Page to Stage – Lesson Plan for Grades 9-12
INTRODUCTION
Which is better, the movie or the book? Kids will argue this for hours about their favorites in each category –
and so will adults. After reading a piece of literature together in class, the members of the class will create a
script based on a scene from the material and then rehearse and present their scenes either live or on film.
OBJECTIVES
Students will …
• Read a book as a class.
• Create a script for a scene from the book.
• Perform or film their scene for the class.
MATERIALS
• Paper
• Pens/pencils
• A brief example of a selection from a book and the movie version of the same scene (e.g., The
Great Gatsby, Little Women, The Chronicles of Riddick, The Lion, the Witch and the Wardrobe,
etc.)
• Examples of scripts
• Means to watch the movie selection
• Costumes, props, etc. (created at home), if applicable
• Space to view performances/means to watch the projects
PROCEDURE
1. Discuss the classic question: Which is better, a book or a movie version of the book? Why?
2. Distribute the brief example of a selection from a book and read it as a class, and then show the
movie version of the scene. Compare and contrast the two versions and allow the students to
decide which was better – with an explanation.
3. Shift the discussion to how a script is created from a book and turned into a movie. Is the dialogue
always there in the literature? If not, how is it created? How does a movie let you know what the
characters are thinking? Does the literature give the scriptwriter and movie directors other
information necessary, or do you often see evidence of interpretation?
4. Show them an example of a script (if possible, use the script from the movie example you used in
Procedure 2). Discuss how the dialogue steers a script, but the stage directions, i.e., the way the
director wants the actor(s) to move or think, are found in parenthesis. Ask: How is this different
from a book? From a movie?
5. Instruct students that they will break into groups of no more than four people to create a scene
from the book the class read. Discuss how much “free reign” they may take with their
interpretations as well as their background music options. Each project must include the following:
a. A copy of the scene selection from the book (a copy or marked pages in book)
b. A written script in proper format (use examples for guide)
c. Rehearsal schedule
d. Proven involvement of everyone in the group
e. Class presentation
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They have the option of performing it live or filming it and showing it to the class. Both have their
benefits and drawbacks, but the group must decide which suits their selection best. (Examples:
One group of students might present a scene from Shakespeare’s The Tempest in the school pool;
another group might shoot a film in one of the member’s backyards; another might act theirs in the
hallway near the custodian’s closet; yet another might use the teacher’s desk and act it out in the
classroom.)
Groups should sign up for scenes. It is suggested no more than two groups prepare the same
scene; however, it is up to the teacher as to whether or not multiple versions of the same scene are
acceptable
Give them ample amount of time to prepare and assign an appropriate due date. If many groups
plan to film their versions, it is a good idea to give at least one weekend in the work time.
On the presentation date, try to create an ambiance of theatre and/or movie opening nights in the
classroom (popcorn is optional).
After each presentation, have audience members compare and contrast the book to the scenes or
have the class members write their responses.
Ask: What should we learn from this activity?
EVALUATION
Did each student read the book?
Did each student participate in the discussion?
Did each student participate in a group to create a presentation?
Could each student compare or contrast the book with the presentations?