SCHOOL: ______________________ YEAR: 8 TOPIC (Subject): The Arts Drama FPD

Lesson Learning Area Strand Teaching & Learning Links to: Learning Experiences- Elaborations Resources Assessment
and Sub Strand Focus: Content What students are doing? What they will use? Diagnostic/Form
Descriptors- key knowledge, skills ative or Summative?
and behaviours Link to site Due date and
General weighting
Capabilities How
Cross Curriculum achievement of
Priorities content descriptors will
What students are learning?- objective be judged?

1 Subject: Drama Content descriptor/s: Suggested Learning Experiences: Assessment will be judged
Approaches to Characterisation Motivation *BYOD by using a checklist at the
Strand: Making (creating believable characters) - Students work with a peer to complete the activity two end of the lesson:
truths and a lie to establish to concept of believability Padlet - Through direct
Sub Strand: Drama - Identify the difference Lesson steps https://padlet.com/danielle_raff questioning
processes and the between melodrama and - Students will access a link to a group online aele1/whatdoweknowaboutthe could students
elements of drama realism collaboration tool and contribute suggestions to the atre identify the
- Identify and describe the statement: conventions of
General Capabilities: elements of The System What is Realism? Video - melodrama realism and
Literacy - Devise drama that explores - Compare and contrast video between Melodrama and https://www.youtube.com/watc melodrama
Critical and Creative the theme of sustainability Realism h?v=GzDZRMVZ63M - Could students
Thinking - Operate a personal device - Students will work with a partner and explore the Given apply the
Personal and Social to collaborate with peers in Circumstances technique of realistic acting. Students Video realism elements of the
Capabilities exploring concepts will be directed to the lesson WebQuest for the given https://www.youtube.com/watc system in a
Information and - Work collaboratively with circumstances questions. h?v=dljehZJhvbc devised drama
Communication peers. - Students complete the activity The Magic If. performance
Technology Capabilities - Cultivate empathy to portray Students scan QR codes which have been scattered QR codes - Were students
believable characters around the classroom. These codes reveal the competent in
Cross-curriculum situation that the actor will adopt for the activity. Space Jump Prompts operating a
priorities: Lesson closure personal device
Sustainability - The teacher will instruct the students to make a circle for the purposes
for the activity space jump. of annotating a
set text
- Did student
demonstrate
teamwork skills

Lesson Learning Teaching & Learning Links to: Learning Experiences- Elaborations Resources Assessment
Area Content What students are doing? What they will use? Formative or
 Strand and Descriptors- key knowledge, skills Summative?
Sub Strand and behaviours Due date and
Focus: General Capabilities weighting
Cross Curriculum How achievement of
Priorities content descriptors will be
Other Learning Area judged?
Links
What students are learning?
2 Subject: Content descriptor/s: Suggested Learning Experiences: Technology Bring your The assessment I expect the
Drama Extended improvisation exploring own device or students to undertake is of a
community themes based on research Motivation School Laptops formative nature. I will judge
Strand: and selected drama forms and styles - Improvisation activity. Students are to use the application improve their understanding of the
Making suggestifier on their mobile devices or ipads. Improv Suggestifier app content descriptor by their
General Capabilities: - Students are to take turns giving each other locations, emotions and https://itunes.apple.com/a answers in the group
Sub - Literacy (within research) objects. From these each student is to tell their partner a realistic u/app/improv- discussion, their spider scribes
Strand: - Critical and creative thinking story using those elements. suggestifier/id315296360 and most importantly through
Drama (within the improvisation) ?mt=8 their small group improvisation
Forms and - Personal and social capability Lesson Steps performances. It is all due
Styles (group work) - Students are to do a research activity on sustainability, they are during the lesson and will not
- ICT capability (improve given 15 minutes to come up with some general ideas about contribute to their grades.
suggestifier app and spider sustainability and how it is incorporated into the theatre. They are to Spider Scribe
General scribe activity) create a spider scribe documenting these ideas. This can be done in https://www.spiderscribe.
Capabilitie groups of 2 or 3. net/
s, Cross Cross curriculum priorities: - The teacher is to walk around as the groups work and give each of
Curricular - Sustainability is addressed in them one specific element to address in the next activity. These
and this lesson specific elements can be found within the kids spiderscribes (all of
Priorities: which are to be emailed to the teacher at the closure of the activity),
Literacy Lesson Objectives if there is not an original one children can use deforestation,
Critical and - Students will be able to recycling, water usage around the home or another similar topic.
creative discuss and describe the - Each group is to use the elements of realism to create a 1minute
thinking theme sustainability improvisation scene on their topic.
Personal - Students will successfully - Students are all to use the style of realism but are able to use which
and social perform an improvised scene ever form suits their theme best e.g drama, comedy, mystery etc.
capability - Students will work
ICT collaboratively as a group Lesson Closure
capability - Students are to perform their scenes to the group.
- A class discussion is used as a plenary where each student
individually tells the class one thing they have learnt in this lesson.

