Exemplar 1: Students of Grade 8

By the end of this lesson, students should be able to:

(i) create their own scripts using the picture prompts

(ii) Use proper drama conventions in the writing of their script

Resources that could be used

Resource 1

Adapted from: http://jetpaper.web.fc2.com/reweiws/page-5468116.html

OR

Resource 2
Procedure:

(i) Students brainstorm the pictures- create the characters,, elaborate on the setting and
discuss the development of the story
(ii) Teacher uses flashcards to introduce key terms: act, scenes, dialogue, stage directions,
characters, props, etc…)
(iii) Teacher models how to write a script ( not on the given picture prompts)
(iv) Students work collaboratively to create their own script

Exemplar 2- Grade 9

By the end of this lesson, students should:

(i) Identify the features of a tragedy

(ii) Write a ONE act tragedy using the following line and character

Perquisite: students have a basic understanding of drama as a genre and of conventions/ elements of
drama

Resource 1

Tina (crying hysterically, Tina shouts): You are the meanest person I have ever come across! How dare
you do this to me!

Procedure:
 (a) Teacher puts up several features of a tragedy on the board: tragic hero, tragic flaw, catastrophe
etc. Through a mix and match activity- teacher asks students to come to the board and match
the correct definition with the meaning of the chosen items
(b) Teacher scaffolds and discusses these elements in greater depth- providing examples from
everyday life.
(c) Teacher puts students in small groups and asks them to discuss the possible reason for this line
and to brainstorm ideas about a tragedy which consists of this line and character
(d) Teacher listen to each group and gives feedback
(e) Students work together and start their script.
(f) Teacher walks around- gives formative comments

Home-learning: students complete the One-Act tragedy as homework

Exemplar 3- From Grade 9 literature textbook –The Tempest Act 1
Strategies to teach literature at Upper Secondary

By the end of this lesson, students should be able

a. Empathize with Hamlet

b. Start a first level analysis of the conflicting emotions in the soliloquy Act 1, scene 2 by Hamlet

O that this too solid flesh would melt,

Thaw, and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! O God!
How weary, stale, flat, and unprofitable
Seem to me all the uses of this world!
Fie on't! O fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead! — nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother,
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? Why, she would hang on him
As if increase of appetite had grown
By what it fed on: and yet, within a month, —
Let me not think on't, — Frailty, thy name is woman! —
A little month; or ere those shoes were old
With which she followed my poor father's body
Like Niobe, all tears; — why she, even she, —
O God! a beast that wants discourse of reason,
Would have mourn'd longer, — married with mine uncle,
My father's brother; but no more like my father
Than I to Hercules: within a month;
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married: — O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not, nor it cannot come to good;
But break my heart, — for I must hold my tongue!
Procedure

(a) Dialogical discussion/debate with teacher about a mother remarrying soon after her husband
has passed away- why children most of the time angry and resentful? To what extent do they
believe sons are more possessive of their mothers than daughters of their fathers. How would
they feel if their mother/guardian remarries quickly and decides to marry a close relative from
their husband’s side.
(b) Give the soliloquy to students and next to it – have the paraphrased version- Get students to
create a conscious alley and nominate or vote for a student to be the protagonist- ask the
students to shout the emotions as the chosen student who plays Hamlet walks through the alley
(c) Close analysis of the soliloquy- deep scaffolding in terms of unpacking major conflicting
emotions

Note: A conscience alley is a technique for student debate that draws all learners into the
collaborative development and presentation of an argument. ... In a conscience alley, teams
present their arguments at the same time to a neutral adjudicator, who hears both sides then
selects the most compelling argument.

Lesson 2

By the end of this lesson, students should be able to:

(i) Analyse the soliloquy using a psychoanalytic lens

Refer to this link and reflect how this could be further unpacked
https://www.stagemilk.com/hamlet-act-1-scene-2/