LESSON

PLAN TEMPLATE

Wed. Nov. 14 HOW DO WE GET INSPIRED? What is the NEED to tell a story 7
Date Lesson Title Grade Level
Day 3
Drama, film unit 1
Time in Lesson Subject Lesson #
40 min.
Graeme Black, Heather Melville
Developed by


IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Develop a sense of responsibility and commitment

Develop the ability to initiate, organize and present a project within a given set of guidelines

Extend the ability to think imaginatively and creatively

Gain awareness of how the integration of disciplines enriches dramatic communication

Understand that technical elements enhance verbal/physical communication.

Objective in student-friendly language Assessment Strategies
What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will… be inspired to create a story I will formatively assess them as they go about their group work. Are
worth telling! At least have the beginnings of an idea; what they want they on track? Are they excited about the assignment?
their films to be about. They may need to engage in different brainstorming techniques. Give
homework to watch a movie, listen to music that inspires them.
Think about WHY it is inspiring. Ex. Gattaca


Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

 Instrumental music: Hans Zimmer, Michael Nyman Students are welcome to seek their own modes of inspiration outside
of class
Gattaca: Vincent saves Anton:
https://www.youtube.com/watch?v=7gYbpM0GWTs
Language of cinema:
https://www.youtube.com/watch?v=FK1trQBa_2g




LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Student-led warm up

Gather around projector; introduce: “WHAT MAKES A STORY WORTH TELLING?”
Discussion on the components of a story: structure, character, theme, etc.

Scene from Gattaca.
https://www.youtube.com/watch?v=7gYbpM0GWTs
What is the conflict? What are the STAKES? We tell stories that are extra-ordinary; or the WAY they are told is extraordinary. Even
documentaries are distortions of real life.
The language of cinema:
https://www.youtube.com/watch?v=FK1trQBa_2g

Students will find their own space in the room, lie down, close their eyes. Listen to instrumental music and see if anything comes to them.

Form groups of 4
IMAGERY, INSTRUMENTAL MUSIC – LYING ON FLOOR – WHAT IMAGES COME TO MIND

Groups will start brainstorming story ideas. 1 person from group will be required to take notes. Go off and find something inspiring on their
own time.




Learning/Activity Sequence
Adapted from Wiggins, Grant & J. McTighe (1998)
 How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.


What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?

The teacher will engage students with the inherent creativity Active listening to the teacher, asking questions, responding 10 min
and excitement of the assignment. They will be encouraged to inquiries from the teacher.
to reach for their most creative instincts.

Show two videos Pay attention to the videos shown 8 min

The teacher directs the students to spread out into their own Meditate and allow their imaginations to take root 10 min
space, lie down, close their eyes and try to activate their
imaginations while listening to the chosen instrumental
music:
Hans Zimmer, The Last Samurai: Idyll’s End
Michael Nyman, The Piano: Heart Asks Pleasure First

Teacher will direct the students to split into groups of 4. Choose their groups, begin brainstorming ideas. 12 min
They may choose their own groups and begin brainstorming
together. Also, the teacher will encourage the students to
find ways to get inspired outside of class.


Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?


I will ask the students if they have awakened any senses after listening to the music and meditating. I will gage whether the feeling in the
room is an atmosphere of excitement for the upcoming assignment, and if they seem to be engaged in tapping into their own creativity. I will
tell them they may come to me for any advice as they work within their groups; that they are encouraged to try out new things and be as
creative as possible.










Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION

• How do you feel your students experienced this lesson?
• How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
• How did you employ formative assessment for/of/as learning?
• Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
• Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
• What went well and what needs refinement? What might you do differently next time?

The students seemed interested in the topic from the beginning of the class. The first group had a lot of input for the discussion after the
music activity, but the second class was quite quiet when it came to asking them about their ideas or if the music helped to spark their
imaginations.
They were able to use foundational knowledge on story structure to help guide their learning in this lesson.
I used formative assessment by asking them pertinent questions to go over what I had just taught. I made sure to revisit certain concepts to
allow things to sink in.
Each student seemed invested in the lesson, although it is difficult to say how effectively I reached each of them. I hope the mix of showing
videos, discussions, and the individual – meditation activity gave each student the opportunity to get something out of the lesson.

Adapted from Wiggins, Grant & J. McTighe (1998)