Adrian's Education Blog

Ed. 4764 - Digital Storytelling in the Classroom

2011-01-22T16:53:00.007-07:00

What a perfect example of one application, that can be utilized in the classroom, of our "Web 2.0" world: Digital Storytelling. As this site outlines, digital storytelling can come in a variety of formats, and is a natural evolution to more traditional approaches to creating and sharing a story. What better way to get students involved in creating a story, when you can offer them such variety through New Media?

For example: you are an English 9 teacher whose class is studying Animal Farm by George Orwell. Not only can you offer your students a digital format of the book, as opposed to worrying about hard copies going missing, but the web also opens up a great deal of possibilities as far as assignments and projects are concerned.

Perhaps your students create an image mosaic of symbols/themes using Microsoft PowerPoint, or AndreaMosaic?

Maybe they create a video that takes place several years after the events of the story? Not only would students have to utilize video technology and software such as Windows Movie Maker, but they could go on to post their finished product to such video hosting websites as Flickr, Vimeo, or YouTube.

How about using StoryJumper to have students re-tell Orwell's story in the format of a children's book?

Those are only three suggestions of ways that digital storytelling could be utilized, using a concrete example. While they all fall under the term of digital storytelling, notice how different those three choices are? Each of those will produce a unique finished product that not only can be shared within the classroom, but all over the world. These kinds of assignments/projects are also not limited to just the language arts, but could be easily adapted to other subjects such as math and science.

Shifting my attention to StoryJumper specifically, I have to say this is a fantastic website for educators and students alike. I was blown away with all the options at my disposal to create a story from scratch, not to mention the many helpful templates included on the site. Don't understand how the site works? Watch one of their tutorial videos and learn how to make your own story in moments! Even without using any tutorials, I was able to figure how to use the site and create a biography with great ease; yet another classroom activity that could be employed by a teacher.

In closing, I thought I would include a "Bio-Poem" I created for an English education class during PSI. The project itself is great to use in class, message me if you would like a copy of the instructions, and it just happened that my finished product falls under the digital storytelling umbrella. Enjoy.

Ed. 4763 - Article Response

2011-01-15T18:34:00.006-07:00

It is a bit ironic to be blogging my response to John Thompson's article Is Education 1.0 Ready for Web 2.0 Students?, considering this form of communication is one aspect of the web he addresses. Much like technology in general, the internet is yet another tool which has seen its share of changes over time that present a challenge within the realm of education. As he concludes the article, whether or not we as educators like it, we have to be prepared and flexible enough to utilize what the evolution of the internet brings.

Since I would consider myself a part of this "Net Generation", I have to agree with the conclusion he presents and think it is important as a future teacher to embrace the resources we have at our disposal. That said, it is critical that we use said resources in the most effective ways possible, otherwise they run the risk of becoming gimmicks with no true purpose in the classroom. For example, while I do think Smart Boards are a wonderful addition in schools, I do not think they are something essential; especially if teachers are not provided adequate time to learn how to use them efficiently.

Thompson highlights a few ways that institutions of higher learning have already begun to use Web 2.0 tools in the classroom, and these examples could be easily adapted to teaching K-12. A quick search on Google revealed a number of practical uses for Web 2.0 tools for educators of these grade levels, and this one for example, offered some great ideas for using Blogs/RSS feeds at the high school level. Another site I found, click here, offers some more background on Blogs, but also has some examples of school-based uses of the software in various contexts. It not only provides a few examples for teacher/student applications but also uses in the library, and it also has links to many articles concerning the use of Blogs in general.

What really stood out to me was the link and "teaser trailer" for a website called Students 2.0. This is a Collaborative Blog, also known as a Group Blog, that has contributions from students located all around the world. Check out the trailer below:

I am blessed to come from the "Net Generation",with quite a bit of previous background using various Web 2.0 applications, which is going to help me be more prepared for students in the future. The beautiful thing about where the internet has been heading is the fact that, even if you are not the most tech-savvy person on the planet, it has become so easy to find examples, ideas, etc. about utilizing the web, on the web itself. There are a plethora of great sites that can be utilized in the classroom setting, as various examples above point out, and there is no discernible limit to what can be done with such resources, provided the willingness of teachers to adopt and try new things.

In closing, one of the main challenges of Web 2.0 software, tools, etc. in the face of education is finding the time to figure out meaningful ways to use them in class. Going back to my previous Smart Board example, if a teacher does not have the motivation, time, or available resources to learn how to use it effectively, then what good is it in the classroom? If it becomes nothing more than a glorified whiteboard/projection screen, it is not going to do any good for student learning. However, with some exploration and know how, the Smart Board and its software can be a great tool for classroom use. The same is true for Web 2.0 applications; as a teacher you just need the time to realize and apply the potential they hold, and the internet today offers a whole lot of potential.

Ed. 3601 Class Log #13

2010-02-26T23:30:00.002-07:00

Education 3601 - Drama
Class Log #13 – Feb. 25, 10

Unit Plan’s of Awesome!
Mark: Movement
Great because it’s broken down into mini-units and get a wide variety of different movement disciplines; Final --> good idea to let em choose their final.

Christine: Dance
Final based on culmination of all things taught --> have to come up with their own choreographed dance. Fruit basket but with dance stuff… very cool.

Taryn: Directing
Cool to include monologue written by a student but directed by another student; portfolio gooood idea.

Alexa: Readers Theatre
Based around themes, cool yo! Final presentation idea’s grrrrrreat especially if you can go and perform these to an elementary .

Angela: Puppetry
Students being puppets themselves uber sweet! Skit based on St. Paddy’s day, good call! Shadow puppets, tre cool! Final project --> make your own puppet! Then create a performance for the class… awesome-sauce.

Chantel: Improv 7
Planned improve; “Survivor Lethbridge” really cool idea.

Colleen: Puppetry
Hand puppets in particular; talk show interview very cool. Making em use a different voice, good call. Wetland/ecosystem tie-in a phenomenal idea!

Karen: Orientation/ Speech
Love, love, love, her idea! What’s in a name? Sooooo good! Cool not to only learn about students’ but teach speech at the same time.

Naomi: One-act
Limited class time cool, being marked on rehearsal also unique

Courtney: Speech
Radio show… sweet! Great for students not uber hardcore in front of an audience; like that there is peer eval AND self eval. Also very cool in our T.V./Internet age.

Michelle: Improv
Main focus on characterization; good to stress the importance of taking risks. Creating their own monologue good. Daily journal, good call.

Kate: TYA
Creating a piece to perform for other schools is soooo killer. Stressing difference between TYA audience and “regular” audience uber important. Looooove TYA, love the unit, good call on three draft writing process.

Jayme: Reader’s theatre
Research project on warm-ups cool idea; especially having students lead each day at beginning of class.

Bailey: Theatre sports
Character/story. Developing games they can play for theatre sports competition. Cool to make it cooperative and NOT competitive.

Courtney: Mystery novel study
From a picture, have to create/perform a script. Artistic/written final project great.

FACE TO FACE INTERACTION IS NEEDED!
APRIL FOOLS DRAMA SUPPORT GROUP MEETING YO!

Ed. 3601 Class Log #12

2010-02-26T23:14:00.002-07:00

Education 3601 - Drama
Class Log #12 – Feb. 23, 10

Reader’s Theatre

*Preamble: The following notes were pretty much chicken scratch in my notebook. Apologies if this makes little to no sense John

1) Chairs tow lines --> pat person in front move forward (connection getting in and out of chairs)

2) Faced each other --> improve; then into partners facing each other

3) Partners --> story structure; then groups of 3 chair improve thing --> taking away speech at beginning uber important
- Bunch of improv’s followed in groups; walk through circle --> got into pairs, did opposites --> telephone box acting --> only look forward; peripheral is key (like Cory and my scene in second year)
- First person stepped out was slow
- Second person was old
- Third got to pick

4) Narrate stee’s; then memorize line; then went through entrances and opposites
--> group’s of three opposites before
-Group of 3 had to over enunciate shizzle
-Explained had to get out of chair at least once
-READ OVER MARKING GUIDE YO!
-Got in groups, picked play, performed --> next step would be direct students even more; next would be them creating their own.

Ed. 3601 Class Log #11

2010-02-26T23:05:00.000-07:00

Education 3601 - Drama
Class Log #11 – WestCAST 2010

Unlike the other journal responses I’ve read, that have painted a rather positive picture of WestCAST, and while I realize this entry is meant to highlight how these sessions were going to better me as a teacher, I have to be honest and say I was fairly disappointed with my experience. On the first day when I arrived for the “Welcome/Keynote speaker” I was actually looking forward to the day ahead of me and the opening that took place in the theatre affirmed my spirits. I listened with great interest at what was said and once we were released to start hitting up sessions, I was off to the first session that caught my eye, after a quick coffee of course.

The first session I went to was “Che, King, and Riel: Historic Icons for Critical Literacy”, which over-all had some pretty cool information and ideas, not to mention it was centered around the use of graphic novels in the classroom. Definitely a plus for me since I had been thinking about trying to incorporate graphic novels out in the field, the session was worth checking out.

Considering this response is only supposed to be about half a page in length, I am not going to bother outlining each and every session I subsequently attended, but I will say this: it would have been nice to have gotten something a bit sooner that had the session descriptions contained. Maybe I was not looking hard enough on the website, but the fact we only got a booklet of the WestCAST sessions with descriptions the first day, I found the sessions I did attend really did not do anything for me. Even after having a night to plan for the next day’s sessions, I still felt a bit underwhelmed with what I was presented.

Now do not get me wrong here, I am not trying to bad mouth the presenters or anything personal, and there were a few positive tidbits I took away from the two days, but as a whole I felt a bit lacking. I quite frankly would have preferred to have been able to get out to some sessions pertaining more to drama, but with my confusion with SWATCA and figuring out about those sessions after the fact, I seem to have missed out a bit. Granted I probably should have done more investigating on both WestCAST and SWATCA sessions prior, but with all the other work that was looming I really did not have a chance.

Suffice to say, what I mostly gained from my WestCAST experience is I really need to sit down and look to see EVERYTHING that is being offered at these kinds of events. Had I been more prepared, and frankly if things were just a touch more organized, I am sure I could have come away with this in a much more positive light. Again this is not to say I got nothing out of attending, but what I did get out of it I just wish it was a bit more.

