Rationale: Drama, which plays a major role in language arts, is a way for students to understanding plot, characters and the setting of a piece while improving their creativity.
Students Goals and Objectives:
Ã¢Â?Â¢ Use a variety of modes of communication to promote learning (8.2) Students will be reading, speaking and acting during the course of this lesson.
Ã¢Â?Â¢ Create learning groups in which students learn to work collaboratively and independently (6.6) Students will be expected to work both within themselves and with their group to produce a scene.
Teacher Goals and Objectives:
Ã¢Â?Â¢ Design instruction that meets the current cognitive, social and personal needs of their students (3.2). The instruction used will be appropriate for the needs of the students and will help in their comprehension of the topic.
Ã¢Â?Â¢ Make appropriate accommodations for students who have learning differences (4.4) They can learn in a variety of ways, including orally, kinestically, and visually during the course of production..
Ã¢Â?Â¢ Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4). Students will be using a variety of modes of communication during the duration of the lesson.
Instructional Materials and Resources:
Ã¢Â?Â¢ Story and outline of scene
Learner Factors: This lesson is a way for students to experience their literature through movement and acting. Students will present their finished product to the rest of the class.
Environmental Factors: Students will need to have a space big enough to practice, away from unnecessary distractions.
The students will have heard a story that they will be acting out. The first teacher will outline the scenes with the students. Then I will cast the characters in the scene. The first stage the students will move quickly, providing a general outline of what they feel is necessary for the scene. When it is finished, I will ask “What were the strong points of our scene? What were the weak points?” and have each student voice their opinion.
Ã¢Â?Â¢ What parts were believable? Which parts weren’t? How can we improve them?
Ã¢Â?Â¢ Was the scene clear to the audience?
Ã¢Â?Â¢ Is there a way to show the audience the conflict in a clearer manner?
Then we will act out the scene again, in order to employ the new additions. This revision will help create the scene. During this part of the drama, we will refine the scene and add dialogue.
After we make another run-through, the students will concentrate on their voice. Questions such as “Are you speaking clearly enough and loudly enough that the audience can hear you?” and “What type of voice does your character have?” We will add more props to improve the scene.
Closure: When the activity is complete, students will make a final run through of the scene. Then they will present it to their classmates.
Students will be actively engaged in the drama and production. They will be assessed on their participation and effort during the drama process, as well as their performance.