Lesson

Crazy Poker Game Activity Date November 3rd, 2021

Title/Focus
Subject/Grade Time
ELA 20-2 75 Minutes
Level Duration

Unit Drama Teacher Tanner Abel

Place in
Lesson 1 of 1
Sequence

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
4.2 Improve Thoughtfulness, Effectiveness and Correctness of Communication
Learning
5.1. Respect and Strengthen Community
Outcomes:
Specific  4.2.3.d. Students will describe the effects of own use of stylistic techniques and rhetorical
Learning devices [for example, underline effective words and phrases in written text, and describe the
Outcomes: effects created, such as clarity and emphasis; and describe the use of sound in multimedia text
in terms of the effects created, such as humour and realism]
 4.2.3.e. Students will recognize personal voice as a text creator, and practise various methods to
develop craft [for example, to recognize voice in own writing and to develop craft, note personal
preferences related to the types and number of sentences used that follow various patterns;
read a section of writing from a favourite author, and note the author’s use of the same and
different patterns; and rewrite some sentences in own work to achieve variety, noting the
effect]
 5.1.1.a. Students will monitor own use of verbal and nonverbal communication in order to
convey respect and consideration, as appropriate [for example, use euphemism and body
language appropriately and sensitively]
 5.1.1.b. Students will explain how language and images are used in literature and other texts to
convey respectful and considerate, or disrespectful and inconsiderate, perspectives and
attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]
 5.1.1.c. Students will analyze and describe positive or negative portrayals of characters in
literature and persons in life, and be sensitive to the feelings of others
 5.1.1.d. Students will analyze behavioural expectations of a communication situation, explain
how verbal and nonverbal communication contributes to the inclusion or exclusion of
individuals involved in a communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [for example, use empathetic listening skills
when working in groups, and be aware of body language]
LEARNING OBJECTIVES
Inquiry “How can you examine how the social situations in A Streetcar Named Desire is like a struggle to
Question: gain leverage”
Students will:  Students will play a game of cards that demonstrates how characters struggle for power
during the play
 Students will record what they discover in their “Crazy Poker Game” charts
 Students will understand how the characters utilize dialogue to advance their own agendas
ASSESSMENTS
Observations:  The teacher will observe how students are able to play the game of cards
 The teacher will observe how students are able to deduce a ‘social dance’ through
the playing of the card game
 The teacher will observe how students are able to record their findings in the “Crazy
Poker Game” chart
Products/Performances  Students will discover how dialogue presents the characters in a battle against one-
: another
 Students will record their findings in the “Crazy Poker Game” chart
 Students will work in groups
 Students will review previously read scenes of A Streetcar Name Desire
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
1

Teacher Must:
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour
Transition to Body
Learning Activity #1
Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Teacher Notes: Assessments/
Differentiation
Learning Activity #3
Teacher Notes: Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To Students
 Card Game Sets
PROCEDURE
 The teacher must have all material ready prior to the start of class
 The teacher must be familiar with all the material prior to the start of class
 The teacher must facilitate discussion
 The teacher must engage with students during work sessions
Introduction Time
The teacher will have the decks of cards on the students’ desks.
5 Minutes
The teacher will review the “Crazy Poker Game” chart
 Students will participate in class discussion
 Students will complete all activities
 Students will be respectful to their peers and teacher
The teacher will have the students pull the cards out and get the example
game up on the board ready to explain. 5 Minutes
Body Time
The teacher will explain the rules of the card game with the students and
15 Minutes
do a practice round with them.
The students will play the card game with their peers, recording the
information as they discover who is winning the rounds in their “Crazy
Poker Game” charts.
35 Minutes
Students will then have to come to a consensus on who wins each scene
and write down their reasons to share with the class.
The students will share what they have discovered with the class, the
students writing down answers that they find insightful.
5 Minutes
Closure Time
The students will go through a card game for scene 8 with the teacher.
5 Minutes
 The teacher will observe how the students are able to identify subtle
social struggles through the use of the card game
 The teacher will observe how the students are able to identify how
the characters gain a social ‘advantage’ over the others
 The teacher will observe how the students are able to work in groups
 The teacher will circulate the class and help students who are
struggling with the activities
 The teacher will let students know if they are on the right track
during class discussion
 The teacher will help students in playing the card game
2
  The teacher will help students in interpreting the results of the card
game.

Reflections from the

lesson