1. BEST Cluster Project: Principles of Learning and Teaching in Action http://www.bestcluster.openlab.net.au NamePOLTSchoolEmail address Kelly Christodoulou5.2EHChristodoulou.kelly.k@edu mail.vic.gov.au

2. 1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? I will focus on my Year 8 English class. The unit of work I will be focusing on is Script Writing; providing constructive feedback to the students throughout the unit. POLT 5 Assessment practices are an integral part of teaching and learning. In learning environments that reflect this principle the teacher: Teacher action 5.2 Ensures that students receive frequent constructive feedback that supports further learning.

3. 2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? The focus of this unit is to ensure that my Year 8 students are able to: In small groups, adjust writing from short story into a script with attention to characterisation, consistency of viewpoint and development of a resolution. Then, act out the script to the class. Identify and control the linguistic structures and features of written texts (summary of short story, script writing, review of peer’s performance) that present some challenging themes and issues. To demonstrate clear evidence of the writing process (prewriting, drafting, reviewing, and editing). Use rehearsal time effectively to brainstorm, experiment, plan and rehearse their script. This will be achieved through the process of frequent feedback.

4. 3. What could the students already do alone? What did the students already know? What the students already know: How to write simple, compound and complex sentences using correct sentence structure. Are able to organise their sentences into paragraphs. A general idea of what a script is and how to briefly structure a script. What a review is and were able to verbally give their point of view on a performance.

5. 4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. Providing students with frequent constructive feedback, assisted the students with the unit of work, which enabled them to successfully complete the unit. This included: A clear outline of the requirements of a summary/script/review A modelled script using the smart board Provide students with an example of a script for students to use as a guide Respond to questions from students (student comments) Question students Provide students with a rubrics which clearly outlines expectations Verbally assisting students individually and in group work Collected draft of the script and review and handed back with comments Performa to assist students in writing a review Students reviewing their peers work One on one discussions with students on their performance

6. 5. Review. How successful was the learning sequence? What will the students do next? The learning successful was highly successful as students were able to complete every stage of this unit of work effectively. Students were given feedback throughout the whole process which ensured they knew exactly what was expected of them and to complete every stage correctly. With the help of my feedback, students were able to: Effectively summarise a short story in the correct format. Write a script using correct linguistic structures and features of a script. Work effectively as a group to perform to the class, using costumes and props. Critically review another students performance and write it up using the correct format and structure. Offer constructive feedback to other groups. What will the students do next? Students are now able to summarise written texts effectively, they are confident with working together as a group and are able to critically analyse different forms of text.

7. 6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work. Student Performances

8. Background Information on Script Writing Tips on Scripting Almost any story can be scripted, but some are easier and work better than others. In general, look for stories that are simple and lively, with lots of dialog or action, and with not too many scenes or characters. Create an outline or treatment. Before you begin actually writing dialogue and script, it might help to create a basic roadmap of what will happen in your story. Sketch out a general plan and envision how events will unfold. Identify the roles, and divide the roles among yourselves. Each reader underlines his or her own speaking parts—and also crosses out anything the whole team agrees to cut. Maintain your style. Remember, scripts are all about action and dialogue. Make sure your characters speak realistically. Also, identify your characters personality through the dialogue. Set the scene. Don't forget to include important details such as time of day, setting, and actions of the characters in the scene. These are nearly as important as the dialogue that occurs. Format your writing. Skip lines between one character speaking and a different one speaking. Edit yourself. Continually revise your writing, and, if possible, show the script to a friend or teacher who can critique and improve the script as needed. You may also write your script in various ways, introducing people and even in brackets telling the reader what is happening that the narrator is not reading. I.e.) Jeff walks off the stage or John closes the door behind him.

