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Lesson Plan
Unit: Movement Minutes

ED 3501 2012

Grade/Subject: Drama 10

Lesson Duration: 30

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: To acquire knowledge of self and others through participation in and reflection on dramatic experiences. Specific Learning Outcomes: 1. Translate words, images and emotions into movement 2. Demonstrate non-verbally the: who, what, where and when of a story. 3. Demonstrate understanding of mood, and communicate mood.

LEARNING OBJECTIVES
Students will: 1. Increase self-discipline (A) 2. Extend physical and vocal capabilities (S) 3. Extend the ability to control and express emotion (S)

ASSESSMENTS
Observations: Observe students moving, are they trying to use just their movements to communicate Key Questions (for students): Am I a person who relies on my voice? How does emotion affect the way we walk? How do I show emotion and tell a story without using my voice? How do I show when and where I am without props and speaking?

LEARNING RESOURCES CONSULTED

Resource #1: Childrens books The Lion & The Mouse by Jerry Pinkney The Tortoise & The Hare by Jerry Pinkney Aesop's Fables by Jerry Pinkney (Has more then one story)

Little Red Riding Hood by Jerry Pinkney

Mulan (Disney Princess) by Jose Cardona Cinderella (diamond) Big Golden Book (Disney Princess) by Rh Disney The Little Mermaid Big Golden Book (Disney Princess) by Rh Disney Peter Pan Step Into Reading (Disney Peter Pan) by Rh Disney Disney Planes Big Golden Book (Disney Planes) by Rh Disney Snow White And The Seven Dwarfs (Disney Princess) by Rh Disney Resource #2: YouTube clips http://www.youtube.com/watch?v=1mSi5S_Ji2Y http://www.youtube.com/watch?v=mEYduzx3ef4 http://www.youtube.com/watch?v=1QAI4B_2Mfc

MATERIALS AND EQUIPMENT

Little paper dwarfs Bag to put dwarfs in Different scenarios printed out on slips of paper Short stories (Which stories I present students with depends on size of the groups)

PROCEDURE Introduction (7 min.):

Hook/Attention Grabber: Media Rational: Do not say a word to students as they walk into the classroom. Gesture to them to go sit down and quietly wait for instruction. When students sit down show them YouTube video.

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~Not speaking in order to use movement to teach movement ;) Media Way to catch students attention Make sure that students are taking something away from the video want students to think critically.

Assessment of Prior Knowledge:

Expectations for Learning and Behavior: Advance Organizer/Agenda:

ONE OF THESE: Catapult - America's Got Talent, Audition 2013 Attraction Semi Final [HD] Britains Got Talent 2013 OR Paperman - full HD (Original) Lead discussion, ask questions such as (this will get students thinking about the different ways movement can tell a story): What is the story? How did it make you feel? What elements helped you understand? How were the actors able to tell a story without using their voices? Listen to students answers to see how much they understand about movements and how the little things that a person does say a lot. Ask students: What do they think of when they think of performances without voice? Possible Answers: Dance drama Miming Tableau I expect student to participation and try their best. Agenda: 1. YouTube Video 2. Discussion/ transition 3. 7 dwarfs activity 4. Little Movements what do they say about relationships? 5. Readers theatre 6. Exit slip Small movements can say a lot about emotion. It can also communicate mood. Cross your arms, pout and stomp around. What emotion am I feeling? How did you know? (STUDENTS ANSWER) Seven dwarfs are names after their most dominant trait. Give Student first set of instructions: Students will draw a dwarf out of the hat. Cannot show dwarf to anyone. Memorize dwarf and put back in bag Have students walk around the classroom as themselves Emotion effects the way we walk and move through a space Have students start taking on dwarf trait. o If youre happy you might walk differently than when you are angry. If students need more encouragement: You might walk with more bounce in your step of stomp around. Think about how old your dwarf is how does that effect the way you walk What is your dwarfs job?

Transition to Body:

Body (20 min.):

Learning Activity #1: 7 dwarfs to explore emotion, and 5 ws of story telling. Rationale: ~This activity is a way to for students connect movement and emotion. ~ Gets students moving, interacting and thinking. SLOs: 1. Translate words, and emotions into movement 2. Begins to explore non-verbally the: who, what, where and when of a story. 3. Demonstrate understanding of mood, and communicate mood.