Ed. 3601 Class Log #10

2010-02-17T15:41:00.000-07:00

Education 3601 - Drama
Class Log #10 – Feb. 11, 10

Lesson 1:
1) Circle --> walking; into break apart, return to circle
2) Warm-up --> step to side, then center, then grapevine, then all together
3) Circle holding hands --> broke into partners --> into improvisation stuff
Improv: Blocking and accepting --> into blocking in groups/accepting in groups

Lesson 2:
1) Walk --> into walk and greet --> into walk with attitude
2) Circle --> into pair wimping, pair building --> into group wimping/building --> if a person blocked or wimped in group activity they were “out” and placed into a new group
3) Then paired non-verbal scenes (accepting)
Pair --> attitudes (ie. smelly, really smart, funny)
Group --> attitudes

*** Would need more steps for lower grades, ie. Grade 8

In between all our activities we discussed what went down ie. discussing (in regards to attitudes) it’s just putting on a character, not something you actually think --> flossed the benefits of this

Ed. 3601 Class Log #9

2010-02-17T15:31:00.002-07:00

Education 3601 - Drama
Class Log #9 – Feb. 9, 10

Trust Exercises:
- Walking in circle --> got partners --> then had to label A + B --> A had to help B vice versa
- Rocking/Falling Exercise --> rhythm important
- Group of 4 walk --> A, B, C, D; A helped by the rest, then B, and so on --> morphed into falling

Games to play in your class if you got to go/talk to another student:
- Duck, duck, goose
- Telephone --> whisper game
- Walking tag
- “21” (from the first day)
- Fruit basket
- Human knots
- Word at a time

March. 8 --> Unit plans; lesson plans. *Look into Lethbridge One-Act Festival

Part of classroom management assignment: One page --> what am I going to do to gain an interpersonal relationship with my students

Why the role play?
PREPARE! Star, wish, star --> great to get constructive criticism; different perspectives --> really beneficial; super extreme role plays prepares me very well for real life

What did I learn? Try to nip things in the bud even SOONER rather than later. CALM IS KEY! DO NOT lose composure

Classroom management plan due in portfolio Tuesday the 23rd!

Unit plan 25th --> unit plan presentation (also gets emailed to class)

Ed. 3601 Class Log #8

2010-02-17T15:21:00.000-07:00

Education 3601 - Drama
Class Log #8 – Feb. 4, 10

Classroom management:
Bumping off the wall --> medium level (gotta grab their attention; funnel energy into something else)
- eye contact HUGE! Stern voice depending, NEVER yell!
--> mad details (details/context are key); ie. come into class see a depressed student, if they swear during conversation that’s low, compared to if a student comes in and calls another student a “fucking cunt” which would be hgh
YOUR ROOM MUST BE PREPARED!
- organized, comfortable, clean/neat; very important!
- helpers; rotate helpers

*Preparations for procedures (routines and such)
- routines for everything ie. handing things in, where to go when they enter, prop boxes, etc.
- “weekly leader”
- “Ten second cleanup”
- agenda thing
- 50/50 ticket for kids to read
- “no man left behind” line walking
- video’s at the start of class
- pencils all the time (along with other supplies)
- D.E.A.R. --> Drop Everything And Read!

How to prepare yourself emotionally? CHECK YOUR BAGGAGE AT THE DOOR!

*For classroom management assignment:
1) Title page 2) Rationale 3) Preparation lists 4) H/M/L behavior thing 5) Two lesson plans (orientation)

Today in class:
Classroom management role playing
Forms, then Fruit Basket, partner scenarios: talking, talking w/ swearing, talking w/ swearing interruptions
MANY levels of dealing with swears etc.
Then --> hyperactive child scenarios; yelling = poop face ALL DAY… NO GOOD!
Much discussion… big thing: TEACHER PANTS! :)

Ed. 3601 Class Log #7

2010-02-17T14:25:00.002-07:00

Education 3601 - Drama
Class Log #7 – Feb. 2, 10

Activities:
- Poetry/Free verse/Haiku chair game --> say a verse, call someone over “Empty chairs” --> person to the right of the empty chair is the one who calls someone over
- Quick draw --> students wander around the room and “draw” on fellow classmates; name variation added eventually
- Full circle --> “DO NOT TOUCH” circle (students pass through the center of circle simultaneously not touching anyone else), into holding hands (swinging em in and out of the circle, adding vocals, more moves, etc.)
- Then semi-circle bust --> Name games --> based on birthday, then shoe size --> then into groups based on favorite things ie. color, ice cream, food, etc.
- Then we got back into a circle played Fruit Basket --> first fruit, then random hoonah ie. wearing black, favorite color, been to an NHL game, etc.

*Thinking about class disturbers --> what do you do when a student asks an inappropriate thing in Fruit Basket? Warned not appropriate and keep going --> happens again (same student)? BAM! Out! Game keeps going, allows teacher to have a talk immediately or later
Age 11--> cooperation; independence/questioning; make them accountable for what they’re doing
SAFE SPACES!

Activities:
Confidence: Games without a winner, ie. dance step, start/stop game, follow the leader
Safe space: “Yes and”, teacher/students with rules together, Zucchini, Pruii
Cooperation: Machine game, Zucchini, Pruii
From other groups: Identity (orientation games, like today, future self monologue)
Confidence: Unity stee’s games
Expanding interest: ie. seeing a play about sports
Relationship building: friendship scenarios performed; as a class --> most important things about a friend (for example)
Making good choices: role play bustage

**See hand written notes for further stuff on unit planning etc.
Talking about year plans --> great way to plan your year; like we did today, by going around specific holidays/events etc. --> less daunting task. Planning around events with underlying themes/goals. GREAT STUFF HERE!
*Do letter to T.A.

Ed. 3601 Class Log #6

2010-02-17T12:21:00.000-07:00

Education 3601 - Drama
Class Log #6 – Jan. 28, 10
Minimal instruction --> maximum work by the students
- Kids gap out after long periods
- Go, go, go allows em to always be learning/having fun
- No time for misbehaving/causing a ruckus
- Advantage of little words --> max playtime/learning time
Activities: Tag --> two people “it” tag --> have to say the person’s name when tagged --> freeze tag --> toilet tag --> T.V. tag --> blob tag --> hug tag
Step by step additions to basic tag --> just keep adding variables; everyone knows tag/it’s really easy to pick up
20-30 second instruction time!
Can I get my instruction in 20 seconds? YES! How? Break down instructions whenever possible into chunks --> no “umming” or “aaahing”
Heradling --> A, B, C
A --> 10 year olds
B --> chimpanzee
C -->
Time management is a HUGE part of classroom management
***TRE IMPORTANT!***
Whole group instruction --> whole class gets it (high status); more centralized
Small group instruction --> broken down into smaller groups (low status/laid back); more movement on the teacher’s part
Speech presentation: Relax/tension, “Pass the huh!”, random sound story
For log:
Tag games --> physical warm up, class interaction
- T.V. Tage --> makes student’s think on the spot, requires concentration
- “Tag talk”
- 20 second instruction/classroom management talk
- scenarios --> bad, good (keener), in-between kid, and teacher
-“Beep, beep game” --> into “Teacher beep, beep game”
Assignment:
TPGP --> come up with a min. 2, max. 5 goals, and strategies on how to assess that! (Just email to John)

In Loco Parentis

2010-01-28T00:23:00.002-07:00

in lo⋅co pa⋅ren⋅tis
Latin.
- In the place or role of a parent.
http://dictionary.reference.com/browse/In+loco+Parentis

- The term in loco parentis, Latin for "in the place of a parent" or "instead of a parent,"[1] refers to the legal responsibility of a person or organization to take on some of the functions and responsibilities of a parent. Originally derived from English common law, it is applied in two separate areas of the law.
First, it allows institutions such as colleges and schools to act in the best interests of the students as they see fit, although not allowing what would be considered violations of the students' civil liberties.[1]
Second, this doctrine can provide a non-biological parent to be given the legal rights and responsibilities of a biological parent if they have held themselves out as the parent.[2]
The in loco parentis doctrine is distinct from the doctrine of parens patriae, the psychological parent doctrine, and adoption.[3] In the United States, the parental liberty doctrine imposes constraints upon the operation of the in loco parentis doctrine
http://en.wikipedia.org/wiki/In_loco_parentis

- [Latin, in the place of a parent.] The legal doctrine under which an individual assumes parental rights, duties, and obligations without going through the formalities of legal Adoption.
http://legal-dictionary.thefreedictionary.com/In+loco+parentis

At its most basic definition, in loco parentis means taking on the role of a child’s parents. There are numerous ways this can be applied to teachers, depending on circumstances, and it makes sense that this would be the case considering the amount of time a child spends in the classroom. Part of our responsibilities as a teacher is looking out for the best interests of our students and that can take form in many different ways. Beyond ensuring a safe community in which a student can learn, there are times when we as teachers have to go above and beyond just our roles as educators. For instance, while we want to keep a level of confidentiality between ourselves and our students if they choose to share things with us, we are required by law to share certain things such as issues involving abusive parents, or other serious matters such as sexual abuse etc. There can be times when a student injures themselves and as a teacher we have to step in to rectify the situation, whether it’s something minor like a cut hand, or something more intense that would require a trip to the hospital, if the student’s parents are unable to be there in time, we have to do what is required. If we hear about a fight, we should take whatever steps we need to, to ensure it cannot even happen to begin with. Though some would argue we should never step in the middle of a fight in progress, for our own protection, one cannot turn a blind eye to such incedents. While we definitely are not glorified babysitters, there are instances that do require us to take action, just like a parent would, in the best interest of the student.

Lesson Plans From The Class

2010-01-26T21:58:00.000-07:00

*Note my lesson plan is found with log #4

**I also have no clue how to format well with a blog, so if these look strange on
my blog, rest assured I have the hard copies sent to me directly. I added them since they re a requirement.

***This is also just a personal observation/feeling, but I am actually surprised at how many people made sure to use boxes/tables etc. when putting their lesson plans together. I know everyone uses a lesson plan differently, but for me the vast majority of the lesson plans sent to me seem far too convoluted or containing unnecessary flourishes. While the content of these lesson plans are quite great, I would not use over have of them without first breaking out the information and changing the format to suit my needs. To each their own indeed. :)

Unit: Orientation Topic: Names & Building Trust Time: 40min
Date: Jan. 21, 2009 Name: Jayme Fisher
General Learning Outcomes:
To acquire knowledge of self and others through participation in and reflection on
dramatic experience.
Specific Learning Outcomes:
Demonstrate respect for others — their rights, ideas, abilities and differences
Extend understanding of, acceptance of and empathy for others
Learning Objectives:
Students will:
1. Become familiar with the expectations which will be in place throughout the year.
2. Orientate to each other and the teacher in order to develop a respectful and trusting
atmosphere.
Materials:
• Whiteboard
• Marker
Procedure: Assessment: Reflection:
Introduction:
5min
1. Introduction to drama:
a) What is drama? Group discussion. What
do the students think drama is? What is
included in drama? What is it not?
Body:
8-10min
10min
1. Name Games: Who are your neighbours?
a) Introduce yourself to the person on
your right and on your left?
b) Have everyone in the circle switch
places.
c) Introduce yourself to two people on
either side of you.
d) Move again. Continue introductions,
making the number of people larger.
e) Ask students if they can name everyone
in the cirle.
2. Discussion of classroom rules and
expectations:
a) Explain that as a teacher I will have
certain expectations of you. I would
like to hear your ideas on important
classroom rules and expectations.
-Can students learn
each others names?
-Do students
understand my
expectations?
5min
5min
b) Have students brainstorm in small
groups of two or three rules and
expectations that are important to
them.
c) Tell students that these rules and
expectations can be for them as
students or for me as a teacher. Allow
them 3-5 minutes to brainstorm.
d) After students have been allowed to
brainstorm each group will share the
rules that were important to them.
e) Write the rules on the board, or graph
paper if no board is available.
f) As a class decide which rules are most
important. Establish that these rules
and expectations will guide us
throughout the year.
3. Freeze, Jump, Turn, Twizzle:
a) Explain rules of the game.
b) What did you have to do to play this
game? Guide students toward listening.
Segway in Pruii.
4. Listening Game Pruii:
a) Explain the first game Pruii.
b) What was the value of this game? Why
do you think I made you play it?
Closure:
5min
1. Discussion:
a) Review of what we did in class.
b) Can you name everyone in the class?
c) Why do you think building trust is
important in drama? Why must we treat
each other with respect in class?
-Do students
understand point of
activities?
-Do students know
each other's
names?