9. Script Roles First study your chosen story to identify the roles. There are two basic types: Narrators tell the story. Characters are in the story. If the group you’re working with is small, a story may have more roles than you have readers. In some such cases, a story may simply not be practical for you. But there are often ways to adjust: Assign to individual readers more than one role. But make sure a reader isn’t onstage with more than one role at a time! “Cut” a character, or combine it with another. Speeches of one character can often be added to those of another. Instead of too few readers, you may have more than you need. Here are some ways to involve more of them: Use two or more narrators (see me if that is the case). Split characters into two or more. A character can sometimes be converted into a set of characters, with the speaking parts divided among them. Cuts and Changes Feel free to make cuts and changes in the story that will make your script livelier, simpler to understand, or easier to perform. But be sure to read through and check whether everything in the story still makes sense. Here are some things you may want to “cut": Tag lines. These are the lines that tell us “he said” or “she said.” In performance, these seldom do more than break up the flow of the story. Long descriptions. Many stories include long sections of narration that slow the action. These can often be shortened or even removed. Minor characters or scenes. Cutting these can simplify the stage action and/or adjust for a small number of readers. Often, important dialog or information can be shifted to another character or scene. Background Information on Script Writing

10. Example of a script for students to use as a guide.

11. CATEGORY 6 Highly Advanced5 Advanced 4 Capable3 Developing2 Beginning1 Limited Writing ProcessDemonstrates clear evidence of the writing process (prewriting, drafting, reviewing, and editing). The entire script is related to the topic. Completed to a very high standard. Demonstrates clear evidence of the writing process (prewriting, drafting, reviewing, and editing). The entire script is related to the topic Completed to a high standard. Demonstrates clear evidence of the writing process (prewriting, drafting, reviewing, and editing). The entire script is related to the topic Demonstrates consistent evidence of the writing process (prewriting, drafting, reviewing, and editing). Most of the script is related to the assigned topic Demonstrates some evidence of the writing process (prewriting, drafting, reviewing, and editing). Some of the script is related to the assigned topic Demonstrates a lack of evidence of the writing process (prewriting, drafting, reviewing, and editing). No attempt has been made to relate the script to the assigned topic Dialogue / characters There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. Completed to a very high standard. There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. Completed to a high standard. There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. There is too much dialogue in this story, but it is always clear which character is speaking. There is not quite enough dialogue in this story, but it is always clear which character is speaking. It is not clear which character is speaking. Spelling and Punctuation Thoroughly fluent response with no spelling or punctuation errors. Words and punctuation used is well above the expected level. Thoroughly fluent response with no spelling or punctuation errors. Words and punctuation used was above the expected level. Writing is fluent with very few errors in punctuation or spelling. Writing is somewhat fluent but contains more than a few spelling and punctuation errors. There are several errors in spelling and grammar. Writing is full of spelling and punctuation errors. Poor use of punctuation marks. OrganizationThe story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. Completed to a very high standard. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. Completed to a high standard. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged. CreativityThe story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. Completed to a very high standard. The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. Completed to a high standard. The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Stage DirectionsAn appropriate number of stage directions is included in the script to guide the actors in their interpretation. Completed to a very high standard. An appropriate number of stage directions is included in the script to guide the actors in their interpretation. Completed to a high standard. An appropriate number of stage directions is included in the script to guide the actors in their interpretation. There are too many stage directions included in the script; the scene is confusing to the reader due to distracting stage directions. Not enough stage directions are included in the script; the scene is unclear due to lack of enough information. No stage directions included Rubric Script Writing

12. How To Write A Play Review A review is an evaluation of a performance of a play. It should contain five paragraphs. Paragraph 1 - The Basics Include the answers to the five W’s : Who? (the playwright, director, actors), What? (the title of the play), Where? (the name of the school or theater), When? (when did you see it) and Why? (In a few sentences tell about the basic theme of the play) ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________________________________________________ Paragraph 2 –The Plot Briefly summarize the plot of the play, how well did the story work? Was it interesting, entertaining? Did you like the actual script? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________________________________________________ Paragraph 3 -The Acting React to the performers playing the characters in the play. Be sure to use their real names and character names. Were they believable? How was their volume and articulation? Did their gestures and body movement convey and stay true to the character? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________________________________________________

13. How To Write A Play Review Paragraph 4 - The Design Set: Did it establish the correct mood and time period for the play? Lights: Did they convey the proper mood, emphasis, and brightness? Costumes & Make Up: Were they true to the period of the show? And to the Characters? Sound: How did the sound effects and music contribute to the show's mood? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Paragraph 5 - The Reaction/ What is the play’s effect on the audience. Was the audience attentive? Interested? What was your opinion of the play as a whole? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Remember to : 1. Back up all your opinions with valid reasons. 2. Be objective, fair and sincere. 3. Evaluate the entire production. 4. Be constructive. Indicate good points along with those you felt needed improvement. 5. Enjoy the play or musical- don’t go to be overly critical.