Beruflich Dokumente
Kultur Dokumente
Rebbecca Lloyd
9rl22@queensu.ca
CURR 311
Aynne Johnson
Lesson Plan Assignment
Context:
Students will learn about the significance of sound in a production. Students will be able to identify and create
significance with regards to sound using Waiting for the Parade as an example as well as inspiration.
Students will finish this assignment off with an in class performance. During this performance they will be
assessed using the specific curriculum guidelines outlined on page 3. Students will be provided will oral
feedback from their peers and I.
This class is designed for a grade 10 group. Students in grade 10 are able to do this kind of group work. This
assignment asks students to take risks make sounds. They should have developed a certain amount of comfort
in the High School classroom setting, but this assignment is not too intimidating, demanding, or difficult for a
student who is taking drama for the first time.
Prep Work:
-
Print reviews being used in class (links provided in lesson plan pictures on page 4)
A definition of a soundscape will be placed on the wall of the Drama Studio for students to access or
copy down if they wish
Dispense and receive permission forms (on page 8)
Written portion will be evaluated using a rubric (on page 9)
Lesson Plan Title / Subject: Finding Sound Using Waiting for the Parade
Date: December 4th 2014
Class / Grade: 10 Drama Open
Length of Class (minutes): 77 minutes
LEARNING GOALS:
Learning Goal
Use the elements and conventions
of drama effectively in creating
individual and ensemble drama
works, including works based on a
variety of sources.
Success Criteria
1) Students can identify and select
appropriate forms to present an
identifies idea
2) Students can adapt to a point of
view or voice of a specific
character
Demonstrate an understanding of
1) Students can identify and apply
safe, ethical, and responsible
the skills and attitudes needed to
personal and interpersonal practices perform various tasks
in drama activities.
2) Students can demonstrate an
understanding of theatre and
audience etiquette.
Coded Expectations
Elements and Conventions 2.1
LEARNING SKILLS:
Responsibility
Self-regulation
Independent Work
Collaboration
Initiative
Organization
FOCUS:
Locate and use information from a wide
variety of sources
Use oral/written communication suitable
for purpose and intended audience
Time
(minutes
)
5
Segment
Description
Resources
Hook
Assessment
for Learning:
None
http://www.thewhig.com/2014/09/03/a
-captivating-offering-from-playhouse
15
Delivery of
New Ideas:
http://danceisthesoul.tumblr.com/post/
96463805886
http://afreshnewsstart.com/2014/09/12
/
waiting-for-the-parade-a-triumph-forthose-who-stayed-behind/#more-2649
A soundscape is a sound or
combination of sounds that
forms or arises from
an immersive environment.
15
Learning
Tasks:
35
Assessment as
Learning:
During
Instructional
Strategies:
Notes on
Instructional
Strategies:
Assessment of
Learning:
.
Think/pair/s
Debate
hare
Coding
for
Think/pair/d importance
raw
Inside/outside
Four corners circles
Graphic
Rapid writing
organizers
Individual/pair/gr
Placemat
oup work
Jigsaw
Numbered heads
Gallery walk
Direct teaching
Graffiti
Role playing
Learning
Seminar panel
centres
Hands-on activity
Demonstrati
on
Groups will be given ample
work periods to ensure a
thorough rehearsal period
Groups will also submit
individual evaluations of
themselves and group members
to ensure all voices are heard
and valued
8
Final
Class
Wrap Up/End
of class:
7
Cut
here-------------------------------------------------------------------------------------------------------------------Cut here
YouChooseThisMomentBecause?
RUBRIC
Criteria
.
2
Position
Statement
Position is clearly
stated and
consistently
maintained. Clear
references to the
issue(s) are stated.
Position is clearly
stated and
consistently
maintained.
References to the
issue(s) at hand
are missing.
Statement of
position cannot
be determined.
Supporting
Information
Evidence clearly
supports the
position; evidence
is sufficient.
Evidence clearly
supports the
position; but there
is not enough
evidence.
Argument is supported
by limited evidence.
Evidence is
unrelated to
argument.
Structure of work
isclearly developed.
Structure developed
reasonably well,
but lacks clarity.
Some attempt to
structure the argument
has been made, but the
structure is poorly
developed.
There is a total
lack of structure.
Sentence structure
is correct.
Sentence structure
is generally correct.
Some awkward
sentences do
appear.
Punctuation and
capitalization are
correct.
Organization
Sentence
Structure
Punctuation &
Capitalization
TeacherComments:
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