Orientation Lesson Plan
Date: January. 21’2010 Teacher: Miss Courtney Peterson

Subject: Drama Unit: Orientation

Goal: Students will know the names of their other classmates and demonstrate cooperation and physical barrier breakdown by being able to untangle a giant human knot (class will be split in two groups).

Grade: 7

Materials: none

Objectives:
Students will be able to:
1. understand and respond to classroom rules, procedures and routines
5. participate positively in classroom activities
13. demonstrate trust by becoming comfortable, physically and emotionally, with others
14. work cooperatively and productively with all members of the class in pairs, small groups and large ground

Background information: Students are in grade seven so this may be their first introduced to drama and junior high. Because of this classroom expectations must be very clear and reiterated multiple times. Students also may not know one another very well because many may be coming from different schools, therefore, I must be sensitive to students’ anxiety about unfamiliar people/place. Students are just emerging into early adolescence so they may be uncomfortable making contact with the opposite sex. I must be cognizant of this when mixing of genders and take it slow and not forced.
(Teachers notes in italics or brackets)
Total Time: 40mins
Introduction (8mins)
- Organize students into a seated circle on the floor
- Introducing myself to the class and giving them a quick bio about myself
- Do attendance
o When I call each students name have them share one thing that enjoy or something about themselves
- Go over class outline/rules/expectations
o Give a brief description of what drama is and what the students can expect to be doing over the semester.
 Drama is an exploration of life through different forms such as acting, movement, speech, etc. Throughout this semester you will get an introduction to all of the forms I named previously as well as a brief over view of the technical aspect of theatre, like set, costume, lights, sound, etc. You will also develop the skills to look at theatre critically.
o Attendance is mandatory
 Drama involves a lot of hands on and group work therefore it is crucial that you here, on time and ready to participate in every class. If you are not here you will miss out on the fun and important activities we do in class. Also, how can I mark you if you are not here?
o Assignments/Presentations are to be done on time (will be lenient under circumstances or if students discuses before hand) and it is important that everyone contributes during group work
 We are going to work as a team in this class and I am going to put everything I have into making this the best class it can be, therefore I expect that you will all do the same. I can guarantee you that the more that you put into this class the more you will get out of it.
o Exit and entrance procedures, clothing
 Entrance
• When you enter the class room you will need to put your backpacks against the wall, remove your shoes (I will have sock for anyone that needs or wants them)
• Then sit on the floor in a circle and wait for instructions.
 Exit
• You may not leave the class until I have dismissed you and please leave in an orderly fashion.
• If you need to leave the classroom during class you must let me know where you are going and ask for permission
 Clothing
• This will be a physical class therefore you must wear clothing to class that allows you to move freely. I will provide bins for you if you would like to store some comfortable clothing so there is no excuse for not having appropriate wear.
o What will be used as a control signal
 There will be times during this class that I will need everyone’s immediate attention. In these cases I will use the word FREEZE. This means stop exactly how you are (as long as it’s safe), look, and listen. Just to make sure everyone understands in a moment I will say FREEZE and I need everyone to stop, look, and listen. The class will demonstrate the freeze position on my command.
o Explain the importance of building a community
 This classroom must be an emotionally and physically safe place where everyone feels comfortable. Everyone must feel secure to share and express him or herself without judgment. It must be a place where people are not afraid to take safe risks. Because we are creating this environment there is to be absolutely NO put downs, mocking, discriminatory language, or negative criticism. Please be aware that if hear or see any of these actions there will be serious consequences. One way that we can help build this trust in one another is through group cooperation. You will be expected at some point throughout the semester to work cooperatively with every person in this class. Things may go on outside this classroom but when you walk into this door all slates are wiped clean.
o Have a couple volunteers summarize the rules and expectations of the classroom. Receive a verbal agreement from everyone that they understand and agree with the expectations outlined.
Set
- Explain what we will be doing in class today and for the next couple of days
 We just discussed the importance of trust and cooperation in drama so for today and the next couple of classes we will be doing activities that are aimed at building that trust and cooperation. We will begin with a get to know you game, then move on to some trust games, and end with a cooperation game. Our two main goals of today’s class are to be able to name everyone in the class and be able to untangle a giant human knot using communication and teamwork.
Activities

Alliteration Name (5mins)
 Have the class stand-up
o Instructions:
 Beginning with me each student will think of an action and an alliteration that goes with their name.
• Ex. Merry Miss Peterson – action – a squat with a low arm swoop
 Once I have done my name and action the entire class in unison will say “Hi Merry Miss Peterson” while doing the action.
 Then the student to my left will say their alteration name and action.
 The students in unison will say “Hi so and so” with the action and “Hi Merry Miss Peterson” with action.
 This continues around the circle until everyone has gone. Remember that everyone’s name is repeated each time.
 Once everyone has gone repeat the entire class once more.
 Does everyone understand? Can someone please summarize the instructions?

Rational: Knowing each other’s names is the first step in creating trust, which is key in a drama classroom. Creating trust and comfort with one another is one of my objectives. Using the alliteration often can aid people in remembering names and also is interdisciplinary because alliteration is a term they will use in LA. Adding an action get them communicating through both voice and body (which is objective #18 in the Jr.H POS) and get them active. Students are also required to really concentrate to remember all the names (objective #9). This activity also allows the students to show some creativity, which is important in drama, and always show they can take some risks.

Name Circle Cross/Blind Circle Cross (4mins)
 Class remains standing in a circle
o Instructions:
 I will begin by saying a student’s name that is across the circle from me. The student that I name must respond with “Yes Miss Peterson” and switch positions with me by crossing through the circle and standing in my spot (and me in theirs).
 Does everyone understand? Can someone please summarize the instructions?
 Next two new students will do this. Increase the number of students that cross as you go along as game progresses.
 Continue until everyone has had the opportunity to cross.
 Next select a volunteer that is willing to try crossing the circle with their eyes closed.
 It is important that the class take care of this person by directing them across the circle safely
 Increase the number of blind people crossing the circle

Rational: By having the students name the classmate they switching with it continues to remind students of each others names and allows me to observe whether my goal, students will be able to name all their classmates, has been achieved. Progression into the blind circle cross further emphasizes trust and also gives students the opportunity to demonstrate safety (objective #2).

Pruii (8mins)
 Class remains in a circle but can sit while instructions are given (stand after instructions)
o Instructions:
 Everyone in the circle will close his or her eyes (they must remain shut). I will walk around the outside of the circle and tap one person on the shoulder. The person I tap is Pruii.
 If you are Pruii when I say go you will open your eyes, move to a spot in the room and stay there. If someone touches you and says pruii you must remain silent.
 If you are NOT Pruii when I say go you must still keep your eyes and carefully/slowly move around the room with your eyes shut. If you run into someone or if someone runs into you then you must say pruii.
 Continue moving around the room until you find the person who does not respond with pruii (cause they are pruii).
 Once you have found pruii you may open your eyes and wait quietly with Pruii until the other students have found Pruii as well.
 When a student touches you after you have become part of Pruii you remain silent when you are touched.
 You must use your listening skills to finding Pruii by moving towards the silence.
 Does everyone understand? Can someone please summarize the instructions?

Rational: This activity emphasizes trust even more because everyone cooperates and trusts one another all at the same time. It’s great for breaking down the physical barrier because it requires students to touch one another. The touch is also less evasive because everyone is anonymous with his or her eyes closed. Becoming physically comfortable with one another is also one of my lesson objectives. Finally this activity engages their listening skills (objective #10).

Human Knot (10mins)
 Gather class into a circle again. I will slip the class into groups of 3-4
o Instructions:
 In your groups you must form a circle facing one another
 Next take your right hand and grab the hand of a person across from you, then take your left hand a grab the hand of a person different then the one you are already holding
 Without breaking your hands your must use communication and cooperation to untangle your group to form a circle again.
 Does everyone understand? Can someone please summarize the instructions?
 Have groups try a couple times then begin combining groups to make them larger
 Continue combining groups until the class is split into two large groups (or one large group if possible)
 Make sure that you are encouraging one another positively and supporting one another. If someone has an idea don’t just shoot it down, try or discuss it.

Rational: This activity demonstrates that all of the objectives of the previous activities have been accomplished because it requires physical contact, students to use each others names to communicate, listen effectively, and cooperate in smaller and larger groups (my fourth objective #14). It also allows students to demonstrate positive support for one another (objective #15), which further builds the sense of trust and community.

Closure (5mins)
You all did a great job today and I hope that everyone is feeling more comfortable. We got to know each other a little more today and cooperated as a team. I am looking forward to getting to know all of you more and really creating our own little community. To wrap-up we will go around the circle and I would like each of you to answer these four questions:
1) Name one other person in the class
2) What is one the classroom rules/expectations we discussed or if I missed one you think is important you may add it?
3) What is one thing you learned today?
4) What are you looking forward to the most in this class?
Thank you everyone for your hard work today. See you next class for some more fun trust and team building exercises. You’re dismissed!

Rational: Gives positive reinforcement. Allows assessment and reiteration of students learning.

Evaluation - How will you know the children have attained the objective(s) set for this lesson?
- Objective #1: If the students are able to give one classroom expectation during our closer discussion, if they respond properly to the Freeze command, and if they stay in class until they are dismissed then I will know that my first objective has been accomplished.
- Objective #5: If all students participate in each activity and the class discussions I will know that my second objective has been accomplished. I will also have to rotate the room and monitor during the human knot activity to ensure that everyone is participating cooperatively.
- Objective #13: If students are secure enough to walk the room with their eyes closed, if they all participate in the human knot activity, and if they are providing positive comments to their classmates then I will know that my third objective has been accomplished.
- Objective #14: If students willingly participate with the groups or partners given and if they are providing positive feed back to one another then I will know that my fourth objective has been accomplished.

To monitor and keep track of this I will create a chart with each students name with a column for each of these objectives. I will put short notes under each student indicating whether I feel each individual student accomplished my objectives. Also make note of any problems, difficulties, or student action that may need to be addressed in the future.

Follow up - What will the students do next?
- At the begging of next class we will review names and have a few students try naming the whole class.
- Make sure that students are following the appropriate entrance procedures. If they didn’t follow procedure, review it.
- Build on trust and communication further and begin introducing control and listening.

SELF-EVALUATION – WHAT WOULD YOU DO DIFFERENTLY NEXT TIME TO IMPROVE THIS LESSON? WHAT WENT WELL THAT YOU SHOULD BUILD ON?

