Sarah George

EDRG 4020

Comprehension Strategies

Script Writing

Script writing is a great strategy used to increase comprehension by allowing students to translate text into material that is suitable for a theatrical performance like a Readers Theater, puppet show, video production, or staged production. It encourages students to carefully analyze the words in text, and decide which words can be translated into dialogue, which words can be spoken by a narrator, and which words are best illustrated through actions. During script writing students learn to work together in heterogeneous groups, discuss setting and interactions among characters, formulate actions and reactions, and design props when necessary. The process helps students understand text and reinforce the importance of characters, time sequences, and actions that impact a plot. Script writing moves students to a higher level of thinking and increases their comprehension of text.

Step By Step

1. Choosing the Text
• The teacher chooses reading materials that offer students opportunities to analyze interactions among characters, translate active verbs into stage directions and movements for performers, and investigates problematic situations.
• It may include textural material, poetry, and music.
• It may also contain unfamiliar language or vocabulary to challenge students and give them the opportunity to explore language in an unfamiliar context.
2. Reading and Discussing the Text
• The text is read aloud by the teacher, read independently, or read in small groups by the students.
• When the reading is finished, students discuss the text and relate to the setting, characters, and plot. This prepares student’s to write their scripts.
3. Modeling the Writing of a Script
• The teacher walks through the steps used to translate the text into script form.
• First identify the characters by creating a chart of characters with a listing of their attributes based on information gained from reading the text, prior knowledge, and their role.
• Next identify dialogue that can be directly transferable and place it into the correct script format. Example:

Text

Mr. and Mrs. Mallard were looking for a place to live. But every time Mr. Mallard saw what looked like a nice place, Mrs. Mallard said it was no good.

Script

Narrator: Mr. and Mrs. Mallard were looking for a place to live.

Mr. Mallard: This looks like a good place.

Mrs. Mallard: No, there might be foxes or turtles in the woods.

• Then identify actions in the text that translate into expression or stage movement. Discuss how, when, and where characters would move on stage.
• Place actions into proper stage directions. Example: Enter stage left or stage right
• Identify and discuss conflicts in the text. Conflicts between characters, nature, society, or within the character himself.
3. Selecting the Appropriate Method of Enactment
• The appropriate level of enactment may vary from something as simple as a reader’s theatre to a more elaborate stage production depending on the developmental level of the students.
4. Grouping the Students for Script Writing
• Groups should be small enough so everyone can participate.
• Use assigned tasks within the group to facilitate the process and make sure every member of the group does his/her part.

Facilitator

Recorder

Materials manager

Illustrator

Reader

6. Moving the Script from the Page to the Stage
• The teacher facilitates as groups prepare their scripts
• The teacher reminds students of the need for interacting with their peers.
• The teacher also monitors group progress and makes interventions when necessary.
7. Reporting Out—A Time for Sharing
• This is a time for students to share their scripts and reflect on the group interactions.
• Students explain steps followed during the creation of the scripts, and any challenges they faced.
• At this time the teacher recognizes groups for their problem-solving approaches and discusses difficulties observed during the group work.