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Cycle 3 / Grade 5
Subject: Drama & ELA
Lesson description:
This lesson will give students the opportunity to produce and act out an expressive scene in
groups; with the task of choosing one element of emotion and involving an action/theme. They
will have to come up with a scene and deliver a narrative portion of telling a short story in their
final performance which should last about a minute long. The activity is designed to make
students engage in the combination of three practices which is through emotions, bodily
movement and narration. This activity will help students develop and improve their skills in
areas of non-verbal and verbal setting while reinforcing their use of body movement to act out.
Objective(s): Students will be able to do the following
To construct and come up with a scene that is appropriate to the chosen emotion and
theme of action.
To engage in a performance that will require the whole group participation (not as one
persons show).
To formulate a narration of a story that corresponds and relates to the scene being acted
out.
MELS COMPETENCIES:
Drama:
Competency 1: To invent short scenes
- Students will work in groups to create their very own short scenes to act out in front of
the class and it must include the chosen emotion (happy, sad, angry, surprised) and the
theme of action (baseball game, family dinner, playing at the park) following a
narration of their story.
Competency 2: To interpret short scenes
- Will be addressed as each group decides on how they want to come with their short
scene, and once they have then they will need to form the narration portion of the scene
into a short story. This allows for the audience (class) to interpret the scene. (will be
explained in the development phase)
Competency 3: To appreciate dramatic works, personal productions and those of
classmates.
- Is addressed by having the students take part in performing their scene and then watching
and observing other teams as member of the audience. In both ways they will be
constantly providing their contribution in this activity. Also, towards the end of the
activity, students will reflect their work and provide one feedback to the other teams.
Teacher will revisit with the class on the concepts of narrating a story and to make sure
everyone has understood it. Assuming the class has learnt about narration in drama from
their previous class.
Teacher will ask the class stimulating questions like, Who can remind everyone what is
a narration? How does narrating a story work in drama? What are some examples of how
performers narrate the story to the audience when they are up on stage acting?
Teacher will look forward to students responses on how well they have a general
knowledge and understanding of the topic. As these questions will be provide a quick
review for students in the later activity.
The teacher will use the classroom board to write down the definition (like, narration uses
one or more performers to speak or tell a story to the audience) just in case as reminder
for any student who can refer back to.
Ask the class about what are emotions? What are the kinds emotions we display on our
face? What about when youre in situations that make you upset, happy, surprised,
confused? How do you show it?
Teacher will collect their responses openly without having to write it on the board.
Development: (~30 minutes = to explain the activity and work on their scenes)
-
Assessment
Teacher will evaluate the group on the three components (narration, emotion and theme
they chosen) in preforming their short scene.
Were the students able to cooperate and work effectively in order to come up with their
story? (i.e. sharing and exchanging ideas)
Did everyone in the group contribute to the performance? (as either the performer,
narrator and had done both in their short scene)
Professional Competences addressed:
To act as a professional inheritor, critic and interpreter of knowledge or culture when
teaching children.
To communicate clearly in the language of instruction, both orally and in writing using
correct grammar, in various contexts related to teaching.
To develop teaching/learning situations that are appropriate to the students concerned
and the subject content with a view to developing the competencies targeted in the
programs of study.
To adapt his or her teaching to the needs and characteristics of students with learning
disabilities, social maladjustments or handicaps.
To engage in professional development individually and with others.