Ms. Hooper Drama 7 Date
40 Minutes
G.L.O • To acquire knowledge of self and others through participation in and reflection on dramatic experience

S.L.O • Develop a sense of responsibility and commitment
• Strengthen powers of concentration

Learning
Objectives Students will:
• recognize the importance of and participate in warm up activities
• Demonstrate trust by becoming comfortable, physically and emotionally, with others
• Listen effectively to instructions and fellow classmates

Materials • N/A

Intro.
5-7 min. Activity 1) Teacher/Class Introduction
• As students come in the room I will greet them and ask them to sit in a circle in the middle of the room.
• Introduce myself to the grade 6 students
◦ I welcome you all to drama 6, for those of you who may or may not know me I am Ms. Hooper. I am a student teacher from the University of Lethbridge where I specialize in Drama. I grew up outside the hamlet of Blackie, Alberta and fell in love with Improv in High School and here we are today
◦ This week we will be focusing on getting to know each other and creating a safe and fun environment in this room so that we all feel comfortable working with each other and exploring our creativity.
◦ My classroom rules are respect and safety and we do activities throughout the semester that build trust, respect within the safety of the classroom.
I will randomly chose one student to start and have everyone say their name around the circle for everyone to hear and so I can take attendance
Visual/Verbal: Students call out their names

Body
20 min. Activity 1) Walk and Talk
• Have everyone sitting in the circle stand
• Ask everyone to start walking around the drama room and not to leave the parameters of the classroom.
• “Just keep walking around the room, try not to just walk in one big circle but instead explore the space around you”
• “Once you become familiar with the space begin to introduce your self to people that you pass by stopping, shaking their hands, and introducing yourself”
• Allow the students time to walk around and introduce themselves to at least 5 people
• Now that you are getting to know your fellow classmates this time when you stop to introduce yourself also tell them one interesting fact about yourself. If you can't think of an interesting fact perhaps your favourite colour, or food.
• Continue to walk around introducing yourself and saying one thing about yourself.
• Now keep walking but this time when you are introducing yourself you must say one thing about yourself and name another person in the class on one thing you learned about them.
Activity 2) 3 Things You May Not Know
• Once the students have had time to introduce themselves and another person from the classroom ask students to freeze and to grab a partner (or group of 3 depending on #'s)
• Sit down where you are with your partner and you have 5 minutes to learn at least 3 things about your partner that you will share with the class
• Students take turns going around the circle introducing their partners and sharing info about themselves

Sponge Activity- Get to know you Atom
• questions which require participants to arrange themselves in space in relation to other people according to various individual and social characteristics.
• find someone who:
• had the same breakfast as you
• has the same shoe size (or has the same size
• hand)
• has a different religious belief
• you haven't met yet, but would really like to
• has the same favourite season
(Any questions that pop into your mind that students may share similarities)
Formal Assessment: watching the students walk, shake hands, talking to other students: shows they are following the instructions
Closure
10min Why do you think it is important to have a safe/trusting environment in our drama class?

Answer: So everyone can feel comfortable working with each other and willing to explore creativity.

How did our walk and talk game create a safe/trusting environment for you today?

Answer: Everyone was participating and getting to know one another because everyone was working with one another and it builds trust. Formal Assessment: students reflecting on the warmup activities and why it is important to trust one another

LESSON PLAN
Instructor Name:
Mark Ogle
Class:
University Drama
Lesson Title:
Orientation Lesson
Tech Requirements: (list all materials you might need. Include special materials like balloons and also basic classroom materials like chalkboards).
• Well-lit room with a large open space
Administrative Notes: (if relevant, include any information needed to share with the teacher or the class).
•
General Outcome:
To acquire knowledge of self and others through participation in and reflection on dramatic experience.
_____________________________________________________________

Specific Learning Objectives:
• Develop a positive and realistic self-image
• Increase self-confidence
• Apply imaginative and creative thought to problem-solving situations
• Sharpen observations of people, situations, and the environment
• Develop a sense of inquiry an commitment to learning

_____________________________________________________________

KSA’S:
1)How contextual variables affect teaching and learning
2) The structure of the Alberta Education system
3) The purposes of the Guide to Education and programs of study for subject disciplines you teach
4) Subject Disciplines you teach
5) All students can learn albeit at different rates in different ways
6) The purposes of short, medium and long range planning
7) Student’s need for physical, social, cultural and psychological security
8) Importance of respecting student’s human dignity
9) There are many approaches to teaching and learning
10) The functions of traditional and electronic teaching/learning technologies
11) The purposes of student assessment
12) The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning
13) Student learning is enhanced though the use of home and community resources
14) The importance of contributing independently and collegially to the quality of your school
15) The importance of career long learning
16) The importance of guiding your actions with a personal, overall vision of the purpose of teaching
17) You are expected to achieve the teaching quality standard

_____________________________________________________________

Assessment:
Observing the interaction of students with one another.
______________________________________________
ACTIVITIES
Name of Exercise:
Name Game Expected Length: (in minutes)
5
Purpose: (why is this exercise included in the lesson)
Before we can become comfortable with other people in the class, we need to know who they are.
Detailed instructions: (how will this exercise be explained to the group)
1. Students will be instructed to sit in a circle
2. One person will start by saying their own name.
3. The person next to them says the previous person’s name, followed by their own.
4. This continues until everyone’s name has been said.
Name of Exercise:
Passing the energy (A.K.A. Pass the Clap) Expected Length: (in minutes)
5
Purpose: (why is this exercise included in the lesson)
After sitting down to learn names, getting up to get the energy flowing is a must.
Detailed instructions: (how will this exercise be explained to the group)
1. All students will be instructed to stand
2. One person will start and clap in the direction of the person to their right or left.
3. The person they pass to must to receive the clap by clapping towards the passer, and then pass it on to the next person beside them.
4. This keeps going around and around the circle, faster and faster each time.
5. After the group has done this confidently a few times, we will add in a second clap and possibly a third and fourth clap depending on how well the group is doing.

Name of Exercise:
Meet and Greet Expected Length: (in minutes)
10
Purpose: (why is this exercise included in the lesson)
This will help cement the names of the fellow students to one another and break down barriers.
Detailed instructions: (how will this exercise be explained to the group)
1. I will advise students to start walking around the room
2. I will direct them to walk in different ways (slow, fast, small steps, big steps, like a giant, like a snail, etc.)
3. I will section off parts of the room and make them walk close to one another
4. I will open up the room again and let them walk all around the room
5. As they are walking, I will instruct them to meet and greet each other. They may nod, shake hands, high five, anything they want to do but they must say the name of the person they are meeting.
6. Still walking around the room, I will instruct the students that they must introduce one student to another using their correct names.
7. Once this is done, I will ask them to find a partner and sit down next to them.

Name of Exercise:
Interview-You Expected Length: (in minutes)
10
Purpose: (why is this exercise included in the lesson)
Getting to know other students on a more personal basis breaks down the walls of insecurity and can create a common bond between each other.
Detailed instructions: (how will this exercise be explained to the group)
1. Students will interview each other to find out appropriate information to tell the rest of the class.
2. They will be instructed to respectfully ask each other about their partner. Things like what hobbies/interests they have, sports/activities they like to play, etc.
3. After about 5 minutes they will introduce their partner to the class by name and then proceed to tell the class what they have learned about their partner.
4. When partner A is done, partner B will introduce partner A.
Name of Exercise:
Giants, Wizards Elves. Expected Length: (in minutes)
10
Purpose: (why is this exercise included in the lesson)
This game is a fun team building exercise that will let them collectively portray a mythical creature. What’s not fun?
Detailed instructions: (how will this exercise be explained to the group)
1. Students will number off with 1’s going to one side and 2’s going to the other.
2. When they are divided, I will let them know how the game is played. It is essentially a live action game of Rock Paper Scissors. Giants beat Elves, Wizards beat Giants, and Elves beat Wizards.
3. As a group, each side must quietly (so not to give it away) pick what creature they want to act out. I will demonstrate the actions when I explain this.
4. When each group has decided, they come up to the center across from one another. They count down and act out “Giants, Wizards, Elves” followed by acting out their creature.
5. Whichever team beats the other, must chase them and try to tag them before they reach their home base (generally a back wall).
6. If they are tagged, they are now part of that team.
7. The game is completed when all players are one unified team.

Lesson Plan
Name: Chantell Gamble Grade/Subject: Drama
Topic: Orientation Date: January 21, 2010 Length of Lesson: 40 Min.

GLO’s 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.

SLO’s 1) Demonstrate trust by becoming comfortable with others, physically and emotionally.
2) Display consideration and respect for self and others.
3) Positively support the work of others.

Learning Objectives Students will introduce themselves to their classmates.
Students will work together with one another to build trust.
Materials - Bouncy ball
Procedure Assessment Methods

Introduction
(10 mins.)
1) The students will gather, sitting in a circle in the middle of the room. (Please quietly find a spot in the middle of the room, we are going to sit in a circle. Once everyone is settled we will get started.)
2) I will introduce myself (name, where I grew up, schooling, background in drama, what I like to do in my spare time) and will lay out the expectations of the class. (Attendance is mandatory as the class is heavily based on participation, this room is an open and caring environment- no negative comments or behaviour,
3) Beginning with myself, each person around the circle will introduce themselves. The students will then pair up with someone they don’t know and will have two minutes to interview their partner. After the time is up the students will take turns introducing their partner.
4) Students will then play a name game to reinforce the importance of knowing their classmates names. The first person will start holding a bouncy ball. They will then say his/her name and quickly bounce the ball to another while saying his or her name. The ball must keep moving as quickly as possible. This will be based on participation.

Body of Lesson
(25 mins.)

1) The class will be divided into groups of approximately five. They will play “ten second objects” which is similar to “the machine game”. The teacher will say an object out loud (a car, a washing machine, a plate of breakfast, a zoo). When the object is called out the students will have ten seconds (teacher counts down aloud) to silently use their bodies to create the object. Once the students have created a few objects they will then be able to use their voices to contribute to add to their object.
2) Students will play “zucchini”. The teacher will ask the students to walk around the room in no particular direction. When the teacher says freeze the students will partner up with the closest person (Take note of who your partner is and where in the room you are standing. This is now person #1 and position #1, or zucchini #1.) The students will then perform a front zucchini (stand facing one another, hold hands, slowly shuffle your feet towards the middle to meet your partner’s feet. You will need to trust your partner as you lean back to balance. This is called a zucchini.Students will then be asked to continue walking. The teacher will review #1 zucchini by calling #1 and the students will perform the zucchini as quickly as possible. The students will then continue to do #2- a side zucchini, and #3- a back zucchini. After all three have been mastered, the teacher will call 1, 2, or 3 in random order and the students will have to remember their partners and where in the room each number are. This will be based on participation.

Closure
(5 mins.)
1) Students will gather together, sitting in a circle in the middle of the room.
2) The class will review the rules and expectations of the class that I had laid out at the beginning. (have the students repeat these to me to ensure they have an understanding, Do you think these are fair expectations? Any questions?)
3) Students will discuss the importance of the games played in today’s class ( name games- important to build relationships and to make our classroom a positive environment, Ten second objects- again to build relationships, to work together with classmates, to make students aware of their personal space, zucchini-teamwork, memory, trust) Students will be able to name some of their classmates. Students will be able to state the class rules and expectations.

Sponge Activity
- Students will play “Turn, Jump, Twizzle”, lead by the teacher.

Lesson Plan
Name: Courtney Mignault Grade/Subject: Drama
Topic: Orientation Date: January 21, 2010 Length of Lesson: 40 Min.
GLO’s To develop competency in communication skills through drama.

SLO’s 1) Demonstrate trust by becoming comfortable with others, physically and emotionally.
2) Demonstrate willingness to challenge and extend oneself: physically, emotionally, intellectually and artistically.
3) Work cooperatively and productively.

