Curriculum Expectations | Learning Goals | |
DramaB.14 Creating and Presenting: communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to enhance their drama work | Drama
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Literacy1.7 Oral Communication: analyse oral texts and explain how specific elements in them contribute to meaning
1.8 Oral Communication: identify the point of view presented in oral text and ask questions about possible bias 1.5 Reading: make inferences about texts using stated and implied ideas from the texts as evidence 1.3 Writing: gather information to support ideas for writing using a variety of strategies and oral, print and electronic resources | Literacy
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ScienceUnderstanding Life Systems-Habitats and Communities: 1.2 Analyse the positive and negative impacts of human interactions with natural habitats and communities taking different perspectives into account and evaluate ways of minimizing the negative impacts 2.3 use scientific inquiry/research skills to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs | Science
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Materials | ||
BLM #9: Animal Rights Rally flyer BLM #10: Choral Dramatization Group Checklist BLM #11: Directions for Student Research Appendix #3: Choral Dramatization Teacher Observation Checklist Appendix #2: Sample Choral Dramatization Exploration |
Approximately 15 minutesMinds On | Notes/Assessment |
Whole Class > Introducing a New Character in the DramaReview and list all of the characters that have been introduced in the unit so far. Tell the students that you have just discovered a flyer (BLM #9: Animal Rights Rally flyer) from one of the people who wrote a letter to the editor, and that we have not heard from this person yet - LB, President of the Rights of Animals group. Re-read LB's letter to the editor to remind students of this character. | |
Approximately 100 minutesAction! | Notes/Assessment |
Whole Class > QuestioningShow the class the flyer (either on the smart board, overhead, or make copies to be pasted in student journals). Read the flyer aloud to the students. Key Questions for Discussion: CL
Small Group > ResearchTogether, list what the class knows about the land the community centre is being built on. If students are having difficulty, remind them that KC's letter describes a place close to where we live: 4 seasons, rain and snow, leafy, deciduous trees. This habitat is called a temperate, deciduous forest. Direct students to research animals living in a temperate, deciduous forest habitat (see BLM #11: Directions for Student Research). This can be done individually, in pairs or in small groups. This information should be recorded in student journals.Whole Group > Choral DramatizationOnce the research is finished, show BLM #9: Animal Rights Rally flyer again. Post the rally chant (found in the centre of the flyer) on chart paper for all to see. Prompts: CL What is the purpose of this chant? Who is the audience? Together, read the chant aloud. There comes a time where we must say Engage students in a read-aloud, playing with the elements of choral dramatization (tempo, volume, voicing, movement and formation, and rhythm and repetition). See Appendix #2: Sample Choral Dramatization Exploration. Invite students to suggest different ways to read this poem and enjoy just playing with the sounds and words. Once the poem has been thoroughly explored, decide on the best way to read it out loud to support the meaning (e.g. when it says speak out loud, use loud voices). Mark up the copy on chart paper to remind students who is saying certain lines, when to get quiet, loud, fast, slow, etc. Practise together until it is unified and smooth. Record on a tape recorder and play back for students to hear. Consider possible changes to strengthen the dramatic impact of the words. Make revisions based on their feedback of the recording and record once again. Whole Group > Modelling Writing a Chant/Choral DramatizationAsk students to skim through their animal research once again. Based on what they learned, write a whole group chant that focuses on animals of the temperate deciduous forest. CL Facilitate a class discussion to establish a clear purpose and audience for this chant. (e.g., a chant for young children to teach them about the variety of animals in their habitat). The chant should be no more than four lines long. Once finished, chorally dramatize this poem (using the model of play and exploration described earlier). Small Group > Writing/Choral DramatizationInvite students to write their own chants based on what they learned about the animals living in the temperate deciduous forest. This can be done either individually or in small groups. (See teachers notes for DI tips). Students must decide upon a purpose and audience for their chant. (See poem/chant suggestions in the Teachers notes.) The chants should be no more than four lines long. Allow students to peer edit each others work. Once the poems are finished, divide the students in small groups and practise chorally speaking them. Give students BLM #10: Choral Dramatization Group Checklist to help them with the creative process. Have each group perform their choral dramatization. Invite classmates to suggest an appropriate audience for the chants. Variation: Choose several chants/poems and chorally dramatize them as a class. | Assessment as Learning (AaL)BLM #10: Encourage students to use Choral Dramatization Group Checklist as success criteria for creating and performing well. Assessment for Learning (AfL)Use Appendix #2: Sample Choral Dramatization Exploration to assess how best to support ongoing development of choral speaking Differentiated Instruction (DI)Organize groupings and provide scaffolding according to readiness, honouring the principle of gradual release of responsibility:- group can be given a chant starter to complete - group can be given direct teacher guidance (as in modelled lesson) - some groups can work independently Critical Literacy Focus CLStudents practise constructing their own texts, to reflect/advocate a specific point of view. This practice will help them understand that all texts contain bias. Poem/Chant Suggestions:My poem/chant is:
Related Picture Books:Wolf Island by Celia GodkinSparrow Girl by Sara Oebbtoacjer Secret Place by Eve Bunting |
Approximately 15 minutesConsolidation | Notes/Assessment |
Individual > Writing (all reflect CL)Instruct students to respond to one of the following prompts in their journal: | Assessment for/as Learning (AfL/AaL):Assign reflection questions to gauge student understanding of bias and the text features of a flyer. Use Appendix #3: Choral Dramatization Teacher Observation Checklist to assess choral reading skills. |