Radio

Play Unit
Plan
Drama 9
Spring 2016
Brayden Haidenger

Lethbridge Collegiate
Institute
TA: Kelly Frewin
UC: John Paulsen
March 14- 18

Radio Play Unit Plan 1

Table of Contents

Table of Contents
Rational
Unit Objective
Unit Overview
Appendix of Activities
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5
Assessment
Bibliography

Pg. 1
Pg. 2
Pg. 2
Pg. 3
Pg. 4-5
Pg. 7-8
Pg.9-10
Pg.11-12
Pg.13-14
Pg. 15-16
Pg. 17- 19
Pg. 20

Radio Play Unit Plan 2

Rational
Through the study of Radio Plays the students can explore the role that it has played in
modern entertainment and the purpose it served as a means of mass communication. By
participating in the creating of voices, sound effects and storytelling in the radio play format the
student begins to develop competency in communication skills through participation in and
exploration of various dramatic disciplines, specifically the discipline of speech. (Teacher
Resource Manual Junior High. Pg. 5.) The student will also to be able to explore their voice as
an instrument and begin to understand how it can be used to create meaning and supplement
storytelling. Through approaching through the framing of radio plays the student will have the
opportunity to develop a deeper understanding of their body and how they can use it to
communicate.
Unit Objective
The cumulating activity for this unit is The Student will create and perform the voices
and sound effects for the script of a radio show. In order to be successful at this the student will
have had to be exposed to radio shows and have an understanding of what they are and how to
construct meaning from the script of such a show. The student will need to use skills gained from
voice work so that character voices can be created and expressed in a clear and effective manner.
And finally the student will need to understand how to incorporate sound effects to enhance the
telling of the story, be this through folly work or through computer generated sound effects.
Skill Breakdown:

What a Radio Show is and script analysis

o Lessons 1, 2, 3, 4, 5. Speech (Junior High)Outcomes 4,8,10,17,18
Voice Work
o Lessons 1, 2, 3, 4, 5. Speech (Junior High)Outcomes 2,3,5,6,7,9,10,11,13,14,18
Sound Effects
o Lessons 3, 4, 5. Speech (Junior High)Outcomes 4,7,18

Radio Play Unit Plan 3

Radio Play Unit Overview

Lesson 1:
The student will analyze a radio show and its characteristics.
Warm up, Radio Play Listen, Think/ Pair/ Share
Speech (Junior High) 2-11, 13,14,17,18
CHECKLIST FOR PARTICIPATION, SUBMISSION OF ANALYSIS
Lesson 2:
The student will create and perform a voice for a reading of a Whos on first?
Warm up, Tongue Twisters, Resonators, Greedy Grinch, Accents, Diction, Pass the word,
Performance
Speech (Junior High) 2-11, 13,14,17,18
CHECKLIST FOR PARTICIPATION AND SKILLS
Lesson 3:
The student will create a cue plot of sound effects for their scripts.
The student will identify the role of Foley in radio plays and modern media.
Web Quest, Cue Sheet
Speech (Junior High) 2-11, 13,14,17,18
CHECKLIST FOR PARTICIPATION, SUBMISSION OF CUE PLOT, COMPLETION
OF WORKSHEET
Lesson 4:
The student will create and perform the voices and sound effects for a radio show.
(Rehearsal Day)
Warm up, Volume/ Projection, Echo
Speech (Junior High) 2-11, 13,14,17,18
PERFORMANCE NEXT DAY
Lesson 5:
The student will create and perform the voices and sound effects for a radio show.
Warm up, Performances
Speech (Junior High) 2-11, 13,14,17,18
RUBRIC ASSESSMENT OF PERFORMANCE