Learning Objectives Students will work together in order to learn about one another.
Students will be able to
Materials
Procedure Assessment Methods

Introduction
(10 mins.)
1) The students will enter the room where I will ask them to sit on the floor in a circle.
2) Introductions will take place, starting with myself. Ask the students to share their name, an interest and why they are taking the class.
3) Students will stand and walk around the room introducing them self to everyone that they meet while walking. Have them make sure they talk to everyone else.
4) Bring students back to a circle and have them introduce the person to their left. This will be based on participation.

Body of Lesson
(25 mins.)

1) Look Up (Dude!)
The class stands in a circle looking down at the floor. I will call out, “look up” and everyone must lift their head and look at another person without making eye contact. The pairs making eye contact are “out” and as they leave the circle they yell out “dude” to one another.
2) The Martha Game:
The class will be split up into teams of 4
One person from each group declares that they are an object of any kind.
Each other team member will join the one before, one at a time, becoming another object in the picture. Try 2 times, then combine two groups together. Then the whole class.
3) Friendly Follower:
The students are partnered off by me. Have them choose between being A and B. They will touch hands palm to palm. Partner A will close their eyes while B leads them around the room. Switch. Touch finger tip to finger tip and repeat. Finally lead with just voices. This will be based on participation.

Closure
(5 mins.)
1) Have the students grab a seat and reflect on the Friendly Follower activity. How did they feel being the follower? Leader? What was the hardest part of the acivity?
2) Stand in a circle and have everyone recite the names of everyone in the class one by one around the circle. Students will be able to name some of their classmates.

Orientation Lesson Plan – Kate Litvak
Learner Expectations:
#2- Students will demonstrate a responsible attitude toward physical and emotional safety and comfort for self and others
#4 - Students will respond appropriately to established control signals
#5 – Students will participate positively in classroom activities

Materials/Preparation:
None

Objectives: Students will be able to:
1. Identify everyone in the class by their first name
2. Participate in a variety of classroom activities with a positive attitude
3. Change tasks on the delivery of a certain transition/control word.
4. Create awareness of specific teacher’s voice.

Introduction/Warm Up:
1. Review of everyone’s names: Alliteration Name Game (See activity#3)

Body
• Activity: M&M’s
 Students are divided into two groups, lined up facing the opposite group
 Students are asked what “M&M’s” marketing slogan is. Response should be “Melt in your mouth, not in your hand”
 Teacher then explains that upon hearing M&M’s called out, students will stop what they are doing and respond with their full attention in unison with the rest of the class “Melt in your mouth not in your hands” (Once students can successfully complete the call and response move on)
 Students then complete a variety of small games with the person on the opposing team that is facing them. Games suggestions are: rock;paper;sciccors, thumb war, slaps, staring contest etc.. When sufficient time for an individual game is completed teacher will call out M&M’s to stop play and students will respond.
 Upon completion of a game, one team will move down one person until each player has played everyone on the opposing team.
 Note: have a different game for each set of pairs to ensure variety.
• Activity: Captains Coming
 Explain each action associated with command (Captains coming; stand tall and salute, Captains daughter; kneeling with another person sitting on their knee, Peel Potatoes; on one knee miming the action of peeling potatoes, Scrub the deck; on hands and knees miming scrubbing the deck, Submarines: laying on floor flat on back with on leg up, Lifeboats; create group of whatever number is called out at the time and miming paddling the lifeboat, Hit the deck: everyone lays flat on their stomach. Bow, Port, Stern and Starboard; designate a wall in the classroom to each and students must run and touch the wall associate)
 Have students practice each action upon the calling out of each command, if some are confused have them play it out and their confusion will diffuse once they have some time to play
 Play game :0)

Closure:
• To complete Captains Coming call out “M&M’s” and students will respond with “Melt in your Mouth not in your hand”
• Discuss the importance of identifying a teacher’s voice and the significance within each game play throughout each class.

Evaluation:
• All students participated in classroom activities with a positive attitude
• Students transitions between certain tasks with a simple voice command
• Student displayed the ability to identify the teachers voice within a group of voices

Lesson Plan

Name: Christine Hauck Grade/Subject: Grade 7/ Drama Unit: Orientation
Topic: Orientation day Date: (insert date here) Length of Lesson: 40 minutes
General Learning Outcomes (P.O.S.) To acquire knowledge of self and other through participation in and the reflection on dramatic experience

Specific Leaning Outcomes (P.O.S.) • Classroom behavior learner Expectation- Knowledge and safe practice of classroom rules, procedures and routines: positive attitude and classroom participation; positive response to control signals. Students should dress appropriately
• Personal development learner expectation- Personal and interpersonal learner expectation that foster individual growth and assist in creating a positive classroom climate.
• Preliminary discipline learner expectations- Involvement in activities that lay a foundation or plant seeds for further study in five disciplines that will be addressed in the junior high program,
Learning Objectives
1. Students will discuss classroom rules, expectations, procedures and routines.
2. Students will be able to respond appropriately to established control signals.
3. Students will be able to share ideas confidently.
4. Students will be able to respond to directions without breaking concentration.

Materials
• Whiteboard
Procedure Assessment Methods
Introduction (10 min.) 1. Instructions- (3-5 min)When students come in ask them to stand in a circle. Tell them that they will be playing Pruii. “I would like start with playing a game, then perhaps we can get into the serious stuff. In a moment I need to all close your eyes, I will pick someone at random and this person will be Pruii. When I say the rest of you will walk around SLOWLY with your eyes closed. If you come into contact with someone you must ask if are Pruii by simply asking “Pruii”. If the other person says Pruii back, then I’m sorry you have not found Pruii and you must keep trying to find them. Pruii will have his or her eyes open and will not be moving or speaking. If you touch someone and ask them and you hear no response… congratulations you have found pruii. You then attach yourself to Pruii and can open your eyes. The game will end when everyone has attached themselves to Pruii. Oh and remember when you attach yourself to Pruii remember to keep quiet.”
I will ask if there are any questions and if everyone understands. I will remind them that I will know if they don’t understand. Then I will get a student to repeat the instructions and perhaps demonstrate what to do. I will then ask them to close their eyes and I will then walk around the room and tap someone on the should to let them know that they are Pruii
2. Pruii (5-7 min) I will observe students playing the game, If I notice cheating or otherwise lack of interest then I will pull those students out of the game.

•Students will effectively play the game of Pruii. I will keep track with an observation checklist.
Body of Lesson
(20 min.) Activity #1 Rules and expectation Brainstorm. (5 min)
Ask Students to sit. Tell students “This classroom is a safe area, meaning that all of you can express your ideas without fear of anyone judging or making fun of them. But since this is your classroom too I would like some assistance in making the class rules. In a minute I will place you into group and you will come up with three rules that you would like in this classroom”

Activity #2 Collaborative rules. (15 min)
Discuss the rules that the students have come up with, and discuss why they might be important. Have students write these on a whiteboard.

•Students will work collaboratively with each other to come up with three rules.

Closure
(10 min.) 1.(5min) Ask students get a piece of paper because they will be writing a WILT explain what a WILT is “A WILT is What I learned today”. Have it handed in.
2. (5 min) Have students share WILT’s with the rest of the class on a volunteer basis.

•Have students reflect on what they learned, and hand it in.

-Take note in checklist of which students are volunteering information

Sponge Activity
Begin Name game—Where they must learn the names of the people sitting beside them. •
Reflection:

DRAMA ORIENTATION LESSON PLAN
Instructor Name:
Colleen Trumble
Class:
Drama 10
Lesson Title:
Getting to know you, Getting to know all about you
Tech Requirements: (list all materials you might need. Include special materials like balloons and also basic classroom materials like chalkboards).
• Whiteboard
• Whiteboard markers
• Felt markers (Enough so there is one for every student)
• Flash cards (one for every student)
• Exit slip (one for every student)
• Ipod dock
• Ipod with “Who are you” on it.
Administrative Notes: (if relevant, include any information needed to share with the teacher or the class).
•
General Outcome:
Students will become familiar with classroom procedures as well as classmates.
_____________________________________________________________

Specific Learning Objectives:
• Students will learn the name and 1 hobby of everyone else in the class
• Students will participate in two trust/orientation activities
• Students will create a list of classroom rules

_____________________________________________________________

KSA’S:
1)How contextual variables affect teaching and learning
2) The structure of the Alberta Education system
3) The purposes of the Guide to Education and programs of study for subject disciplines you teach
4) Subject Disciplines you teach
5) All students can learn albeit at different rates in different ways
6) The purposes of short, medium and long range planning
7) Student’s need for physical, social, cultural and psychological security
8) Importance of respecting student’s human dignity
9) There are many approaches to teaching and learning
10) The functions of traditional and electronic teaching/learning technologies
11) The purposes of student assessment
12) The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning
13) Student learning is enhanced though the use of home and community resources
14) The importance of contributing independently and collegially to the quality of your school
15) The importance of career long learning
16) The importance of guiding your actions with a personal, overall vision of the purpose of teaching
17) You are expected to achieve the teaching quality standard

_____________________________________________________________

Assessment:
Student’s will be assessed based upon whether they make an effort to participate or not in the activities. The teacher will use both observational assessment for the most part, but will also give out participation marks if the student correctly makes a name tag.
______________________________________________
ACTIVITIES
Name of Exercise:
Who are you? Expected Length: (in minutes)
15 minutes
Purpose: (why is this exercise included in the lesson)
1. So the students may learn each other’s names and a little bit about their classmates. This will help to develop community and trust in the classroom.
2. To help the teacher learn the students names and find out what their interests are, so the teacher may develop lessons in the future that appeal to their interests.
Detailed instructions: (how will this exercise be explained to the group)
1. Teacher will ask the students to sit in a circle on the ground. Will everyone please sit in a circle on the ground and we will get started as soon as everyone is seated and quiet.
2. Then the teacher will announce that we are going to play a game, this game is called ….then the teacher will play the first 40 seconds the song “Who are you” by The Who. Now to play this game we need to find out who everyone is, you might already know each other, you might not. But I still need to find out who everyone is. The instructor will then explain that I am going to hand out a flash card to everyone with a felt marker and that you are to write your first name in large clear letters and their last initial on one side of the card, and then on the other side, they are to draw either a favorite hobby, animal, band, food, or sport. You have 5 minutes. The Instructor will then hand out index cards by starting them on either side of the circle as well as a package of markers. The instructor will start the countdown from 5 minutes once every student has a marker and flash card.
3. When there is one minute left, the instructor will let the class know that they have one minute to finish up. Once the time is up, the instructor will give directions that what we are going to do is go around the circle introduce ourselves and whatever favorite thing we drew on the back of our card. However, since this is a drama class there is a small catch. When you list your favorite thing, you and the whole class will quickly act it out in place. The teacher will then demonstrate with her own name card My name is Ms. Trumble (or Colleen Trumble if it is a school where teachers go by their first names) and my favorite mythical animal is a unicorn. The instructor will then tell the class that everyone would now quickly act like a unicorn, then move onto the next person, the instructor will go to her left and whoever is on her left will start. This will go around the whole circle until everyone is finished.

