You will learn
- Recognise script features.
- Use stage directions.
- Perform with voice and gesture.
- Explain how drama tells a story.
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
- Read the script.
- Note stage directions.
- Plan voice and movement.
- Perform for an audience.
Words to know
the written text of a play
instructions for actors in brackets or italics
a part of a play set in one place and time
the characters or actors in a play
1. Discover: The Missing Bell (play extract)
SCENE 1: The school yard, morning.
AMA: (looking around, worried) The bell is gone!
KOFI: (shrugging) Maybe the wind blew it away.
AMA: (pointing at the ground) Look! Footprints, small ones, leading to the water tank.
KOFI: (whispering) Let us follow them quietly.
The script shows speaker names, dialogue and stage directions in brackets. The cast here is Ama and Kofi. This is one scene.
Think: How do the stage directions help an actor?
2. Understand: From page to stage
Idea 1: Script features
A script has the speaker’s name, dialogue and stage directions for movement and feeling.
Idea 2: Scenes and cast
A play is divided into acts and scenes. The cast performs them.
Idea 3: Performing
Use voice, face and gesture. Stage directions tell you how to speak and move.
3. Worked examples
Example 1 (I show you): Direction
Give a stage direction.
- In brackets.
Answer: looking around, worried or whispering
Example 2 (We do it together): Cast
Who is in the cast?
- Two.
Answer: Ama and Kofi
Example 3 (You try): Scene
Where is the scene set?
Show the steps and answer
- Yard.
Answer: the school yard in the morning
Did you know?
Plays are written to be performed, not only read.
Why this matters
Drama helps you understand character and communicate with an audience.
4. Explore: Act it out
Perform a scene.
- Read the script.
- Note stage directions.
- Practise voice and gesture.
- Perform.
Think about it: what did you notice?
You can perform drama.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The stage direction says ___.
- I will speak ___.
- My character feels ___.
- The scene is set in ___.
Guided practice
Question 1. The written text of a play is a ___.
script
Question 2. Instructions for actors are ___ directions.
stage
Question 3. A part of a play in one place is a ___.
scene
Independent practice
Level 1: Start
- The written text of a play is a ___.
- Instructions for actors are ___ directions.
- A part of a play in one place is a ___.
- The characters or actors are the ___.
- The bell is ___.
Level 2: Grow
- What did Ama see on the ground?
- Where did the footprints lead?
- How does Kofi speak at the end?
Level 3: Stretch
- Are stage directions spoken aloud?
- Does a play have scenes?
- Is a script written for performance?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a four-line scene with two speakers and stage directions.
Show a sample answer
a scene
Another one. Act out a two-line scene with a family member using stage directions.
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 script features.
- I can use stage directions.
- I can perform with voice and gesture.
- I can explain how drama tells a story.
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
- Read the script.
- Note stage directions.
- Plan voice and movement.
- Perform for an audience.
11. Next lesson
Next lesson: Character interpretation. 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]
- Who is in the cast? [1 mark]
- What do the footprints suggest? [1 mark]
- Explain how to perform a script. [3 marks]
Total: 8 marks.
Marking guide and model answers
- the written text of a play [1]
- instructions for actors [1]; whispering or looking around [1]
- Ama and Kofi [1]
- someone took the bell towards the water tank [1]
- read the script and note stage directions [1]; plan voice, face and gesture [1]; perform for an audience [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- The written text of a play is a ___.
- Instructions for actors are ___ directions.
- A part of a play in one place is a ___.
- The characters or actors are the ___.
- The bell is ___.
- What did Ama see on the ground?
- Where did the footprints lead?
- How does Kofi speak at the end?
- Are stage directions spoken aloud?
- Does a play have scenes?
Homework
Act out a two-line scene with a family member using stage directions.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The written text of a play is a ___. | script | 1 |
| 2. Instructions for actors are ___ directions. | stage | 1 |
| 3. A part of a play in one place is a ___. | scene | 1 |
| 4. The characters or actors are the ___. | cast | 1 |
| 5. The bell is ___. | gone | 1 |
| 6. What did Ama see on the ground? | small footprints | 1 |
| 7. Where did the footprints lead? | to the water tank | 1 |
| 8. How does Kofi speak at the end? | whispering | 1 |
| 9. Are stage directions spoken aloud? | no | 1 |
| 10. Does a play have scenes? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 script; 2 stage; 3 scene; 4 cast; 5 gone. Level 2: 1 small footprints; 2 to the water tank; 3 whispering. Level 3: 1 no; 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 script features | 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 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 |
| O3 Perform with voice and gesture | 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 Explain how drama tells a story | 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 script features; use stage directions; perform with voice and gesture; explain how drama tells a story.
Prerequisite knowledge. Figurative language.
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 8-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 5 » 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.5.5 (explain how a series of chapters, scenes, or stanzas fits together); SL.5.6; Cambridge Primary English Stage 5 (drama and performance). These sources informed the lesson.