GRADE 10 THEATRE AND FILM SCHEMES OF WORK FOR TERM 1

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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.
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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.
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GRADE 10 THEATRE AND FILM SCHEMES OF WORK FOR TERM 1

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