Equipment/supplies: access to word processing equipment, books on script writing

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
13.1 To appreciate the importance of a good script in achieving a high quality product.   13.2 To compare and evaluate what is being viewed. (CCT)	Contact Saskatchewan and Canadian organizations to find out the names of recent films/videos that have won awards for their scripts (e.g., contact Saskatchewan Filmpool Co-operative, Video Verité, Yorkton Short Film and Video Festival, National Film Board). Check with your school board to see if it has purchased a license for public performance with a film/video distributor or collective. Preview all films/videos you propose to show students. All of the above organizations should be able to tell you how the films/videos can be accessed for educational purposes. View one or more of the short films or videos that have won script awards. Discuss why the students think the film/video won the award for its script. How would a good script have affected the finished product? List the students' ideas about characteristics of a good script.
13.3 To gain knowledge of the elements of dramatic script writing.   13.4 To critique films, videos, or radio dramas. (CCT)	As most (although not all) students who wish to work from a script will be producing some form of dramatic script, this section of the module explores the elements or components of dramatic script writing. There are many good books on the subject. Refer to the bibliographies for this course and secondary level English Language Arts and Arts Education. The Creative Writing 20 curriculum guide has much information on the elements of story writing, which can be adapted to suit the purposes of video or audio stories. Topics commonly discussed include: setting character plot (cause and effect) dialogue atmosphere theme genre. The student writer will need to decide: Where is the story set? How will the setting affect the characters? Who is the story about? What happens? What incident causes something to happen? What are the consequences? What parts of the story can be shown visually? What will the role of dialogue be? What atmosphere will be established? How? What is the story's theme? Will the story be any particular genre (mystery, thriller, romance, etc.)? View or listen to a dramatic film, video, or radio drama. Discuss the above elements. Answer the above questions.
13.5 To learn that plot involves characters, their actions, and consequences of their actions.	Referring to the same film, video, or radio drama, focus on the characters and the plot, and determine how the two are connected. Have the students look for actions of the characters in response to an incident or starting point, and then examine how the characters' actions lead to other complications in the plot. Plot is composed of characters, actions, and consequences.
13.6 To begin developing the plot for their own script.   13.7 To organize information. (COM)	Have students begin work on their own script by writing down their story idea in a few sentences. Have them draw a concept map or web of how the story might develop. Have them consider all of the components listed above. Have them think about ways their plot could develop.
13.8 To learn the meaning of text and sub-text in dialogue.   13.9 To apply conclusions and generalizations to new situations. (CCT)	Study a page or two of dialogue from a published screenplay. Discuss the concepts of text and sub-text. Explain that dramatic dialogue is seldom about what it appears to be about on the surface. Have students write a page of dialogue between two characters in their story idea, following these guidelines: Their dialogue should have text and sub-text. For example, two teenagers might be talking about the basketball game (text) when they are really checking each other out (sub-text). In a mystery, a private investigator might be asking someone about the basketball game when he's really trying to find out if his suspect has an alibi. Their dialogue should have a purpose connected to moving their story forward. No dialogue should use camera or audio time without doing duty for the story. In the case of video, their dialogue should not do a job that can be done visually. A character does not need to say, "I see a car coming." The camera can show that. In the case of radio drama, the dialogue should not do a job that a simple sound effect can do. A character does not need to say, "I hear thunder."
13.10 To explore the concept of structure in script writing.   13.11 To discover relationships and patterns. (CCT)	In this module, students will have time for only a brief introduction to structure, a full understanding of which would take many hours of study and practical experience. Most commercially successful movies with which students are familiar follow a three-act structure. Although some independent filmmakers use less traditional structures, it is probably a good idea for students to begin with three-act structure, even for a very short video or audio story. Three act structure can be explained as follows: Act 1. The first act is short and shows the audience the situation in which the story begins. Marcia happily delivers papers in her suburban neighbourhood every morning at 6 AM. One of her customers is a nice elderly man who is always up when she delivers his paper. At the end of the first act, something happens that throws the situation into chaos and forces the character(s) to make a decision. Marcia sees a UFO, which quickly disappears. A reporter careens around the corner and tells Marcia the elderly man reported seeing a UFO and asks Marcia if she's seen it. Marcia is afraid of being laughed at and tells the reporter that she didn't see anything. End of Act 1. Act 2. The second act is the main part of the story and follows the consequences and complications of the character's decision. The elderly man who says he saw a UFO becomes a laughing stock. Marcia feels sorry for him and sends an anonymous letter to the paper saying she also saw a UFO. The paper traces the letter to Marcia's house. She admits to seeing the UFO, but now no one will believe her and she gets accused of writing a hoax letter. Marcia doesn't know what to do. Both she and the elderly man are now being laughed at. Marcia starts carrying a camera so she can take a picture if she sees the UFO again. At the end of Act 2, something happens that sends the story to a rapid conclusion. This is called the climax. Marcia is out delivering papers. The moon is still visible. She sees the UFO again. The man is there too. They take a picture. They now have their proof. They talk about how beautiful and mysterious it is, and how lucky they are to have seen it. The man says, "I never should have told anyone." They see the reporter coming. The UFO zooms off. They look at each other. The reporter asks them if they saw anything. Marcia hides her camera. They both say they've only seen the moon and they've decided that's what they saw the first time. Act 3. The third act moves quickly to a conclusion, based on the actions at the end of Act 2. The reporter leaves. The story cuts to Marcia placing her photograph in an envelope and delivering it to the man, along with his paper. End of Act 3. For homework, have students watch a movie, television drama, situation comedy, or cartoon that they like. Can they identify three acts?
13.12 To develop a story treatment using a three-act structure	Have the students develop their story ideas in paragraph form using a three-act structure. This is called the treatment.
13.13 To learn about the components of a "shooting script".   13.14 To critique texts. (CCT)	Video scripts are taken to the "shooting script" stage. In practice, this is not always done by the writer, but sometimes by the director who wants to make his/her own decisions about shots and camera angles. Who prepares the shooting script depends on the relationship between the writer and director. Radio dramas are usually taken to the final stage by the writer, in consultation with the producer/director. The final script includes cues for sound and music. Have students examine a shooting script so that they can see the kinds of decisions that can be made prior to the actual shooting of the drama. The care taken at this stage can save them hours of time later; in production, time is money.
13.15 To examine acceptable formats for scripts, based on common industry practice.   13.16 To summarize information in a variety of ways. (CCT)	Have small groups of students research formats for different types of scripts. Include dramatic scripts, radio dramas, nonlinear multimedia scripts, documentaries, etc. (Stories Made for Radio, Coteau Books, Regina, contains several produced radio drama scripts.) Have the groups present to the rest of the class. Compile a reference binder of format examples to which student can refer when they are writing and formatting their own scripts.
13.17 To write a short script for audio, video, or multimedia.   13.18 To use writing to record their ideas. (COM)	Have students develop a short script. It would be especially useful for students to develop the script for one of their production projects (10, 20, or 30 level).

