From our fables to our plays

Hello students!!!

 

We have finished writing our fables!

Would you like to represent our fables in a play? Would you like your parents saw your fable’s play? But, before we represent our fables we have to rewrite them in play scripts.

Let's rewrite our fables in play scripts!

But, is a fable similar to a play script? No, it doesn’t.

 What are the differences between them? Let’s see in this chart, which are the differences between a story (narrative text) and a play. 

 

After understanding the differences between our fables and plays, we will rewrite them in groups. How are we going to carry out this? We need to consider four main aspects:

1. We need to change the layout.

2. We need to adapt narrative to create stage directions.

3. We need to write using direct speech.

4. We need to delete any superfluous text.

Let’s explain each of them more in detail!

1. We need to change the layout. 

 Let’s see an example of a fable “The fox and the grapes” written in a narrative form and as a play script.

 

What differences you see regarding the layout?

2. We need to adapt narrative to create stage directions:

Then we will hear the fable in its play script format, while we read the transcript of it.

Link to the audio: http://www.play-script-and-song.com/the-fox-and-the-grapes.html

 Have you seen any difference between the reading of the fable (in play script format) and the listening of it? Why do you think that this happens? What might serve those parentheses?

Yes! In the play some parentheses are written which are not mentioned when we represent the play. What are they? These parentheses are stage directions or orders made by the play’s director used to indicate the characters in the play where to put on stage, how they should feel, what to express, etc.

Let's do an activity: now let's see a video in which some students are representing a play. At the same time we watch this video, you will read its play script. However, in that play script, there are no stage directions. While watching the video, you have to write those stage directions where they are appropriate, as if you were real directors.

Play: Animal Magic by Alan Harris represented by the students of IES Plaza de la Cruz.

      

What have you written? Where have you written? Why? What have you seen to write in that particular space?

Here you have the real play script. Let's see it!

Have you got any questions?

3. We need to write using direct speech.

But what is direct speech? Before you find out, let's read the sentences in this chart.

 

Are there any differences between the two columns? What are they?

- Verb tenses changes.

- Place, demonstratives and time expressions changes.

- Punctuation.

The first column shows examples of direct speech while the second column shows examples reported speech. And seeing both columns we can see how can you change from direct speech to reported speech and vice versa, from reported speech to direct speech.

If any of you have not understood, don’t worry. You have a theoretical explanation and many exercises for you to practice Direct and Reported speech in the page "Working Direct and Reported Speech".

Now, let's practice what we have learned!

ACTIVITY 1: WHAT THEY TOLD YOU

We are going to practice the change from reported speech to direct speech with this activity called What They Told You. All of us are going to create a list of people we have met such as policemen, librarians, doctors and so on.

Possible people we know.

 

Then, we have to create phrases that each of the people on the list may say and correctly write using quotation marks on cards.

After in pairs we are going to exchange the cards and guess who might have said each statement.

Do we start?

ACTIVITY 2: MEMORY GAME

We are going to practice the change from direct speech to reported speech with this activity called Memory game, in which we have to use also our memory. I am going to read a composition written in the first person out loud.

When I finish, you have to rewrite the composition as you can remember it, using reported speech.

For example; if the composition begins, "My name is Sarah and I hate getting up in the morning," the student might begin, "The girl said her name was Sarah and that she hated getting up in the morning."

 Example of a composition: 

 

ACTIVITY 3: Role-play Translation

We are going to practice both changes from direct speech to reported speech and vice versa. We are going to report someone else's speech. Three volunteers are going to come to the blackboard. I am going to ask to you for suggestions for a dispute involving two of the volunteers.  Two arguers don't speak the same language, so the third student must translate. The three volunteers have to improvise a scene trying to resolve the dispute, with one of them "translating" their direct speech into reported speech. The audience will vote on who wins the dispute.

Let’s arguing!

4. We need to delete any superfluous text.

Finally, let's review what we learned today.

What have we done today?

What have you learnt today?

Which activity did you prefer? Why?

Did the activities help you learn? How?