Create your own TV series

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Create your own TV series

• For this assignment you are going to create your own TV series. 
• The first written part in class. 
• The second part of this task is a speaking test. At the test your teacher will present you with new information to include in your series. Your teacher will assess how well you are able to respond to this new information. 

At the end of the writing part you are able to:

• develop your own series using the knowledge you already have of the format of TV series.
• create round characters which undergo a development  as the story progresses.
• write clear stage directions which enhance the story line. 
• explain why you use particular camera angles and how they contribute to your storytelling

Creating well-rounded characters

Effective character building

Describe

1. a character’s appearance
   
2. a character’s personality
   
3. a character’s emotions

Work on guidebook and key scene (two classes)

• Divide the work: one of you makes the guidebook. 
• The other writes a key scene from the first episode

Guidebook and pilot episode

• For your guidebook, develop your original idea for a series into a document that defines the concept, the major characters and brief descriptions of the episodes for season one. The guidebook must be about 400-450 words. 

• Create an outline for the pilot episode of your series. The outline must be 400-450 words as well.  

3rd  and 4th class: Rewrite your key scene and guidebook

• Handwritten: rewrite your key scene and guidebook. 
• Use one of the prompts given at the start of class. 
• Hand in your rewritten key scene and guidebook at the end of the 100 minute class. (This is indirectly half of your grade. See the rubric.)

Speaking test

Your teacher, the pretend tv executive makes new demands. You need to make more unexpected changes to your key scene and guide book! Respond on the spot.

At the end of the speaking part you are able to:

• interact with ease, linking contributions to those of other speakers.
• widen the scope of the interaction.
• smoothly backtrack and restructure around a difficulty.
• produces clear, smoothly flowing well structured speech with an effective logical structure which helps the recipient to notice and remember significant points. 
• is able to make segways into introduced topics by the teachers.