1. Play scripts
FACE – The play

2. Which image is the odd one out? Discuss

3. Prejudice
What is prejudice? How can prejudice affect people’s lives?
Prejudice is an unreasonable and unfair dislike of a particular type of person or thing.
Produce a circle map to show your prior knowledge about prejudice and where this knowledge comes from.

4. BEAUTY AND THE BEAST
Watch the story of burn’s victim Leo. In your books write down: How does his story make you feel? How do you think Yasmin would feel hearing his story? Can you think empathetically about Leo’s situation? How would you feel in his situation?

5. Reflecting independently
Prejudice
Reflecting independently
Learning Objectives:
To reflect and explain your response to one form of prejudice.
To perform the first few scenes of the play.
To predict how the play will continue.

6. Play script
Bubble map the conventions of a play script (6.3) Acts and scenes Character name in capitals Words to be spoken Stage direction in brackets to help actor Notes to show a change of scene or an action e.g. a bell ringing Italics used for emphasis of certain words. Prologue Epilogue

7. Face is a story about what is on the surface and what is underneath.
All about Face
Face is a story about what is on the surface and what is underneath.
It is a story about a character called Martin who embarks on a journey after he suffers a facial injury.
It was originally a novel by Benjamin Zephaniah.
The blurb to the novel describes the setting as “a fairly rough, multicultural area of London.”

8. Prologue – what is its role in a play?
What is the effect of the prologue? How does it make the audience feel?

9. Act, scene 1
Past and present are intertwined throughout the play. The play weaves between the past and the present, with Narrative Martin being the only character who can be in both places. Why might the script writers have used this technique? What effect would they hope it would have on the audience?

10. characters
Make a bubble map for each character you have met so far. Write down your initial impressions about their personality. What kind of character are they? We will add to these maps as we continue reading the play.

11. What prejudices do you think the play will deal with?
Predictions:
What prejudices do you think the play will deal with?
What do you think will happen in the next few scenes of the play?
Do you think the next scene will be set in the present or past? Why?

12. LO – To focus on the character of Past Martin
Focus on the scene between Martin (past), Mark, Matthew and their tutor
In Act one, p8-9. Complete the table below to show how Martin is presented
To the audience.
Past Martin’s character
Evidence (quotation)
Very sure of himself
‘I learned a lot in those sex lessons! I’ll use that this holiday’
Add to this table after you have read :
- act one, scene two,
- act one, scene four,
- act one, scene eight

13. Research Simon Weston and Katie Piper - homework
Scene 9 – the man in the mirror read up to the end of page 29. With a partner, improvise the rest of the conversation prior to Martin looking in the mirror
Research Simon Weston and Katie Piper - homework

14. To make judgements based on reasoned arguments
Learning Objectives
To make judgements based on reasoned arguments
To assess my own opinion and the opinions of others
To analyse the character of past Martin in the first two chapters

15. Arguing your case
Where do you stand on the opinion line? ‘Judging a person by how they look is purely and simply human nature and you can’t change it’

16. P point E evidence E explanation
PEE
P point E evidence E explanation

17. Martin’s opinion
Throughout the text it is important to remember Martin’s initial opinions about prejudice.
You have discussed yours and others’ opinions. Has this changed the way you view past Martin? Do you think he was naïve or arrogant?
Now write a paragraph about Martin’s opinions in scene 1 & 2. Use PEE to write your paragraph.

18. How have you thought today?
Have you changed your mind about Martin after hearing other people’s views?
Have you listened to other people?
Have you justified your own opinions?
Have you uncovered your own assumptions? Did you think differently now?

19. Create a flow diagram of the events
Read Act 1
Write a list of the scenes that show past events (before the crash). Summarise each scene in 140 characters
Make a list of present events – all of which take place in the hospital
Create a flow diagram of the events
What do you notice about the way the past and present are intertwined?

