You will learn
- Recognise features of a script.
- Read parts aloud.
- Use stage directions.
- Perform with expression.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A script has speakers’ names and dialogue.
- Stage directions are in brackets.
- Scenes show different places or times.
- Perform with voice and body.
Words to know
a story acted out on a stage
the written text of a play
a note about what to do or how to speak
one part of a play in one place and time
1. Discover: The missing hat
Scene 1: The classroom
KOFI: (looking under his desk) Where is my hat?
AMA: (smiling) Is it on your head?
KOFI: (touching his head, surprised) Oh! It is!
(The class laughs.)
This is an original short script.
Think: What do the brackets tell the actors?
2. Understand: Reading a script
Idea 1: Parts of a script
A script is the written text of a play, or drama. It shows each speaker’s name followed by their words.
Idea 2: Stage directions
Stage directions are in brackets. They tell actors how to move or speak: (looking under his desk).
Idea 3: Scenes
A play is divided into scenes. Each scene happens in one place and time. Actors use their voices and bodies to show feelings.
3. Worked examples
Example 1 (I show you): Speaker
Who speaks first?
- Name in capitals.
Answer: Kofi
Example 2 (We do it together): Direction
What does (smiling) tell Ama?
- How to act.
Answer: to smile as she speaks
Example 3 (You try): Scene
Where is Scene 1?
Show the steps and answer
- Heading.
Answer: the classroom
Did you know?
Plays have been performed for thousands of years, often outdoors in front of whole communities.
Why this matters
Drama builds confidence, imagination and understanding of characters.
4. Explore: Mini play
Perform a script.
- Choose two readers.
- Read the script aloud.
- Follow the stage directions.
- Perform for family.
Think about it: what did you notice?
You can perform a script.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The speaker is ___.
- The stage direction says ___.
- The scene is set in ___.
- I will show ___ with my voice.
Guided practice
Question 1. A story acted out is a ___.
drama
Question 2. The written text of a play is a ___.
script
Question 3. A note about what to do is a stage ___.
direction
Independent practice
Level 1: Start
- A story acted out is a ___.
- The written text of a play is a ___.
- A note about what to do is a stage ___.
- One part of a play in one place is a ___.
- Kofi is looking for his ___.
Level 2: Grow
- Where was the hat?
- Who suggested the hat was on his head?
- What did the class do?
Level 3: Stretch
- Are stage directions in brackets?
- Does a script show speakers’ names?
- Can a play have many scenes?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Perform the missing hat script with a family member.
Show a sample answer
Another one. Perform a short script with a family member.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can recognise features of a script.
- I can read parts aloud.
- I can use stage directions.
- I can perform with expression.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A script has speakers’ names and dialogue.
- Stage directions are in brackets.
- Scenes show different places or times.
- Perform with voice and body.
11. Next lesson
Next lesson: Literary response. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a script? [1 mark]
- What is a stage direction? Give an example. [2 marks]
- What is a scene? [1 mark]
- Name two features of a script. [2 marks]
- Explain how to perform a script well. [3 marks]
Total: 9 marks.
Marking guide and model answers
- the written text of a play [1]
- note about how to act/speak [1]; e.g. (smiling) [1]
- one part of a play in one place and time [1]
- speaker names [1]; stage directions/dialogue [1]
- read the lines clearly [1]; follow stage directions [1]; use voice and body for feeling [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A story acted out is a ___.
- The written text of a play is a ___.
- A note about what to do is a stage ___.
- One part of a play in one place is a ___.
- Kofi is looking for his ___.
- Where was the hat?
- Who suggested the hat was on his head?
- What did the class do?
- Are stage directions in brackets?
- Does a script show speakers’ names?
Homework
Perform a short script with a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A story acted out is a ___. | drama | 1 |
| 2. The written text of a play is a ___. | script | 1 |
| 3. A note about what to do is a stage ___. | direction | 1 |
| 4. One part of a play in one place is a ___. | scene | 1 |
| 5. Kofi is looking for his ___. | hat | 1 |
| 6. Where was the hat? | on his head | 1 |
| 7. Who suggested the hat was on his head? | Ama | 1 |
| 8. What did the class do? | laughed | 1 |
| 9. Are stage directions in brackets? | yes | 1 |
| 10. Does a script show speakers’ names? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 drama; 2 script; 3 direction; 4 scene; 5 hat. Level 2: 1 on his head; 2 Ama; 3 laughed. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Recognise features of a script | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Read parts aloud | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use stage directions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Perform with expression | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: recognise features of a script; read parts aloud; use stage directions; perform with expression.
Prerequisite knowledge. Onomatopoeia.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.3.5 (refer to parts of stories, dramas, and poems, using terms such as scene) and SL.3.4; Cambridge Primary English Stage 3 (reading drama). These sources informed the lesson.