This document is a worksheet for a Cambridge Lower Secondary English class. It contains 3 activities:
1) Students are asked to match features of prose and drama by drawing lines to connect them.
2) Students read a short prose passage and are instructed to change it into a drama script format by identifying dialogue, stage directions, and characters' names.
3) Students read a short drama script and are asked to change it into a prose format by identifying dialogue and describing stage directions using imagery rather than direct instructions.
This document is a worksheet for a Cambridge Lower Secondary English class. It contains 3 activities:
1) Students are asked to match features of prose and drama by drawing lines to connect them.
2) Students read a short prose passage and are instructed to change it into a drama script format by identifying dialogue, stage directions, and characters' names.
3) Students read a short drama script and are asked to change it into a prose format by identifying dialogue and describing stage directions using imagery rather than direct instructions.
This document is a worksheet for a Cambridge Lower Secondary English class. It contains 3 activities:
1) Students are asked to match features of prose and drama by drawing lines to connect them.
2) Students read a short prose passage and are instructed to change it into a drama script format by identifying dialogue, stage directions, and characters' names.
3) Students read a short drama script and are asked to change it into a prose format by identifying dialogue and describing stage directions using imagery rather than direct instructions.
This document is a worksheet for a Cambridge Lower Secondary English class. It contains 3 activities:
1) Students are asked to match features of prose and drama by drawing lines to connect them.
2) Students read a short prose passage and are instructed to change it into a drama script format by identifying dialogue, stage directions, and characters' names.
3) Students read a short drama script and are asked to change it into a prose format by identifying dialogue and describing stage directions using imagery rather than direct instructions.
Worksheet 1A 1 The features of prose and drama, a–h here, have been mixed up. Draw lines to indicate which are features of prose and which are features of drama. Two have been done for you. a The speaker’s name is clearly indicated before the lines of dialogue. b Requires characters’ thoughts to either be spoken aloud or Prose shown through body language and movement. c Allows a writer to describe the inner thoughts and feelings of a character, depending on the point of view chosen. Drama d Takes the form of a script. e Includes stage directions for the director on how the stage should be set or instructions for the actors. f Is presented in the form of paragraphs. g Includes written or spoken language that does not rely on rhyme, rhythm or arranging lines to create an effect. h Is for actors who will use dialogue and actions 2 Read the prose text here, then change it into a drama script. To help you: • the names of the acting parts are underlined • the dialogue is in bold • the parts that need to be changed into stage directions are in italics. You can look at the form and layout of the drama script in Activity 3 here as a guide.
John went over and sat down beside Ruby who was reading, ‘Is it good?’ he asked. ‘Not bad,’ Ruby said quietly, turning over a page and not looking up. ‘Would I like it?’ John asked, peering so close to her book his nose almost touched the page. ‘John!’ Ruby jumped. ‘Look, you can have it after me.’ John got up and paced around the room, mumbling in a low voice but Ruby could not understand what he was saying. ‘Don’t rush on my account,’ John announced, annoyed. Ruby wondered what was bothering John – he was not normally so grumpy.
3 Read this drama script, then change it into prose. To help you: • the dialogue that must be changed into direct speech is in bold • the stage directions that need to be changed into fictional description using similes, metaphors or imagery are in italics. You can look at the form of the prose text in Activity 2 as a guide. Pay particular attention to the tenses used and how the direct speech is punctuated.
A train station at night. The sound of rain and traffic. A mother and her daughter are waiting anxiously under a bus shelter.
DAUGHTER (huddling close to her mother) I’m freezing! What’s Dad doing all this time? MOTHER (putting her arm around her daughter) He had to work, dear. DAUGHTER He should have come … he needs a rest.
Dad rushes in out of the rain and comes between them closing an umbrella. He is an older man of about 50, dressed in shabby clothes.