Radio Play Unit Plan 4

Appendix of Activities
Accents: In a circle the teacher will lead the students through trying to replicate accents
through focusing the energy of the voice in different locations. Ex.) British is at the teeth,
American is in the throat.
Cue Sheet: The students will create a cue sheet for the radio play script they are
assigned. The work sheet will say the number of the sound effect, the page, name,
description, duration, and source.
Diction: The teacher will introduce and exemplify the term Diction, in the context of
the words choice that is appropriate for the character. Ex.) Yall to cowboy, Eh to
Canadian.
Echo: The class will be split into two groups. Each group will line up on opposite side of
the room. The teacher will provide a phrase to a person on each end of the line, that
person then runs to the middle of the room and speaks the line. The group has to call
What? if they cannot hear what the person spoke. The person then tries again, until
everyone has heard them in the group. They then return to the line and the next person
goes and says the line the first person says. The game can be a race between the two
groups to get through the line first.
Greedy Grinch: The teacher will lead the students through saying the following phrases:
Im a greedy greedy Grinch, and I love green money Using a nasal voice, and
wring your hands.
I love my audience and my audience loves me- Using a deep, booming voice,
and a swooping hand gesture.
The students will then walk around the class room saying the called out phrase to their
peers.
Pass the word: The students are grouped into smaller circles; the teacher then gives a
word to the groups. The circle then passes the word from person to person, where each
person has to say it differently from anyone else if the circle.
Performance: The students will perform their assigned radio scripts to the class, creating
the voices and sound effects through Foley or computer generated sources.
Radio Play Listen: The teacher will play There Will Come Soft Rains from Dimension
X. The students will have an associated work sheet with a guide to Speech Notation, the
script to the radio show and prompt questions to respond to.

Radio Play Unit Plan 5

Resonators: The teacher will coach the students through creating sounds in various
resonators of their bodies.
Think/ Pair/ Share: After the Radio Play listen the students will think and reflect on
their thoughts about the radio play. They will then pair up with someone near them and
discuss their thoughts. The pair will then share their discussion with the class.
Tongue Twisters: The teacher will lead the class through some tongue twisters as a warm
up activity.
Volume/ Projection: The teacher will then lead the students through using their
resonators, diaphragm and breath to project their words.
Warm up: Teacher Lead warm ups focused on voice and speech.
Web Quest: The students will complete the web quest created by the teacher through
answering the questions on a worksheet and through creating a cue list for their sound
effects.

Sample Lessons
Next Page
Lessons are subject to change.

Radio Play Unit Plan 6

Lesson Title:
Radio Plays-1

Class: Drama 9
Radio Plays Unit

Course:
Drama 9

COURSE OUTCOMES
Speech (Junior High) 2-11, 13,14,17,18

PEAK/ LEARNING OBJECTIVES

Brayden
Haidenger
March. 8.2016.

Radio Play Unit Plan 7

By the end of the lesson students will be able to:

The student will analyze a radio show and its characteristics. (Analysis)

MATERIALS AND EQUIPMENT

-Chairs for students to sit in
-Radio Play Script There Will Come Soft Rains
-Computer and speakers
-Script notation handout
-Radio Play Scripts
-Extra pencils/ paper

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have computer, speakers and radio clips prepared before class begins.
-Have all work sheets, handouts and scripts printed out and ready to go.

PROCEDURE
Introduction

-Greet the students into the class.

-Have the students stand in a circle.
-Attendance
Body

-Warm up Game- Angels and Demons

- Quick Rehearsal for those who will be performing, others are to set
up the audience for the entire class.
-Remaining Single Mime Performances-The teacher will introduce Radio Plays and lead the class through a
discussion. Emphasize its role as a means of mass communication and
compare it to tv today.
-Students will find their own spot in the room, on the floor or on a chair,
and grab a writing utensil.
-Hand out Script Notation Guide and the script for There Will Come
Soft Rains
-Review the hand out with the class and the script
-Instruct the students to make notes of things they notice and use the
notation on the script as the show is played.
- Radio Play Listen There Will Come Soft Rains -11:49 min.
-They will then write a short reflection and finish their notation
individually
-Think/ Pair/ Share -They will then pair up and discuss things that they
noticed, how they used the notation, and any questions they have after
listen to the show and working with the notation.
-Each group will then share with the class.
Closure

Time
2 min
Time
10 min
20 min

5 min

20 min

10 min
Time

Radio Play Unit Plan 8

-Thank the students for their work today.