Name of Exercise:
Zucchini! Expected Length: (in minutes)
15 minutes
Purpose: (why is this exercise included in the lesson)
So students may learn to trust each other as well as develop their listening and communication skills
Detailed instructions: (how will this exercise be explained to the group)
1. Instructor will start off the game by just asking the students to walk around the room quietly, and not in any specific shape or direction.
2. Instructor will then say alright, when I say stop, I want you to stop walking and partner up with the person closest to you, once you have done this, we are going to do a balancing/trust exercise. Stand facing your partner, then move so your toes are touching each others. Next grab each other’s hands and slowly learn backwards, until you have your arms straight. Instructor will let students walk around for another 10 seconds or so and then they will tell them to stop. Once everyone has reached this pose, the instructor will tell them to think of a word, any word that comes to mind doing this pose and to shout their word in 3, 2, 1. Then the instructor will tell them this is pose 1, remember who your partner was, where you were in the room and what word you shouted, now continue walking around the room again and when I say stop, we are going to do a different balance, again partner up with the person closest to you.
3. After 10 seconds the instructor will say Stop, ok, now I would like you to stand next to your partner, but facing the opposite direction, so one of you should be facing forwards and one should be facing backwards. Place your feet right next to each other and keep them together. Now grab each other`s wrists and lean away from each other until your arms are straight. You should be able to create a V shape, balancing each other’s weight evenly. Once everyone has reached the pose, the instructor will tell them to think of a different word and shout it in 3, 2, 1. Then the instructor will tell them this is pose 2, remember who your partner was and where you were in the room as well as the word you shouted. Now please continue walking around the room again and when I say stop, we are doing to do another different balance and again, partner up with the person who is closest to you.
4. After 10 seconds the instructor will say Stop, ok now I would like you to stand back to back with your partner, and pushing against each others back, I would like you to sit down and then stand up again. Once everyone has reached the pose the instructor will tell them to think of a different word and shout it in 3, 2, 1. Then the instructor will tell them This is pose 3, remember who your partner was and where you were in the room as well as the word you shouted. Alright, now when you walk around the room, I am going to shout a number, when I do this, please move as quickly as you can to that pose with the partner you were with, get into the pose and shout the word you two came up with.
5. The instructor will then get the class to walk around and randomly the instructor will shout 3, 1, 3, 2, 2, 1, 3. Depending on how time is going, the instructor will either add variables such as moving very slowly to the next position, or quickly.

Name of Exercise:
Classroom Rules/Exit Slip Expected Length: (in minutes)
7 minutes (classroom rules)
3 minutes (Exit Slips)
Purpose: (why is this exercise included in the lesson)
To create a set of classroom rules which will help to keep students safe and will help the teacher with classroom management.
Detailed instructions: (how will this exercise be explained to the group)
1. Instructor will explain to the class that to operate safely we need to create a set of classroom rules but that I want to create a set of rules together.
2. The instructor will then get out a whiteboard and marker and together with the class they will brainstorm different rules for the class
3. After there are 15 rules or so, the teacher will guide the class to narrow it down to 10 at the most (possibly combining similar rules together).
4. After the class, the instructor will record the rules on a nice looking chart to place in the classroom.
5. To end off the class the instructor will hand out exit slips which the students will fill in and hand out.

Observations/Comments/Reflections

Date: January 21, 2010
Subject/Class: Drama 10
Time: 9:00-9:30
Title: Orientation

General Outcomes:
Students will acquire knowledge of self and others through participation in and reflection on dramatic experience.

Specific Outcomes:
Students will develop the ability to interact effectively and constructively in a group process.
Students will extend the ability to understand, accept and respect others – their rights, ideas, abilities and differences.

Objectives:
Students will create a safe emotional atmosphere by learning each other's names.
Students will create a safe mental atmosphere by accepting ideas from one another.
Students will create a safe physical atmosphere by practicing appropriate physical contact.

Materials:
– None

Procedure: (desks)
Opening: (3 minutes)
– Welcome to drama! It's going to be a fun class today. I'd like to start by asking what your ideas about drama are. What do you expect? We get to work, but when we work in drama, we call it “play.” The activities we work on, or the games we play all have very important objectives to accomplish. But in order to have a good time, we need to make everyone feel welcome and safe. What do you think safety has to do with drama? We'll come back to this idea later on. First, I'd like to know your names...

Body: (20 minutes)
– NAME GAME: (7 minutes) Students walk around the room, introducing themselves to one another. Change: students introduce themselves and shake hands. Change: students introduce themselves and high five. Change: students introduce themselves and touch elbows. Change: students introduce themselves and bump shoulders. Change: students introduce themselves and shake feet. By now, most people should have met everyone at least once, or a couple times. Come back to the circle and learn the names of one person on each side of you. Go around the circle and say the names of the people on each side of you. Increase the number of names you learn until someone can go around the circle and name everyone.
– Rationale: This game breaks the social barriers and lets students get to know one another and begin to feel comfortable in class with each other. It also helps them warm up physically and mentally, as well as begins appropriate physical contact.

– FREEZE, JUMP, TURN, TWIST game: (7 minutes)Choose a code word of the day: ex. WATERMELON. Students mill about the room in a safe manner. The teacher calls out instructions, and the students respond. When the teacher calls “Freeze” the students freeze as they are and cannot move until the code word is called, which releases them and they continue walking. Experiment with various lengths of time being frozen, and have the students listen for the right code word (If I say LEMON, it doesn't count.) If a student moves, they are out, but since this is a practice round, no eliminations yet. When the word “Jump” is called, the students jump and continue walking. This is different from Freeze in that they do not wait for the code word. “Turn” means to merely reverse directions, 180 degrees and continue walking. “Twist” is a combination jump and turn simultaneously, doing 360 degrees and continuing walking. The word “Stop” means to cease all movement, and turn to face the teacher. The code word releases them to walk again. Practice all these commands and add eliminations when everyone knows the rules. Speed up instructions. Slow down instructions.
– Rationale: This game gets people moving, and understanding the physical space of the classroom, especially in terms of other people. It helps them learn classroom rules and etiquette and will serve as a warm-up for other classes throughout the semester. It also helps them to practice listening skills, and responses.

Activity:
– ZUCCHINI game: (6 minutes)Get students into pairs. Students learn to hold hands and balance, accepting the other person's weight. Get new partners. Students practice leaning against one another's back and sitting down together. Get new partners. Students practice holding hands sideways and accepting their partner's weight. Groups of 3. Students make a circle and accept the other group member's weight.
– Rationale: Students cannot do this activity alone. It helps them learn to trust one another, and rely on one another in a physical sense which can be transferred to an emotional and an intellectual sense. Focus on the safety element and ensure that students are aware of their partner's safety.

Sponge Activity: (If time permits/requires)

– PRUI: (5 minutes) Students close their eyes. One person is selected as “Prui.” Prui is silent throughout the round, and may have their eyes open. Everyone else walks around with their eyes closed, and when they find another person, they ask, “Prui?” if the response is “Prui” then they continue on. If there is no response, they have found Prui and join together, and can open their eyes. When everyone has joined Prui, the round is over, and a new Prui is chosen.
Rationale: Prui gets students to listen to one another and create physical groups, which builds unity amongst students. It also breaks physical barriers in an appropriate and safe manner.

Closing: (7 minutes)
– Have students sit in the circle. Ask, “What did you learn today?” Accept all responses, with a focus being on teamwork, listening, and safety.
– “What do you think safety has to do with drama? What kinds of safety are there?”
– “How do you think this might help us as a class during drama?”
– “What would have happened if one person didn't work as hard during Zucchini?”
– “How can the physical reliance on one another help us to learn to intellectually rely on one another?”
– “How can we keep each other intellectually and emotionally safe?”
– “What would you like to learn in drama class this semester?”

Assessment:
• Students will be assessed on participation. Full participation merits full marks.
• Students responses during discussions will also be taken into consideration for daily participation marks. Each student will have the opportunity to respond to one or more questions, and they can demonstrate an understanding of the lesson through their responses.

Lesson Plan Structure 1
Date: January 21, 2010 Teacher: Michelle Hancox

Subject: Drama Unit: Orientation

Goal: To acquire knowledge of self and others through participation in and reflection on dramatic experience.
Objective: Students will develop a positive self-image (A)
Students will explore and develop physical and vocal capabilities (S)

Grade: 7

Materials: a soft nerf ball, bandanas,

Background information: this will be a new group of students that have probably never had a real drama class in school. I want to be able to gage their interest and help them learn the necessary skills throughout the course.
(Teachers notes in italics or brackets)
Time
(5 min)Introduction:
1) Introduce myself. (where I went to school, my interests and dislikes)
2) Discuss class expectations. (mention respect, what an audience members role is, what my expectations are of the class, including that this is a safe place that will have no put downs I do not want to hear anybody say “I can’t or who won’t try” as the only failure is the failure to try. Attendance is mandatory as this class is heavily weighted on participation as well as what the students can expect from me).

Set: For the next couple of classes we will be focusing on getting to know each other, building relationships and trust as well as starting to learn some of the basic skills used in drama.

Activities
1) (3 min) Names: have the students stand in a circle. Starting with myself say my name. Go around the circle having each student say their own name
2) (5 min) Catch (name game): the thrower is going to throw the ball to another classmate. The classmate who is catching the ball needs to say the throwers name as they catch the ball. As the class gets better at this put a ‘time limit’ on the amount of time they have until they are ‘out’ for an example within 5 seconds of catching the ball you must say the throwers name or you are out. When a student is out have them sit down.
3) (7 min) Wall of names:(now that we all are getting acquainted with each other we are going to move into some vocal games to explore what we can do with our vocals, please make the circle wider so that you cannot reach each others arms are swung up and down. We are going to play a game called the Wall of Names: demonstrate and have the students join in copying you when they understand the instructions.
i. Imagine that arms are birds’ wings; and
ii. Synchronize breathing with arm movement so that in-breath is coordinated with upward movement of arms, and out-breath with downward motion. (Once the groups arm movement are synchronized
iii. Add sound to the movement using the names of the people in your group;
iv. Ask each person to say their name on the out-breath in the style of a Gregorian chant, e.g., “Mic…helle….”;
v. One the next out-breath ask the group to repeat the chant of that person’s name; and
vi. Continue around the group until everyone has said their name and has had the group echo it.
4) (15 min) Blind: (3 min)(ok I need everybody to pair off. Good, not I need one partner out of the two to raise your hands- you are A, now may I have the second partner raise your hand- you are B. As I start to pass out bandanas I explain that partner ‘A’ you are going to be blind, and partner ‘B’ you are going to be the guide. All I want you to do right now is guide ‘A’ around the room in a safe manner, so no pushing. You may use talking or walking beside using one finger on the back etc... Partner B you will lead for 1 minute, then partner A will guide for one minute. (3 min) ok the next game we’re going to play is very similar and is called Blind Tag basically what is going to happen is in your pairs one person is still blind and the other is the guide. There will be one pair that will be IT. IT will be carrying the nerf-ball around trying to make another team IT by touching the BLIND person with the ball. As a blind person, you are using your guide as your eyes so you need to trust that they will keep you safe. Now Guides you may again guide your blind person any way you would like but I would suggest that it is very very quiet or silent and to figure out another way to keep your partner safe. (9 min)

Closure: (5 min) Alrighty well guys and gals, you all did a wonderful job today in trying new things and that you are hopefully starting to feel safe within these 4 walls and with each other. During out next class we will continue with ‘get-to-know you games, some vocal games but our main focus will be on movement and exploring what we can do with our bodies with support from our peers

Evaluation - How will you know the children have attained the objective(s) set for this lesson? It will be hard to tell if they had learned my first objective yet as it is one involves taking baby steps and a lot of trust with your peers and surroundings. I am hoping to see some development and I can see this just by the way the students body posture by the end of the class…had it changed since the beginning or not? My second objective will be more noticeable and while we are playing the games I am hoping to hear the students voices gain some volume and confidence and be able to try new things throughout the game. As for Physical we did not work much on it but I am hoping that by being lead around the room blind they will become more aware of what body parts move when they’re walking and standing.

