Reading: Drama Reading of the Drama Text(s) for the Term – JSS1 Literature-in-English Lesson Note (Second Term)

Reading drama is reading a play script aloud or silently, using the dialogue and stage directions to picture the action.

• Subject: Literature in English
• Class: JSS 1
• Duration: 40 minutes
• Topic: Reading, Drama: Reading of the Drama Text(s) for the Term

Behavioural objectives

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

1. Explain the difference between reading drama and reading other literary genres.
2. Read drama texts aloud with proper expression and characterisation.
3. Follow stage directions while reading.
4. Take an active part in dramatic readings.
5. Describe the plot and characters of the prescribed drama text.

What should students already know?

Students have already learned that drama is a literary genre written in dialogue and meant to be performed.

• Character: a person in the play.
• Dialogue: the words the characters speak.
• Stage directions: the playwright’s instructions in brackets or italics.
• Act: a major division of a play.
• Scene: a smaller division within an act.

What teaching aids are needed?

• Text: copies of the prescribed drama text for the term.
• Chart: proper reading techniques for drama.
• Sample script: stage directions highlighted.
• Pictures or videos: actors performing a play.

How do we introduce the lesson? (5 minutes)

The teacher opens with questions that link the lesson to students’ own experience.

• Have you ever acted in a play at school or church?
• What is the difference between reading a storybook and reading a play script?
• When you watch actors on stage or television, what makes their performance interesting?

• Explain that in drama we must imagine or act out what the characters do and say.
• State the aim: to learn how to read drama properly and begin the term’s drama text.

How is reading drama different from reading stories? (6 minutes)

A drama text is written as speech and action for actors, while a story is written as paragraphs told by a narrator.

What does a drama text look like?

• Character names: shown in bold or capital letters before each speech.
• Dialogue: what the characters say.
• Stage directions: shown in brackets or italics.
• Divisions: the play is split into acts and scenes.

What are the key differences between drama and other genres?

1. No narrator: a story says “John walked slowly to the door.” A play usually shows only what characters say and do.
2. Written to be performed: the words on the page act as instructions for actors.
3. Dialogue dominates: you learn the story from what people say to each other.
4. Stage directions guide action: bracketed words tell actors how to move, speak or behave.
5. Visual and active: the reader must use imagination to picture the action.

What techniques help you read drama well? (10 minutes)

There are five techniques for reading drama well: understanding stage directions, using character voices, group reading, understanding context, and pacing.

Technique 1: What are stage directions?

Stage directions are instructions written by the playwright, usually in brackets or italics.

What are the types of stage directions?

There are four types of stage directions: character actions, manner of speaking, setting, and sound and lighting.

• Character actions: tell actors what to do, as in (enters from the left), (sits down heavily), (exits running).
• Manner of speaking: tell actors how to say a line, as in (angrily), (whispered), (sarcastically), (tearfully).
• Setting and scene description: describe the place, as in “A village square. It is early morning. Market women are arriving with their goods.”
• Sound and lighting effects: as in (sound of thunder), (lights dim), (church bells ring), (music plays softly).

How do you handle stage directions when reading?

1. Option 1: one student reads the stage directions aloud in a neutral voice. Reader: “Tunde enters the room angrily and slams the door.” Student playing Tunde: “I cannot believe what just happened!”
2. Option 2: students acting the parts follow the directions without reading them aloud, as in a real performance.
3. Option 3: in silent reading, picture the directions in your mind.

Technique 2: How do you give characters voices?

Each character is a different person, so each should have a distinct voice and manner of speaking.

What should you consider about a character?

• Age: an old person speaks differently from a child.
• Emotional state: happy, angry, sad or scared, and your voice should show it.
• Social status: a king speaks differently from a servant.
• Personality: shy or bold, gentle or aggressive, kind or mean.
• Context: whether the moment is serious, funny or emotional.

What are the tips for expressive reading?

• Vary volume: louder for anger or excitement, softer for secrets or sadness.
• Change pace: faster when excited, slower when thoughtful or tired.
• Use pauses: at commas, full stops and for dramatic effect.
• Show emotion: let the voice express what the character feels.
• Stress key words: emphasise words that carry meaning.
• Avoid monotone: do not read in a flat voice.

Example

• Poor reading (monotone): “I told you not to go there but you did not listen to me.”
• Good reading (with expression): “I TOLD you not to go there! But you… you did NOT listen to me!” This shows frustration and emphasis.

Technique 3: How does group reading and role assignment work?

Group reading is most effective when different students take different roles.

What are the methods of assigning roles?

• Teacher assignment: the teacher matches students to characters by reading ability and personality.
• Volunteer basis: students choose roles they want to play.
• Rotation: roles change so everyone reads different characters.