-Collect There will come soft Rain Scripts and reflections
-Hand out scripts to the students
-They can read them over and talk with their groups about the script
until the bell goes.
-Remind the students to bring their scripts every day for the rest of the week.
(Or provide a box it keep them in?)

10 min

Assessment
-Formative assessment of the students participation and interest in the activities.
-Summative assessment of students reflections and script notation work. Learning
Objective 1.

Additional Notes:

Lesson Title:
Radio Plays-2

Class: Drama 9
Radio Plays Unit

Course:
Drama 9

COURSE OUTCOMES
Speech (Junior High) 2-11, 13,14,17,18

PEAK/ LEARNING OBJECTIVES

Brayden
Haidenger
March. 9.2016.

Radio Play Unit Plan 9

By the end of the lesson students will be able to:

The student will create and perform a voice for a reading of a Whos on first?
(Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Chairs for students
-Whos on first?
-Back up monologues
-Tongue Twister books

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have scripts and pairings prepared ahead of time.

PROCEDURE
Introduction

-Greet the students to class.

-Have the students stand in a circle
-Attendance
Body

-Warm up- The teacher will lead the students through a vocal warm up.
-Focus on pitch, humming, lips, jaw.
-Tongue Twisters The teacher will lead the students through a few
tongue twisters.
-Resonators- The teacher will lead the students through working with
their resonators.
-Humming, nasal, chest, mouth.
-Greedy Grinch- Teach the students the phrases and voices for the Game
Greedy Grinch.
-Accents- Have the students reform a circle, coach through and play with
accents. British, American, western, etc.
-Diction- Introduce the idea of diction (Word choice of a person) and
how it can be used to represent character examples- Literally cant
even, Bloody hell, eh, this town aint big enough for the both of
us.
WarningIt is hard to stay away from stereotypes
-Pass the word- (demo) In the circle the teacher will start a word, the
students then must each say it differently, if they repeat, they are out of
the round.
-Split into smaller groups and have the students come up with their own
words and play.

Time
5 min
Time

10 min

10 min

15 min

Radio Play Unit Plan 10

-Voice/ reading of Whos on first Introduce the script that the

students will be working with. Clarify that they will be working in pairs
and focusing on the delivery of the lines. This includes: enunciation,
volume, timing, and confidence. They may create character voices for the
read.
-Hand out the scripts with the assigned pairs. If even number of people
missing have the people who are present pair, if odd have a backup
monologue prepared- Announcer role?
-Have the students work in their pairs on their deliver of the scene -15
min
-Have the pairs form groups of four, the pairs will then present in the
groups. - 15 min.
-Circulate and asses for participation.
Closure

30 Min

Time

-Thank the students for their work today.

-Extra time to be used for the groups to work on their final presentation scripts.
-Bring

head phones next class.

-Meet in the library computer lab

7 min

Assessment
-Formative assessment of the students participation and development in the practiced
skills.
-Summative assessment of students participation of performing Voices for the
reading of Whos on first? Learning Objecting 1.
Additional Notes:

Lesson Title:
Radio Plays-3

Class: Drama 9
Radio Plays Unit

Course:
Drama 9

COURSE OUTCOMES
Speech (Junior High) 2-11, 13,14,17,18

PEAK/ LEARNING OBJECTIVES

Brayden
Haidenger
March. 9.2016.

Radio Play Unit Plan 11

By the end of the lesson students will be able to:

1.) The student will identify the role of Foley in radio plays and modern media.
(Knowledge)
2.) The student will create a cue plot of sound effects for their scripts. (Synthesis)

MATERIALS AND EQUIPMENT

-Computer lab
-Cue Worksheets

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have a work sheet printed off for each group.
-Have computers easily accessible for the groups.