Follow up - What will the students do next? Human zucchini, 21, emotional transfer and possibly bus stop.

Art of Teaching - What specific area(s) of teaching will you be working on during this lesson and how will you know if you have succeeded?

SELF-EVALUATION – WHAT WOULD YOU DO DIFFERENTLY NEXT TIME TO IMPROVE THIS LESSON? WHAT WENT WELL THAT YOU SHOULD BUILD ON?

Orientation Lesson Plan
Date: Jan 21, 2009 Teacher: Miss Doran

Subject: Drama Unit: Orientation

Goal: To become familiar with some basic expectations and rules of the class, and to know the other students in the class.

Grade: 7

Materials: A variety of different music, ghetto blaster, Open space, and students

Objective:
Students will familiarize themselves with two new procedures for the drama class.
Students will introduce themselves to their classmates
Students will interact with their class mates through trust excercises

Objective comment: Students will participate in a variety of different activities that will help them to adjust to the demands of the class.
(Teachers notes in italics or brackets)
Time: 40 minutes

Introduction (5 mins)
Begin by introducing myself to the class and telling them a little big about my desires for the class.
• Very excited about this new class and getting to know each person
• Explain some of my expectations are for them and for myself.
• That Attendance is crucial/mandatory because drama is such a
participatory class. There is a lot of group work.
• That what you put into this class you will get out of it.
• That this is a safe place to come. It can be like a second home.
• This means that there are no negative put downs, mocking, or negative criticism.
Attendance: call each name to see if they are present.

Set: For the next little while we are going to be doing some activites that will help us to know more about each other and begin to relax you. The point of the next couple of days is so that we can build an environment that is safe to take risks. But before we can do that we need to know that the people in this room are people that we can trust.

Activity # 1: Come to Order (10 mins)
A Captain calls out what the rule for the line up is, for instance by height, and people line up. When the line has been formed everybody introduces themselves and shakes hands with their neighbors in the line. Repeat four or five times with new rules.
Criteria for forming the line can be:
• Age, youngest first
• Height, smallest first
• Alphabetically by given name, family name, town you come from, street you live in, ...
• Shoe size,
• Length of hair
• Size of nose (great discussions arise :-)
• Height you can jump etc.
Objective: Get the students to work collaboratively to make the right line and to meet new and old people. It is to know who their classmates are.

Evaluations: The students will be evaluated on their cooperation and communication skills so as to make the right sequence in the line. As well, they will be evaluated on participating in getting to know other students.

DISCUSSION QUESTION: What did you accomplish by this game? Why is it important?

The next activity is great for getting to know the space that we are going to be using. It is important to listen for my voice so that you know what the next task is.
Activity # 2: Walking in Decreasing Space (5 mins)
The students will begin to walk around the classroom, encouraging them not walk in a circle, but to make their own path in the room. As they are walking I will begin to decrease their space so that they are only walking in certain parts of the space. They releasing the tension by opening it back up. They will then need to link up with partners and have to walk with a partner in decreasing areas. Find new partners, and so on.
1. Walk fast in the space
2. Walk in decreased areas (3-4 times)
3. Walk with a partner, walk alone, find new partner.
4. Follow a named classmate, walk in your own path

Objective: This is to get the students to discover and use the space. As well as, to work in close space by proximity and touch.

Evaluation: The students are evaluated on being able to hear and respond to my voice and my commands.

I am going to asking you to make a circle with your chairs and we are going to be playing a game. This is a great game to get us active and more comfortable with each other.
Activity # 3: Pull-Up (15 mins)
Rules:
1. Have the class make a circle with their chairs facing inward
2. Select 3 of one gender and 2 of the opposite gender and get them to stand in the middle. (Have them turn their chairs facing outside the circle so that it remains the same diameter)
3. The object of the game is to have less of your gender in the middle when the music stops.
4. When the music starts the boys will go to a girl and pull them up gently, while the girls go to a boy and pull them up.
5. IMPORTANT: When you pull someone up , you then sit in their place.
6. No one can say “No”. The only way you can say no is if someone does not come to you in the appropriate action.
7. Note: the first couple of times have them just run or walk, but then change it up. Make them walk across the circle like a: chicken, agent, dinosaur, and ballerina.
8. Each time you see who won the round

Objective: To get the students to be active and become less cognitive of their insecurities. They begin to take risks very easy and laugh while they are doing it. It is a great ice breaker game.

Evaluation: Through the student’s participation and risk taking, I will be able to note the students comfort ability.

Closure (5 mins)
Wrap up: Today we were able to get to know each other a little bit more and start the process of making this space more comfortable and safe.
Review my expectations:
1. Attendance
2. Participation: What you put in you get out
3. Positive Environment/No Negative comments

Ask why these would be important expectations.
Evalulate: Through answering the questions the students will demonstrate they can name class new class members, and the expectations by putting them into their own words.
Questions: Who can name three new people that they didn’t know coming into this class? (2 volunteers)
Next Class: We will be creating the rules and consequences for this classroom. So come prepared with what you think would be important in making this space safe. As well, we will be doing some more activities to continue to get to know each other better.

Ed. 3601 Class Log #5

2010-01-26T21:35:00.001-07:00

Education 3601 - Drama

Class Log #5 – Jan. 26, 10

Activities: Saw resource presentations --> really great, LOADS of information

Classroom Management

Think about high, medium, and low (H, M, L) misbehavior actions --> need a number of things we can do in response.

- Walking away from assignment (storming away = M, walk = L)

- Talking when teacher is speaking (L)

- Inappropriate questions (L)

- Getting students settled (L)

- “Little man” --> with sound especially (L/M depending on sounds or not)

- Playing around with stuff on desk (L/M depending on frequency)

- Cell phones (M)

- Poor interactions with other students (M)

- Punching one another (M/H)

- Name calling (“Fuck-head” = H, “Shit-head” = M, “Poo-head” = L)

- Incomplete assignments (H/M/L --> totally depends on the situation, and whether or not this is a continual issue and such.)

- Participation (M/L)

- Emotional breakdown/defiance (emotional breakdown = M, defiance = H)

- Boundary pushing/sneakiness (H/M/L)

- Conflict resolution outside of class --> “Tattle tails”--> tattling to get someone in trouble VS. telling to get someone out of trouble/keep em safe

- Disengaged kids (M)

- Violence against you (H)

- Swearing in general/at you (H)

- Note passing (L/M/H)

- Threats --> MAD IMPORTANT! (H)

Steps to keep in mind for lower level: Stop, Look, and finally Proximity

For log:

Classroom management --> basic foundation you need to breed a good community, RESPECT HUGE! Punishment should fit the crime/consequences should match the issue --> more effective to build up than just explode (far more impact on the student, still will take you seriously) --> set up basic foundation, less likely to ever have to resort to more drastic stee’s. Don’t ever want to turn the student into a victim “Why us a cannon when a shotgun will do?”

Management assignment:

1) Need a rationale --> why even bother with it? NEED TO ANSWER THAT

- respect

- L/M/H misbehaviors = L/M/H responses

- “with it-ness” --> know what’s going on

- class atmosphere

- self control

NO MORE THAN ONE PAGE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

2) Intervention plan

*See your hand done notes for how this will look --> basically split page into 6 sections, 3 for H/M/L, half the page for misbehaviors, half the page for responses

For next class:

In Loco Parenthis?

--> Look up, define from multiple sources, and explain it in the classroom --> basically: “You’re the parent in the classroom”

Other notes:

Add course outline to Blog! (CHECK!)

Add all resources to Blog! (CHECK!)

Drama Resources of Awesome!

2010-01-26T16:33:00.002-07:00

Note: Still need Improvisation

Technical Theatre:
http://k8elle.edu.glogster.com/technicaltheatre

Movement:
Resources/Content for Use in the Drama Classroom
Adrian Anscombe, Christine Hauck, Naomi Snelgrove
Games (12 in total):
Game Name: Social Machinery
Number of Players: 3 or more per group
Discipline: Movement
Form: Creative Movement
Source: Movement (p. 7)
Instructions: This game begins with a circle of people. One person goes to the center and begins a repetitive motion. The second person joins them in the centre and makes a new movement to add to the motion. Now it is a machine. Each new person that joins creates a new motion and adds to the machine until everyone works together.
Variations: Add sounds, or prescribe real machines to make (like cars).
Rationale: This game helps students to learn to work together, to be creative in their movements, to have a successful experience, and to become confident in their abilities.

Game Name: I am Walking
Number of Players: Small groups, 3 or more each
Discipline: Movement
Form: Creative Movement, Mime
Source: http://www.childdrama.com/iamwalking.html
Instructions: Before play, prepare a set of cards, each containing the second half of a sentence.

Below are a few examples, but you can think of more:
". . . through a blinding snowstorm, looking for a lost child."
". . . across the Great Plains on the way to Oregon."
". . . to school on a cool late fall morning."
". . . down a dark alley, looking for an escaped prisoner."
". . . through the Amazon rainforest, in search of rare species of animals."
". . . to the platform to receive a gold medal."
". . . down an empty highway, running away from home."
". . . along the Boardwalk near the beach on a summer evening."
". . . across the deck of a sailing ship during a storm."
(The idea is that the first half or each and every sentence is "I am walking")

Divide the class into groups of three or more. The groups will "perform" one at a time.
The first group enters the performance space. A representative draws a card from the pile, and they share it around so everyone can see it, but there is NO DISCUSSION. On the instructor's cue, the group must create an instant scene (using pantomime, and, if the instructor chooses, sounds, props, etc., but no words) that will convey the COMPLETE sense of their sentence. This can be done, obviously, in lots of different ways. One person might become the person who is "walking," while others become the environment, or "supporting" characters. The challenge comes in the fact that the group is not allowed to discuss or plan. If each individual in the group decides that he would be the best person to be the "lost child," for example, the group will almost certainly fail to communicate the snowstorm. Each member of the group must evaluate what the rest of the group is doing, and respond by contributing, not in the way that makes himself look best, or in the way that is most "fun," but in the way that best reinforces the effective communication of the group. The most effective groups will therefore be the ones in which everyone is able to sublimate their own individual stardom to the stardom of the group.
Once the group has performed, others in the class try to guess the sentence. The group who performed should try not to react positively or negatively to the guesses until everyone has guessed. In this way, no one changes or suppresses their guess once they know it is "wrong." This is important, because the "guesses" are the best kind of descriptive feedback on the effectiveness of the performance. I often use this as a jumping-off point for discussing the idea of communication, and of responsibility for the messages one sends, whether intentional or not. If the group intended to convey the sentence "I am walking on the deck of a sailing ship," but most of the class guesses "I am walking on top of a locomotive train, chasing a train robber," it is not because most of the class is "wrong" or "stupid." It is, in fact, because what the group actually conveyed, intentions notwithstanding, was this second idea. By knowing what the audience saw, the group can judge how effectively they have communicated.
Obviously, this process is repeated until all groups have had a turn to perform.
Rationale: This exercise allows students to interpret ideas into movement. They receive feedback from their peers and work together to express meaning.