20. What is the difference between a play script and a novel? – AF 4
How do the techniques change? Discuss Read Act one, scene 9, up to the point where Martin gets out of bed. Read the hand out taken from the novel. In groups annotate which parts are similar, which are very different, the changes in techniques and language. Which is more successful in portraying Martin’s mood?

21. Playscript Vs Novel
Similarities
Differences

22. A montage of words
In groups of no more than 4, create a montage of words to describe the car journey up to the crash. Start by re reading lines 150 – 227. Write down all the words that might describe Martin’s feelings. Then think about the 5 senses – what would he have heard, seen, smelled, touched, taste(?) Create the montage in any way you like e.g. a poem or a song. You may add sound effects or anything else to help you present your montage of words.

23. Task – AF4
Read Act two, scene two (pages 56, 57, 58) Rewrite the scene as prose. Using your understanding from the previous task, change the scene into a chapter from the book. You will need to include some dialogue, but also describe the setting etc. Remember that the script is being performed and the prose is only being read. The reader will rely on your words to create the images for them.

24. “You shouldn’t judge a person by what they look like.”
This quote occurs twice in the play – by Natalie, in Act one, to Martin and by Martin, in Act two, to Natalie. How relevant is this quote to the audience’s understanding of the play? How true is this quote?

25. “You shouldn’t judge a person by what they look like.”
In pairs, prepare a short script in which a person (could use someone from odd one out) is judged by what they look like. What will the outcome be? Will there be a moral to your script, will the ending be successful or negative?
Use your knowledge of laying out a script.
Be prepared to present your ideas to the class

26. Read Act 2
This activity asks you to look over Act two and trace the ups and downs of Martin’s attempts to live a normal life.
Draw a graph to show the high and the low points he experiences. Decide when Martin is at his highest and lowest? At what points in the act do these occur?
Plot six to ten events on your graph; decide where they fit on the scale of high to low.
Low
High

27. The Epilogue In groups of 3, act out the epilogue.
How does it sum up the play’s main themes?
Discuss how the audience might feel after seeing the play?

28. Learning objective: to understand how a story can be meant to teach the reader particular things- AF3 & AF6
Get into groups of 3 and collect nine post it notes.
You have 10 mins to decide one thing for each note that the audience might learn from the play. What is the moral of the play?
Examples
Don’t judge others by appearances
Be proud of who you are

29. Some ideas
Don’t judge others by appearances. Be proud of who you are. It’s often people with real problems who value life most. People learn from their mistakes. We are all champions in our own way. Girls are selfish and superficial. Finding out about yourself. Doctors and nurses are heroes When people believe in you then you can achieve anything. Teenagers are reckless People shouldn’t accept lifts from drunk or drugged drivers.

30. Task
In your groups, use the statements to create a diamond nine of what the morals of the play are. Use a combination of your own ideas and the ideas you have just seen. Rank each one in order of importance. Take your time over this task: Its purpose is to let you talk through what the play is about.

31. Final task
Write a short play script with the theme of prejudice. Make sure your script follows the conventions you have studied and has an ending that is appropriate to your thoughts about prejudice.

32. Final assessment task -
Look at Natalie’s final appearnce in the play on page 93 ‘… Natalie approaches – is about to say something but thinks better of it. She leaves, watched by the other girls.’ In pairs, act out this stage direction without words. Is there more than one way? Share examples – how might this stage direction impact the audience’s feelings?

33. Final assessment task -
Look at the resource sheet 2. Study the dialogue and the dialogue that leads up to these lines. Discuss What would you want the audience to feel about Natalie at this point? How should she act in order to evoke those feelings in the audience?

34. Final assessment task -
Imagine you are directing the play. Write a letter to the actors who are playing Natalie and Martin giving them advice about how they should behave, and how they should make the audience feel during the telephone call in Act two, scene two (p63) You will need to advise them on: the tone of voice she should use, when to use dramatic pause, her body movements, facial expressions…