PROCEDURE
Introduction

Time

-Greet the students to class

-Attendance (Do during the students working)
Body

-Hand out work sheets.

-Web Quest
-Students are to work on collecting sound effects for their
performance.
Closure

-Thank the students for their work today.

- Remind them to bring their scripts and cue sheets tomorrow as they will
Be rehearsing their shows.
-Provide a list to Mr. Haidenger for Foley equipment that you may need. (discuss
What may not be practical)

Time
70 min
Time

2 min

Assessment
-Formative assessment of the students improvement with projection and the students
participation and effort with the webquest.
-Summative assessment of students work sheet based on completion of the work sheet
and cue sheet. Learning Objective 1 and 2..
Additional Notes:

Radio Play Unit Plan 12

Lesson Title:
Radio Plays-4

Class: Drama 9
Radio Plays Unit

Course:
Drama 9

COURSE OUTCOMES
Speech (Junior High)2-11, 13,14,17,18

PEAK/ LEARNING OBJECTIVES

Brayden
Haidenger
March. 8.2016.

Radio Play Unit Plan 13

By the end of the lesson students will be able to:

The student will create and perform the voices and sound effects for a radio show.
(Rehearsal Day) (Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Requested Foley equipment.
-Computer (one for each group)

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have computers accessible.
-Have Foley Equipment set up and easily accessible.
-Not every one may attend. (Group read that persons part)

PROCEDURE
Introduction

-Greet the students to class

-Give itinerary for the day:
Warm up
Projection work
Rehearsal
Performances Friday

Time

1 min

Body

-Warm up- The teacher will lead the class through a quick vocal warm
up
-Breath, articulation, holding a note
-Volume/ Projection- Lead through diaphragm work, projection/ not
yelling, various volumes.
-Echo- Split the class in two and play once through after a demo.
-Phrases: I hear the tulips are in bloom and No friend of mine is a
frog.
-Rehearsal- The groups are to rehearse their scripts with sound effects.
They will have to decide which ones to use and how to incorporate them
into the read.
-They will present tomorrow. (If all groups feel that they are prepared
and ready performances may begin today)
Closure

-Thank the students for their work today.

-Remind them to bring everything they need for tomorrow to perform.

Time
5 min

10 min

60 min

Time
1 min

Assessment
-Formative assessment of the students effort into their rehearsal and their progress of

Radio Play Unit Plan 14

their performances.
-Summative assessment of students performance. (If started this day). Learning
objective 1.
Additional Notes:

Lesson Title:
Radio Plays-5

Class: Drama 9
Radio Plays Unit

Course:
Drama 9

Brayden
Haidenger
March. 8.2016.

COURSE OUTCOMES
Speech (Junior High) 2-11, 13,14,17,18

PEAK/ LEARNING OBJECTIVES

By the end of the lesson students will be able to:
The student will create and perform the voices and sound effects for a radio show.

Radio Play Unit Plan 15

(Synthesis)

MATERIALS AND EQUIPMENT

-Empty Classroom.
-Performance computer (Extension cord)
-Foley Equipment
-Music Stands
-Table
-Chairs for the audience

PREPARATION AND LOGISTICAL CONSIDERATIONS

-Have the class room space preset.
-Not every one may attend. (If excused absence and have been attending previously the
performance may be moved to Monday, if not the group can have someone else read
the missing part and it will not affect the person filling in grade)

PROCEDURE
Introduction

-Welcome students to the class.

-Have the students stand in a circle.
Body

-Warm up- The teacher will lead the students through a brief vocal warm
up.
-Breathing, articulation, pitch, resonators.
-Get students to organize their scripts and equipment. They will get a
min. to prepare the computer before they perform.

Time
1 min
Time
5 min
2 min
40 min

-Begin Performances
Closure

-Thank the students for their work today.

-Have the students submit their scripts, and cue sheets.
-Have students clean up their equipment.
-Any more performances will occur Monday.