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~Also a way to bring literature into the lesson. If students dont know the story of Snow White I can always whip out the story ~Activity 1 helps transition to activity 2 smoothly

Dont have to be a miner, if the dont want to be. How would your character walk through/act: o A forest are they a morning person your all o At the beach what would your dwarf do on the beach o On a cold winter day who they make a snow man or grumble about how cold it is o How would your character act in the morning Emotion effects how we interact with others (Reactions) DONT DO IT just start thinking about how your dwarf would interact with other dwarfs o Would you be super bubbly smile a lot, hug them, cross your arms and glare. o What would you do? Now without saying a word, have students interact/greet other dwarfs. o
OBSERVATION! Reflect/discuss, as a class how: Emotion influenced movement through spaces, and reactions with others? Were we able to show when and where? Were you able to pick up on other peoples emotions? How did their reactions effect your reactions? How does this effect mood

Assessments/Differentiation: Rational: Drama relies heavily on formative assessment is all about feedback and observation.

Learning Activity #2: What the movement says about the relationship? Rational: ~Transitions for previous lesson ~Building on ideas ~Students can begin to see how actions lead to reactions and how this can show relationships ~Students can begin to apply what they know SLO: 3. Demonstrate understanding of mood, and communicate mood.

Get students to get into pairs. Once students have paired up, have them sit down and wait for instructions. Small reactions/gestures can say a lot about peoples relationships. EXAMPLE: Get a student to sit down next to you and when they do, move away. o What does this small movement say about our relationship? Or about me? Give each pair a scenario with small reactions: Possible scenarios: o Two people sit down without saying a word to each other. o Two people sit down, one smiles tries to say hello, and the other looks away crosses arms. o Two people sit down and hold hands o Two people sit down they turn, look each other in the eye and then look away smiling. Each student looks at their scenario have 1-2 min to practice very quickly. Each pair will preform and the other students will identify the relationships, and explain which movement led them to their understanding. *If you want students can create mini scenes out of their scenario, tell a story does not have to take place on a park bench.

Assessments/Differentiation:

OBSERVATION! Get students to just summarize/explain how small reactions can say so much about relationships.

Learning Assignment #3: Readers theatre

Now that we have explored the different ways to: 1. Translate words, images and emotions into

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Maybe start next class depending on time

Rationale: ~Building on and combining previous activitys ~Students are applying what they have learned to re-create a silent story. ~ Integrating literature ~ Give students options let them choose from the story I have selected. Group work! Objectives: ~ Demonstrate the ability to contribute effectively and constructively to the group process (S) ~ Demonstrate respect for others their rights, ideas, abilities and differences (S) ~ Demonstrate the ability to offer, accept, and reflect upon, constructive criticism (S) ~Formative assessment
Assessments/Differentiation:

movement 2. Demonstrate non-verbally the: who, what, where and when of a story. 3. Demonstrate understanding of mood, and communicate mood. Lets apply these skills. Steps Split into groups of 3-4 (depending on the size of your class) Give students short childrens books o Bring more books then books so that students have options o Fables might be better but if students want a challenge themselves or have a larger group then fairytales would be best Student must tell the story silently Have them work on it for the rest of class. IMPORTANT: If previous activitys take to long dont worry or rush, it is more important that students understand the concepts. Either introduce the assignment before dismissing class so they know what to expect for next class or assign at the beginning of the next class and students will present during the second half of the class!
OBSERVATION! Walk around the classroom and help students as needed. Guide students but do not tell students what to do allow them to interpret the text, as they like. Encourage them and question to get them thinking more deeply. Give students feedback and question what they are doing work.

Closure (3 min.):
Consolidation/Assessment of Learning: Feedback From Students: Feedback To Students: Transition To Next Lesson: The assessment of learning will take place throughout class as I observe students and give them instant feedback. Also, final assessment will take place next class when students preform the assignment. Quick review/summary. I will ask students to tell me about how we can express emotion, the 4 ws and mood using movement. I will be giving students constant feedback throughout the lesson. I will answer any questions they may have at the end of the lesson. If we get to activity 3: Next class you will have 15 minutes to practice your plays. Use your time wisely; come to class prepared to work. After the 15 minutes are up we will present our short skits.