Ed. 3601 Class Log #4

Education 3601 - Drama
Class Log #4 – Jan. 21, 10
Activities: Orientation based --> Orientation mad IMPORTANT!
Create an orientation lesson --> DONE!
Games:
- Freeze, Jump, Turn, Twizzle --> Students walk around in a circle. Teacher calls out freeze, jump, turn, or twizzle: each with its own accompanying action --> in today’s case: Turn = 90 degree angle turn; Jump = 180 degree jump/turn; Twizzle = 360 degree jump/turn; Double Twizzle = 720 degree jump turn; Freeze = … well, to freeze. Good for: personal space, concentration, creating your own control mechanism (for teacher, good for freezing students to get attention), voice recognition (again important as a teacher) --> (important aspects) gave instructions while moving, instructions involved crossing subjects (ie. math), *good idea to NOT play game until there is a final “winner/loser”; still get points across by stopping after a few outs. *Also key was the fact that instructions were given out in steps --> started with explaining just turn; evolved into next step of adding jump; etc. allows instruction to be given without overloading the students heads
- Next game: Atom --> Students walk around space and teacher calls out varying numbers; depending on said number students have to attach themselves with one another (ie. teacher calls out two, students hold hands in pairs, etc.) How it went down in class --> started just numbers, then to addition, to including squares of numbers, to more difficult addition (ie. 1+1+1+1+1) --> why valuable? Good for concentration, mental math, breaking physical boundaries (for the students; not wrapped up in trying to partner up with friends and such).
- Next game: Math fingers --> Students get with a partner and throw down a number with their fingers, and then together both must say the sum of both (ie. one student sticks out 2 fingers, the other 5, both say 7) --> today’s trial started simple, just addition; can easily be made more complicated: extend to multiplication, subtraction, more hands (more than two people), etc. --> again, crosses over to math, requires concentration. Great game --> even though I despise math these games were a lot of fun.
Worked on project: In a sentence what’s next for our group? To get together on Friday and work out our presentation as a whole, now that we know each other’s games etc.
Group Presentation: Improv
Games played:
- Zoom/Zing --> Students get into circle and pass around “ball of energy” --> in order to do so, student with energy must clap and say “zoom” and send it to another student; student receiving energy claps to acknowledge getting ball; they then send ball --> can be made more difficult by adding zing and even zip --> suggestions for game: keep groups smaller, actual throwing, less talk more ROCK!
- One Character --> Class was split in two; had to make a scene where each group simultaneously creates speech word by word --> good to keep horseshoe for this game; a lot of fun.
- See handout they gave for more games!
*Have assignment for next week!!! For assignment go through Bloom’s Taxonomy and come up with a specific SLO for each level! DO IT SOONER THAN LATER!


Lesson Plan:
*Note: This was a lesson plan I had created for use during my PSI practicum, revisited slightly to explain the activities done. Furthermore, I know the assignment asked for a 40 minute lesson plan, and this is a 60 minute lesson plan, but I feel this could easily be condensed to fit the time frame. I otherwise wanted to see how well I created a lesson plan in PSI without any specific guidance from this class, Ed. 3601.

Adrian Anscombe
Grade 6/7/8 Lesson Plan for Nov. 18, 2008
Drama
Orientation/Introductory Concepts

Program of Studies Reference:
General Outcome
1) To acquire knowledge of self and others that results from reflecting on dramatic play.
2) To develop competency in communication skills through drama.
3) To foster an appreciation for drama as an art form.

Students will:
- develop the ability to interact effectively and constructively in a group process
- extend the ability to understand, accept and respect others—their rights, ideas, abilities and differences
- extend the ability to think imaginatively and creatively
- develop awareness of various conventions of theatre

Student Outcomes:

Upon completion of this lesson students will have:
- Been introduced to a brief introduction about dramatic arts
- Been informed of classroom expectations in regards to a safe atmosphere, both physically and mentally
- Taken part in a number of different drama games/activities to:
a) Get to know names
b) Promote a safe atmosphere, through the learning of names, appropriate physical contact, and accepting one another’s ideas
- Been informed of some of the important aspects of playing/partaking in such games/activities (addressed in closure)
Materials:

- N/A
Lesson Plan:
- Introduction:
Students will gather around in a circle. After introducing myself, I will ask them questions about what they think drama is/any prior experiences they have had with the dramatic arts. Brief discussion will follow as to my own beliefs. Classroom expectations will then be outlined by me.
(Approx. 5-8 min.)
- Body:
- Do “Name/Action Game”
Students will stand remaining in a circle. Instructions on my part are given and are as follows. Each student, as well as myself, will take turns going into the middle of the circle performing an action of some sort. Once they have reached the center they will call out their name. They will then return to the circle continuing their action. Once this has occurred, all the other students will mimic the first student’s action/call that student’s name in unison. This is continued until every student in the class has had a chance to do an action/call out their name.
Rationale: To get better acquainted with the students who are not in my usual Grade 6 class.
(Approx. 5 min.)
- Next students will do the “Fox/Rabbit” game. Instructions on my part are given and are as follows. One student will be chosen to be the “Fox” and one to be the “Rabbit”. All other students will spread around the space and hold hands in pairs to create “Rabbit-holes”. The “Fox” chases the “Rabbit” trying to tag them and if successful, the roles are reversed. However, if the “Rabbit” enters a “Rabbit-hole” by ducking underneath a pairs arms, whoever the “Rabbit” has their back to now becomes the “Rabbit” and must flee the “Fox”.
Rationale: A fun physical activity to get the students moving around and paying attention to specific details, ie. Who the “Rabbit” faces their back to. Also a good way to promote appropriate physical contact, and a way to have them a bit more worn out physically and thus more focused for the following game.
(Approx. 10-15 min.)
- Students will then do the “Questions Only Game”. Instructions on my part are given and are as follows. The class will be split in half and will line up single file facing each other. The head of each line will “face-off” with each other and each student will take turns going back and forth, only being allowed to ask questions. If a student does not ask a question, they are to move to the back of their respective line. The game continues as such.
Rationale: After much physical activity, this is a great game to get some mental activity done. It also forces the students to think quickly, while adhering to the rules of the game adding a solid challenge. This speaks to the specific goal of thinking imaginatively and creatively.
(Approx. 5-8 min.)
- Next the class will be asked to reconvene in a circle. Followed will be a quick discussion about team-work and doing your “part” to achieve a greater goal. I will then ask the students to stand and explain the rules of the “Human Machine Game”. Note: I did not think I needed to explain the rules for this one. 
Rationale: This is a good game that combines my first three SLO’s.
(Approx. 10-15 min.)
Closure:
- Students will gather back together in a circle. I will ask them how they felt about the first day and to review the classroom expectations I outlined at the start. They will be commended on a good day of drama and be let known that we will be continuing basic introductory drama games the next class.
(Approx. 5-10 min.)