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Lesson Learning Teaching & Learning Links to: Learning Experiences- Elaborations Resources Assessment
Area Content What students are doing? What they will use? Forma
Strand Descriptors- key knowledge, tive or
and Sub skills and behaviours Summative?
Strand General Due
Focus: Capabilities date and
Cross weighting
Curriculum Priorities How
Other Learning achievement
Area Links of content
What students are learning?? descriptors
will be
judged?
3 Subject: Content descriptor/s: Suggested Learning Experiences: Kahoot Quiz activity I will use
Drama Drama conventions for selected Motivation https://kahoot.it formative
drama forms and styles. - Kahoot activity to determine students prior knowledge about realism. assessment
Strand: - The quiz will have images of multiple plays and films and students are to throughout the
Making General Capabilities: determine wether the play/film falls under the category of: realism, surrealism, lesson to judge
- Literacy (within the melodrama or absurdist. the students
Sub reading and analysis of Lesson Steps learning and
Strand: the script) - Through a prezi the teacher guides the students through some of the main progress. I will
Drama - ICT capability (within the elements of the style of realism. These include the fourth wall, natural judge the
Conventio use of Kahoot, through the dialogue, natural sets, realistic costumes, realistic sound and lighting designs, Prezi resource students prior
ns use of notability). search for the truth and a linear narrative structure. www.prezi.com knowledge
- Personal and social - After this learning has taken place students are to read through the script through a
General capability (group work) summer of the 17th doll uploaded on seqta. They are then to download this diagnostic
Capabiliti document and open it on notability. activity using
es, Cross Lesson Objectives: - After this, students are to go through the text in pairs and highlight the kahoot. I will
Curricular - Student will successfully elements of realism shown in it (this is to be emailed to the teacher at the end PDF document upload also judge their
and highlight the correct part of class). of scipt summer of the understanding
Priorities: of the script Lesson Closure seventeenth doll by Ray based on their
Literacy - Students will work in a - Students are to present 2 things they found in the text (the same thing cant be Lawler highlighted
ICT group successfully. presented twice) which represent realistic theatre, to the class. scripts and on
capability - Teacher is to facilitate a class discussion on how the realism was used in the Notability their answers
Personal script using the questions: how was this script different to that of a surrealist https://itunes.apple.com/a within the group
and social play? What elements of realism are shown by the actor? What elements of u/app/notability/id3605935 discussion.
capabilty realism are shown through the script? What elements of realism are shown 30?mt
through the design principles?

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Lesson Learning Area Teaching & Learning Links to: Learning Experiences- Elaborations Resources Assessment
Strand and Content What students are doing? What they will Formative or
Sub Strand Descriptors- key knowledge, skills use? Summative?
Focus: and behaviours Due date and weighting
General How achievement of
Capabilities content descriptors will be
Cross Curriculum judged?
Priorities
Other Learning
Area Links
What students are learning??
4 Subject: Content descriptor/s: Design and Suggested Learning Experiences: - Did students work
Drama Technology to support dramatic impact collaboratively in
and audience enjoyment of the Motivation groups?
Strand: Making theatrical experience. - Students will watch an outtake from matilda on Youtube - Did students
Youtube so that they may gain insight into potential Jasper Jones acknowledge the
Sub Strand: - Interpret a script and identify set, lighting, costume and sound design. https://www.you element of drama in
Design and the symbols, metaphors, Lesson Steps tube.com/watch their work?
Technology roles, characters, metaphors - Students will access a PDF document from their ? - Did students
and language appropriate to personal device that details the designer roles. The v=Ti0XVYcRR4 acknowledge the
General the design of costume, teacher will spend time reading through this glossary s elements of design in
Capabilities: lighting, sound and stage with the students their work?
Literacy - Identify the design roles: - Student will form groups of four and will allocate - Did each group work
Critical and Scenography, costume, themselves a designer role. Students will be given a Link to towards a common
Creative audio-visual, lighting script exert and must design in their role for a chosen transcript vision?
Thinking - Collaborate with peers in a segment of that script. The teacher will give https://australia - Could student
Personal and group to establish the suggestions as to what apps may be utilised. nplays.org/extra successfully incorporate
Social meaning of a text Lesson Closure ct/CP-3125 the suggested ICT into
Capabilities - Use Information and - The students will upload their completed work to their work?
Information and communication technologies Primary Pad. The teacher will access the Primary Pad Primary Pad - Did students reference
Communication to enhance the creative and display the groups work on a projector for the https://primaryp the text?
Technology process purpose of group presentations. ad.com/# - Could students identify
Capabilities - Operate a personal device what their design role
- Explore design roles in the entailed and apply this
Cross form of childrens theatre to a set text?
Curricular and - Students are expected to form
Priorities: groups independently
- Present a design brief