Module 14A, B: Work Study Preparation and Follow-up Activities (Optional)

Module Overview
This module prepares students for work study placement. The module includes pre-placement information, preparation for interviews, and expectations for the workplace experience.

Foundational Objectives

Common Essential Learnings Foundational Objectives

Learning Objectives	Notes
14.1 To create an awareness of the expectations of each of the partners in the work study component.	In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. Refer to the Work Study Guidelines, a section of the Practical and Applied Arts Handbook, for roles and expectations of business, student, teacher monitor, and school.
14.2 To work toward improving self-esteem and self-confidence. (PSVS)	The students may formulate a list of what they can bring to the workplace and how each item may impact on their job(s): school subjects past experiences self-concept and personality needs, values, and interests knowledge, skills, abilities, and attitudes career goals and plans. Ask students to do a self-assessment, using the items in the above list as a guide. They are to explain how these attributes would be valuable to the communication industry. Try to incorporate the value of communication and teamwork in the discussion.
14.3 To foster an awareness of building good communication skills for the workplace.   14.4 To discuss ideas presented. (COM)	Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Have students role play ways of demonstrating effective verbal communication on the job (e.g., when giving or receiving instructions, or resolving conflict). Divide the students into groups and provide each group with a case study or a situation.
14.5 To develop a résumé and cover letter that can be forwarded to a potential employer.   14.6 To create a student guide in preparation for an interview.	Have each student develop a résumé and cover letter using the correct format. (Writing résumés and cover letters is also included in English Language Arts B10, 20, 30, Information Processing, and Career and Work Exploration 20.) Students should develop their résumé on a computer disk and update it during the course, as work placement references are accumulated. A personal website that highlights the student's skills and training might be created and referred to in the résumé. If students have already completed a résumé and cover letter in another course, the teacher may do a review and encourage students to update their information. Each student should submit a résumé for teacher approval prior to going to an interview or directly to the workplace.
14.7 To show their understanding of ideas. (COM)	Through a classroom discussion or in groups, students should compile a "guide" for job interviews. After the students formulate their guide, the teacher may prompt them for missing items. Outline and describe the three stages of an interview: The greeting involves an introduction between the student and employer. This is the student's chance to make a good first impression. The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the résumé and other matters relating to the job placement. The parting brings the interview to a close. It can be just as important as the greeting. Provide the students with a list of questions frequently asked by employers or ask students to formulate a list as a group. Have them role play the stages of the interview.
14.8 To develop a procedural guide for the work site.   14.9 To demonstrate respect for persons. (PSVS)	Discuss the following work site items with students: transportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher, and workplace supervisor dress code job description school and employer expectations. Ensure that students understand expectations regarding the above. Remind students that they will be expected to send a thank you note or card to the employer upon the completion of each work placement.
14.10 To relate feedback from the work placement.	Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. (Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety; and Workplace Hazardous Materials Information System (WHMIS). Use the Career and Work Exploration Curriculum Guide, the PAA Handbook, the Saskatchewan Labour website (http://www.readyforwork.sk.ca), and other recommended resources.