Task 1 Describe a funny scene and a serious one, and show how the playwright manages to affect the audience in different ways. Use these sentences beginnings to write an introduction: '' was written by... The play is about... Next use these: One of the funniest scenes in the play takes place when... At the beginning of the scene Later on in the scene This scene is funny because By the end of the scene the audience would... Continue your essay with some or all of these: (You can add more of your own, or adapt these if you want to) One of the most serious scenes in the play takes place when... At the beginning of the scene The writer makes the scene tense by... The scene becomes even more dramatic when Carol Mr. Briggs responds by The most dramatic part of the scene is. The audience would react to the scene by... Overall, the audience would feel... Finally, use these to write your conclusion: These two scenes were very different because... The playwright was skilful in writing these scenes as Overall the audience would... 2004 www.teachit.co.uk 3568.doc Page 1 of 7
Task 1 Worksheet 1 One of the funniest scenes in the play takes place when (give details about which part of the trip you have chosen) During the scene (describe what happens) 2004 www.teachit.co.uk 3568.doc Page 2 of 7
Task 1 Worksheet 2 The writer makes this scene funny by (Try to explain why this scene is funny. Is it because of what the characters say or do? Is it a mixture of both? Use quotations from the stage directions or the things characters say to back up your points) 2004 www.teachit.co.uk 3568.doc Page 3 of 7
Task 1 Worksheet 3 One of the most serious scenes in the play takes place when (give details about the events which lead up to Carol s disappearance) During the scene (describe what happens on the cliff-top) 2004 www.teachit.co.uk 3568.doc Page 4 of 7
Task 1 Worksheet 4 The writer makes this scene very dramatic by (Try to explain why this scene is dramatic. Is it because of what the characters say or do? Is it a mixture of both? Use quotations from the stage directions or the things characters say to back up your points) 2004 www.teachit.co.uk 3568.doc Page 5 of 7
Task 2 Your task is to design a programme for a stage production of. What is a programme? A programme is a short leaflet which gives an audience arriving at the theatre information about the play they are about to see. What should you include in your programme? Your programme doesn't need to be as long as a real programme but it must contain the following: A front cover which gives the audience an idea of what the play is about. Design it using word art, clip art, scanned pictures and/or pictures from the internet. A list of the main characters and the actors you'd like to see playing them. You could choose modern actors to play the parts, or choose staff and students from Freddies for a laugh! An outline of what the play is about, including where it is set and some of the things that happen. (Don't give the end away though). A brief description of the life of the author, and the names of some of the other plays he has written. (You can find this information at the front of the book, but you only need to include the main facts). 2004 www.teachit.co.uk 3568.doc Page 6 of 7
Task 3 Write the diary entry Mrs Kay might write after the trip. Remember to include Mrs Kay's feelings about the things that have happened don't just tell the story. Use these sentence beginnings to help you. Add sentences of your own to each line to make a paragraph. I was really looking forward to the trip to Wales because I thought the trip was going to be ruined when On the way we stopped at a shop and At the zoo the kids When we got to the castle we Next we decided to go to the beach but After Mr Briggs found Carol he The last place we went to was the fun fair and When we got back to school we Checklist: 1. Check your spellings. 2. Make sure all your sentences start with a capital letter and end with a full stop. 3. Start people's names with a capital letter. 4. Read your work carefully. Does it all make sense? 2004 www.teachit.co.uk 3568.doc Page 7 of 7