay. Allow chn time
to practise reading script aloud in pairs. Does it work when
spoken aloud? Try timing script? Does it last for 3 min? If it
is too long chn should edit out any unnecessary words. TD
Plenary (May need more time )
Divide class into two or three groups (additional adults might
be useful for this task ). In the groups, chn perform their
scripts in pairs as the film is playing on the computer. Are the
scripts effective? Have they made the film more enjoyable to
watch? Is the viewing experience improved by adding words?
Outcomes
Children can:
1. Write a
dialogue script.
2. Explore
complex issues
through their
script writing.
3. Edit and
improve own
work.
4. Use correct
punctuation for
script writing.
Scroll down for success criteria and book & website lists
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Success criteria for the plan these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
Relate TV scripts to matching
broadcasts
Consider roles of those behind the
camera
Contribute to group discussions and take
the lead where appropriate
Identify difference between scripted
and improvised
Perform a scripted scene for radio
media.
Begin to use theatrical effects to add
humour
Use some conventions for scripts in own
writing
Write own humorous scripts
Write own news stories matching their
style to the style of news bulletins
Begin to identify and use synonyms
Understand purpose of a thesaurus
Identify a common theme in different
scripts
Plan a basic dialogue script in sections
(scenes)
Adapt sentences to fit short film format
Use other forms of writing as inspiration
Edit and improve own work
Use correct punctuation for script
writing
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Books:
Poem - Important Notice by Philip Waddell (p373), The Works 2 Edited by Brian Moses and Pie Corbett, MacMillan. ISBN: 0330399020
Websites:
http://www.bbc.co.uk/comedy/show/p003cmwf - Some recordings of Just a Minute
http://news.bbc.co.uk/cbbcnews/hi/clips/default.stm - Newsround video clips or http://news.bbc.co.uk/cbbcnews/default.stm - most recent
clips
http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/ Video and audio clips of 60 Second Shakespeare short dramas based on
Shakespeares plays
http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/writing_scripts.shtml Samples of basic dialogue, audio/radio and
TV/screenplay scripts
http://www.bbc.co.uk/dna/filmnetwork/animation Short animation films including Fetch, The Elephant in the Room and Palingenesia (scroll
through the pages at the bottom of this page)
Visual Resources:
Recorded clips Dr. Who
Recorded audio -The Archers, Radio 4
Recorded clips Emmerdale
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the Links) have been checked by Hamilton Trust and to the best
of Hamilton Trusts knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton
Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to
verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users