What additional reading roles are there?

• Stage director reader: reads all stage directions.
• Narrator reader: reads any narrator parts, if the play has them.
• Scene announcer: announces act and scene numbers.

What are the rules for reading in a group?

• Listen carefully while others read.
• Follow along in your text.
• Wait for your turn without interrupting.
• Come in on time with your lines.
• Stay in character throughout your scenes.

Technique 4: Why must you understand context?

Context is the background of a scene, and knowing it helps you read with understanding.

• Place: where the scene happens.
• Time: what time of day it is.
• Earlier events: what happened in previous scenes.
• Wants: what each character wants in this scene.
• Mood: the atmosphere of the scene.

Technique 5: What is pacing and timing?

Pacing is the speed and rhythm at which you read, and good pacing is neither too fast nor too slow.

• Pause between speeches: let the previous line sink in.
• Allow silence: when the script asks for it.
• Build tension: in dramatic moments.
• Speed up: during exciting action.
• Slow down: during important revelations.
• React: respond to the previous speaker before you deliver your own line.

How do you prepare to read the drama text? (4 minutes)

Pre-reading preparation means learning about the play before the full reading begins.

1. Learn about the play: find out who wrote it, when, where it is set, what it is about and who the main characters are.
2. Understand the structure: find the number of acts, how each act divides into scenes, and how long the play is.
3. Study the character list: many plays list names, short descriptions and relationships at the start. Read it first.
4. Discuss themes: predict the topics the play may deal with.
5. Set reading goals: decide whether to read one act per week or one scene per lesson.

How do we begin reading the drama text? (12 minutes)

The class begins reading the prescribed drama text together, starting with Act 1, Scene 1.

Teacher’s note: insert the details of your prescribed drama text below. The outline can be adapted.

What details of the text should be given?

• Title: [Insert prescribed drama title]
• Playwright: [Insert author name]
• Setting: [Insert setting]
• Main characters: [List main characters]
• Brief synopsis: [3 to 4 sentences on the basic situation, without spoiling the plot]

How are characters assigned?

• Student A: Character 1.
• Student B: Character 2.
• Student C: Character 3.
• Student D: stage director, who reads the stage directions.
• Rest of class: follow along and prepare to discuss.

How is Act 1, Scene 1 read?

Before reading

• Open your books to page [number].
• Notice the setting description at the beginning.
• Look at who is on stage when the scene begins.

During reading

1. The stage director reads the opening stage directions.
2. Characters read their lines with expression.
3. Everyone follows silently in their books.
4. Students note any words they do not understand.

When does the teacher pause?

• Difficult words: explain words and phrases.
• Action: clarify what is happening.
• Understanding: ask questions to check it.
• Motives: discuss why characters act as they do.
• Key lines: point out important lines and themes.

What questions can be asked during reading?

• What is happening here?
• Why did the character say that?
• How does this character feel right now?
• What does this line mean?
• What might happen next?

What is done after reading the scene?

Discussion questions

1. What happened in this scene?
2. Who are the characters we met?
3. What conflict or problem was introduced?
4. What did you learn about the characters?
5. How would you describe the mood?
6. What do you predict will happen next?

• Vocabulary check: list difficult words and discuss their meanings.
• Character analysis: discuss what each character shows through what they say, what they do, what others say about them, and how they speak.

How can students keep up with drama reading through the term? (3 minutes)

Students keep up by preparing before class, practising aloud and taking notes.

What are the tips for students?

• Prepare before class: read ahead at home.
• Practise aloud: rehearse your parts for expression and pronunciation.
• Ask questions: a missed detail can make a play confusing.
• Visualise: picture the setting, costumes and actions like a film.
• Take notes: record plot points, character traits, themes, questions and predictions.
• Connect to real life: relate the situations to your own experience.

How will class reading be organised and assessed?

• Reading schedule: [specify: one scene per lesson, one act per week, etc.].
• Participation: everyone reads different characters during the term.
• Assessment: attendance, preparedness, expression and voice control, understanding of the text, and contribution to discussions.
• Written work: scene summaries, comprehension questions, character analysis, themes and predictions.

Evaluation (2 minutes)

1. State three ways drama reading is different from reading stories.
2. Why are stage directions important in drama?
3. What should you consider when giving a character a voice during reading?
4. Name three techniques for reading drama effectively.
5. Give the title and author of our drama text, and name two main characters.

Assignment

Choose one character from the scene we read today and write a short paragraph describing:

1. The character’s personality.
2. What the character wants.
3. How the character speaks or behaves.
4. Your opinion of the character.