Read this short playscript then discuss the questions below. The Reluctant Swimmer Come on James, we ll be late. Grab your things. (sighing) Do I have to? Is something the matter? Well it s just that I m not feeling so good. You were fine a minute ago. Don t forget your goggles this time. Now hurry up. But my throat is sore. (raising her voice) Not this again! It s just that it s not fun anymore. No? Well there are things you have to do that aren t fun. It s not all computer games and playing you know! It takes hard work and determination to be the best. That s not going to happen while you re sitting around all day. Now for the last time, COME ON! What is happening in this short extract? What are the clues that tell you that James does not want to go swimming? Why do you think James is behaving the way he is? What would you do next if you were James? Why do you think it is important to Mum that James goes swimming? What should Mum do next? www.teachitprimary.co.uk 2009 11022 Page 1 of 8
Speaking and listening activity Preparation Cut up the cards and hand them out, so that each pair has a card for James and one for Mum. James You lose your temper and insist that you will no longer go training. James You continue to whine and invent imaginary illnesses so that you don t have to go swimming. James You explain to your mum why you no longer want to go swimming and how it makes you feel. James You plead and beg not to go and use as many different excuses as you can think of. Mum You explain to James why he should continue to train hard and what rewards he will get when he succeeds. Mum You lose your temper, insist James goes swimming and make him feel guilty for all the time you have spent encouraging him. Mum You pretend there isn t a problem, refusing to listen to James pleas and take him swimming anyway. Mum You compare James with other children you know who are successful or not successful at different things. In pairs, one is James and the other, his mother. Read the play so far and then continue the conversation. Each pupil has a card that tells how he or she will react from this point. They continue the conversation. Listen to a few examples and discuss which ones have the most realistic response. www.teachitprimary.co.uk 2009 11022 Page 2 of 8
Continue the script for The Reluctant Swimmer Come on James, we ll be late. Grab your things. (sighing) Do I have to? Is something the matter? Well it s just that I m not feeling so good. You were fine a minute ago. Don t forget your goggles this time. Now hurry up. But my throat is sore. (raising her voice) Not this again! It s just that it s not fun anymore. No? Well there are things you have to do that aren t fun. It s not all computer games and playing you know! It takes hard work and determination to be the best. That s not going to happen while sitting around all day. Now for the last time, COME ON! www.teachitprimary.co.uk 2009 11022 Page 3 of 8
Compare a playscript with a story Reread the playscript and then read this extract written in the style of a story. Then answer the questions. Sighing heavily, James pulled himself up from the carpet. His heart sank at the thought of another training session. He could hear his coach s bellowing voice and feel the pain in his arms. A knot tightened in his stomach. How could he get out of this one? His mum bustled into the kitchen and frowned at the sight of James reluctant face. Buoyed by his early successes as a young swimmer, his mother had always been keen to encourage her son. She thought it was just a phase, this reluctance, understandable at his age really. Come on James, she smiled encouragingly, grab your things, we ll be late. James longed to give up this daily ritual. He couldn t put into words how he felt, he just knew it wasn t for him any longer. He sighed and found that the words stuck in his throat. Do I have to? 1. How do we find out how James and Mum feel in the playscript? 2. How is this different in the story? 3. What extra information do we find out in the story? 4. Which do you prefer and why? 5. Continue the conversation in the style of a story, remembering to include how the characters feel and what they do. www.teachitprimary.co.uk 2009 11022 Page 4 of 8
The Worst Day Ben arrives home from school with his school report, but isn t as keen as his mother to see the contents. Is that you sweetheart? (quietly) Hi Mum. Well, come on then, come through, where is it then? Where s what? Reports were out today weren t they? Is it in your bag? Hurry up; let s see how you did. Well Don t tell me you left it at school now? You did get your reports today didn t you? If I ve not done well (crossly) What? Of course you ve done well, you re a clever lad. But it s just that (takes his bag) Is it in here? (picks up report) Aha! 1. Ben doesn t get the chance to finish lots of his sentences. What does that tell you about the two characters? 2. Why do you think Ben is reluctant to show Mum his report? 3. Why is Mum so keen to see the report? 4. What do you think will happen next? Rewrite this playscript as a story. Try to include how the characters are feeling and what they do alongside the dialogue. www.teachitprimary.co.uk 2009 11022 Page 5 of 8
It s not fair! You are going to write a playscript entitled It s not fair, where there is some tension between the characters. Remember, in a playscript you have to show the characters emotions and actions through speech. Plan Where will the play be set? Who are the characters? (two or three characters) What is the tension / dilemma? How will the characters behave? Remember: Use brackets to show how a character speaks Use a colon to introduce the spoken words Don t include speech marks www.teachitprimary.co.uk 2009 11022 Page 6 of 8
Director s notes If a play is going to be made into a TV show, the director needs to make notes to let the actors know what he wants them to do. Here is an example, with the director s notes written in the blue boxes. Is that you sweetheart? Camera in living room. Mum is sitting in the living room watching TV but looking at her watch often. Sound of a door closing softly. Can t meet Mum s eye. (quietly) Hi mum. Close up on Ben s face. Ben tries to sneak upstairs but Mum comes through the door and stops him. Well, come on then, come through, where is it then? Where s what? Ben leaves his bag by the front door and follows Mum into living room. Sounds excited Reports were out today weren t they? Is it in your bag? Hurry up; let s see how you did. Mum has arms folded across chest. Ben looks at feet. The notes let the actors know how to respond to each other, where to move and how to speak. They should include where the close-ups and camera viewpoints are. www.teachitprimary.co.uk 2009 11022 Page 7 of 8
Annotate this playscript to include the director s notes. You can include: where the camera is pointing any close-up shots of the actor s faces or movements character s body language or tone of voice any external sound effects. Come on James, we ll be late. Grab your things. (sighing) Do I have to? Is something the matter? Well it s just that I m not feeling so good. You were fine a minute ago. Don t forget your goggles this time. Now hurry up. But my throat is sore. (raising her voice) Not this again! www.teachitprimary.co.uk 2009 11022 Page 8 of 8