Time
2 min

Assessment
-Formative assessment of the students participation and skills based on the students
performances.
-Summative assessment of students vocal qualities and work in their performance.
Learning Objective 1.
Additional Notes:

Radio Play Unit Plan 16

Assessments
Lesson # Outcomes
Speech (Junior
High)
1
4,8,17,18

4-6,811,13,14,17,18

4,7

4,7

Peak Outcome

Assessmen
t Mark

The student will analyze a

radio show and its
characteristics.
The student will create
and perform a voice for a
reading of a Whos on
first?

/5

The student will identify

the role of Foley in radio
plays and modern media.
The student will create a

/10

/5

/5

Justification

2- Use of Notation
3- 3 points in
reflection
1-Timing
1-Pace
2-Clarity
1-Charcterisitcs in
voice
10- 1 for each
question
5- 1 for each

Radio Play Unit Plan 17

cue plot of sound effects

for their scripts.

Student
Adisaid, Rani
Ash, Mackenzie
Baker, Victoria
Beer, Emily
Bourchier, Tessa
Cage, Autumn
Callahan, Reilly
Campbell,
Corbin
Harvey, Tabitha
Heggie, Berkley
Hudson, Oddessa
Hyland, Callum
Juell, Sophia
Lilburn, Iarnan
Lujan, Salma
Meyer, Cala

Script Analysis

Reading of
Whos on First

column completed

Worksheet

Cue Sheet

Radio Play Unit Plan 18

Muise, Savannah
Peterson, Kelsea
Remington,
Emily
Riehl, Deveree
Situ, Kelly
Small Eyes, Jada
Solvey, Cody
Thomas, Brinley
Toth-LaVigne,
Kayden
Vanderveen,
Hunter
Whiffen,
Brittney
Zanewich,
Makenna

Lesson
#5
Students
Name

Outcomes
Speech
(Junior
High)

Peak Outcome- The student will create and perform the voices
and sound effects for a radio show.

2-11,
13,14,17,18

Speech Skills

0N/
A

1Attempe
d Made

2Expectation
s Met

Speech Notation used on script

Appropriate use of volume
Clarity in speech
Voice(s) is (are) distinct
Vocal choices are appropriate for
the character

TOTAL: /10

Radio Play Unit Plan 19

Lesson
#5
Students
Name

Outcomes
Speech
(Junior
High)

Peak Outcome- The student will create and perform the voices
and sound effects for a radio show.

2-11,
13,14,17,18

Speech Skills

0N/
A

1Attempe
d Made

2Expectation
s Met

Speech Notation used on script

Appropriate use of volume
Clarity in speech
Voice(s) is (are) distinct
Vocal choices are appropriate for
the character

TOTAL: /10

Bibliography
Create WebQuest. (n.d.). Retrieved March 13, 2016, from
http://createwebquest.com/webquest/radio-plays-foley
"Who's on First" script. (n.d.). Retrieved March 13, 2016, from
http://www.psu.edu/dept/inart10_110/inart10/whos.html
Amazing Short Film on Old Time Radio Sound Effects: "Back of the Mike" (1938). (n.d.).
Retrieved March 13, 2016, from https://www.youtube.com/watch?v=hZ43UC5tIOY
Index of /FILES/Scripts_pdf. (n.d.). Retrieved March 13, 2016, from
http://www.otrr.org/FILES/Scripts_pdf/
Introduction to Foley and Sound Effects for Film. (n.d.). Retrieved March 13, 2016, from
https://www.youtube.com/watch?v=_Jznye0iqYE
Old Time Radio. (n.d.). Retrieved March 13, 2016, from https://archive.org/details/oldtimeradio
Schanker, H. H., & Ommanney, K. A. (1999). The stage and the school. New York:
Glencoe/McGraw-Hill.
Sound Effects. (n.d.). Retrieved March 13, 2016, from http://www.old-time.com/sfx.html