Game Name: The Escape
Number of Players: Unlimited
Discipline: Movement
Form: Mime, Creative Movement
Source: Jr. High Teacher Resource Manual
Instructions: The whole class attempts to walk from one side of the room to the other without making a sound. There is no need to rush as there is no time limit on this part. Repeat if there is any noise at all. Repeat in pairs. One player in each pair is wounded and depends on physical help from the other; the one not wounded is blind and depends on sensitive guidance from the wounded one. Repeat if there is any noise at all.
Rationale: This game teaches students to take their time, be sensitive to problems, be aware of others, make no sound, and working together.

Game Name: Puddles
Number of Players: 3 per group
Discipline: Movement/Acting
Form: Creative Movement, Tableau
Source: Movement (p. 6)
Instructions: Have the students on the floor. Suggest to the students that they are water. Discuss what water is all about (its properties, including its fluid properties and structure). They become water! All the following suggestions come from the teacher: A little boy throws a small rock into the puddle. How do they react movement-wise? It's just a small rock. What happens if he throws a big rock? Similarly what happens if he gets in the puddle and jumps up and down? After a while the puddle calms and becomes smooth and placid. Suggest the sun is hot; so hot that the puddle evaporates. As they evaporate they float up onto their feet. Eyes are to be kept closed at all times. They form thunder clouds, no forward or backward movement is needed at this time. Torso movement including hands and heads is suggested. The clouds rain, they fall in a gentle rain to a puddle which runs into a large river which runs over a spillway at an electrical dam. They go over the turbo's. They are now electricity. The students now have all the properties of electricity. Suggest static, colours, shocks, and sparks. Travelling along wires to a kitchen outlet, the electricity will run the appliances in the kitchen. Tell them they become the appliances. This is where their movements in space will occur. Reward students verbally on the kitchen appliances they've created. Approx: 20 minute exercise.
Rationale: A guided story interpreted through movement helps students respond to audial clues and express what they think the ideas are.

Game Name: Stop/Start with music
Number of Players: Unlimited
Discipline: Movement
Form: Creative Movement, Dance Drama, Improvised Dance
Source: First-hand experience in a number of drama classes
Instructions: Students disperse throughout the room and stand in their own space. Once the music begins everyone must dance or perform some form of movement as it plays. When the music stops, everyone must freeze exactly as they are. If anyone moves after the music stops they are “out” and become watchdogs for the remaining students. This continues, starting/stopping the music, until whenever you deem necessary. If you want to go until there is only one person left or if there are five people left, it is totally up to you.
Rationale: This game helps to increase a student’s concentration, while at the same time allows them to perform improvised dance, known dances, or other creative movements to the music. It also stresses being aware of one’s surroundings as you would not want to dance into someone else!

Game Name: Fox and Rabbit
Number of Players: Unlimited
Discipline: Movement
Form: Movement
Source: First-hand experience
Instructions: The teacher will choose two students to be a “fox” and a “rabbit”. The rest of the class must pair up with another student and disperse around the room creating “rabbit holes” using their hands and arms. The object of the game is for the “fox” to catch the “rabbit”; should the “fox” be successful in tagging the “rabbit” the roles are reversed and the chaser becomes the one being chased. However, the “rabbit” is able to become safe by “entering a rabbit hole”, passing underneath a pairs arms and taking the place of a student as part of the “hole”. When the “rabbit” enters, whoever he/she has their back to becomes the new “rabbit” and must flee from the “fox”. Variations: Add two or more “foxes” and “rabbits”.
Rationale: This is a great physical activity/warm-up exercise. It not only gets the blood flowing, but it also requires quite amount of concentration on the student’s behalf, for paying attention to whether or not they are the one’s needing to flee, etc.

Game Name: Name Game
Number of Players: Unlimited
Discipline: Movement
Form: Creative Movement, Spontaneous Improvisation
Source: First-hand experience
Instructions: The class gathers in a circle. Each student will then 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. Variations: Students can be instructed to act out animals, character traits (ie. old person, ballerina, etc.), or any other number of movement types.
Rationale: This is a perfect activity for introducing your class and learning student’s names. In addition, it requires the students to pay attention to the actions of others as well as think creatively on their toes.

Game Name: Mime a Snowball Fight
Number of Players: Unlimited
Discipline: Movement
Form: Creative Movement, Mime, Acting
Source: First-hand experience
Instructions: Students are asked to disperse around the classroom. The teacher will then lead the class in a bit of a story where each student will begin waking up and then make their way out to have a snowball fight. The important part of this game is to lead students through many actions to mime.

Below are a few examples, but you can think of many variations:
“You are lying cozy in your bed…”
“You wake up to the sound of your alarm clock blaring…”
“As you get out of bed you go to the kitchen…”
“After your hearty meal, you decide you want to go play…”
“You go and open the door…”
“OH MY! IT’S COLD! You better get all your snow-wear on…”

After the students have “made their way outside”, have them interact with their environment. This can include having them make a snowball, or beginning to build a snowman, etc. Of importance is the fact that they really “believe” in what they are doing: they can feel the weight of a snowball, it requires more effort to push a larger snowball, it is difficult to place a larger snowball to create a snowman, etc. After interacting with the environment, the class can then be split in half where they will take part in snowball fight. Again, students are required to really believe in what they are doing: they have to make their snowballs to throw; they have to react when they are hit by a snowball, etc. Variations: Have students lift weights with increasingly heavier ones, or play catch with a ball, etc. The variations are basically endless.
Note: Students are not required to be completely silent during this, especially the snowball fight itself. However, there needs no speaking while students “wake up” etc. but various vocalizations should be encouraged, such as yawns, “hmm’s”, and the like.
Rationale: This game requires students to be imaginative and physically become involved in their miming experience. It requires quite the amount of concentration and becoming enveloped by the created world around them. It also makes the students be aware of others around them along with increasing their creative movement skills.

Game Name: Monsters vs. Zombies
Number of Players: Unlimited
Discipline: Movement
Form: Creative Movement
Source: Christine Hauck
Instructions: Discuss with students what zombies and monsters might look like. Then divide the class into half and have them practice their zombie or monster walk. Then gather all your students and have a “walk off” where two people of opposing factions do their walk at the same time and the audience cheers for which one they would like to see win. The teacher makes final decision.
Rationale: Would be a good game to play at the beginning of the unit as it allows the students to begin to understand how to develop characters quickly. This would be a good game for introducing the students to movement as it allows them to laugh and have fun while learning to commit to a physical character that they have chosen.

Game Name: The Meeting
Number of Players: Two (Partners)
Discipline: Movement
Form: Mime
Source: Calgary Board of Education
Instructions: Have students pick partners. Each student must think of a location in which he/she is standing or sitting alone. The student must show the audience an imaginary person entering. They have a short encounter with this person and show how they feel or what they might think of this person. They must also show this person leaving.
Rationale: Forces the students to slow down and concentrate on the movements. It is important to switch who is leading who as to make a fair environment in the classroom. This makes the student concentrate on what they are doing.

Game Name: Mirror, Mirror
Number of Players: Minimum two (numbers must be even)
Discipline: Movement
Form: Creative Movement
Source: First-hand experience
Instructions: Two people stand face to face. One is chosen to mimic the other person. The person mimicking them must try to become a mirror image of the person standing in front of them. After one partner leads, the roles are reversed.
Rationale: This game introduces students to miming a world around them by interacting with people who are not there. This is also good because the students begin to show the audience instead of tell the audience what they are doing or encountering.

Game Name: Statue Museum
Number of Players: Unlimited
Discipline: Movement
Form: Creative Movement
Source: Junior High Drama Curriculum
Instructions: Students place themselves around the room and freeze in a neutral state. The caller then calls out a position and all the students suddenly become whatever was called. They must remain in a frozen state only moving when a new suggestion is called. Start with generic statue poses at first; for example: Happy children, Olympic god/goddess, then move into more difficult ones.
Rationale: Is another game that slows students down. The ironic part of the movement unit is to develop the skill to not move. This game scaffolds the students by giving them easy positions to eventually more difficult ones. It also allows them to use their imaginations of what these positions might look like.

Annotated Bibliography
Buchanan, Matt. “Classroom Lesson Plans.” Children's Theatre/Creative Drama. Jan 19, 2010.
This is an excellent website with straightforward explanations of the games. It is a reasonably laid out format, with lots of other resources and experiences recorded here for teachers. It has a bibliography, lesson plans, curriculum, and various other points of interest. It is a good resource to visit and get ideas from.
Buesgen, Janine M. Theatre Games N.p., 1999. Web. 20 Jan. 2010. .
Although this website only offers sixteen drama games, they are some incredibly good ones. They are not limited to only one specific area, ie. just movement games, and have clear descriptions with the rules, age range, number of participants, and any additional materials required. In addition to the games found on the site, it also boasts a rather extensive list of plays for performance that are laid out in a very well organized fashion. It also contains links for information on performance rights and a downloadable copy, and each play listed contains important information for the title. Some of this information includes: age range, number of characters, “censorship flags”, a synopsis, and other tidbits of information. Over-all this is a fairly useful drama resource, not only for its games but other ideas presented.
Falbo, Doug. “Movement.” Drama in the Secondary School Junior High School Curriculum Notes. Ed. Janet Casey Hildebrandt. Technical Production Printing Services, Calgary Board of Education. 1980.
This is a very clearly laid out unit booklet with themes and lessons put together. It has a number of excellent games with good instructions. It would be good to look at while designing unit plans as a format, and also has a supply of resources in the back to supplement lessons. This resource is created for Calgary Board of Education, and there is likely more in the series under different topics.
Farmer, David. Drama Resource N.p., 2007. Web. 20 Jan. 2010. .
This website does not contain the most extensive list of drama games, with only two examples per listed area, but that is probably due to the fact the author of the website is trying to promote his book, 101 Drama Games and Activities. Although the website is rather lacking with numbers of games, the games that can be found are presented in a clear, understandable manner. It includes various descriptions for age range, number of participants, etc., but in addition to that, also includes learning objectives. Considering this is another drama resource site, it does not deal exclusively with games, but offers a wide variety of topics to search through such as techniques, teaching resources (like lesson plans), and links to numerous other resources/sites. Despite this not being the greatest website for finding a lot of games, as a whole it has many helpful resources to look through. If the games and activities are presented in the same manner in his book, then it would probably be a good source to look into finding/purchasing.
Lord, Patrice. “Mime”. Drama in the Secondary School Junior High School Curriculum Notes. Technical Production Printing Services, Calgary Board of Education. 1979.
This is another great resource that lays out lesson plans for a teacher. They are so simply put that a first time teacher could take it and teach from it. And it really has some interesting games that I’ve (Christine) never played.
Whiteford, Gail. “Stage Fighting.” Drama in the Secondary School Junior High School Curriculum Notes. Technical Production Printing Services, Calgary Board of Education. 1980.
If you were a teacher and you wanted to teach stage fighting, this would be the way to go. This book just lays it out for you even down to individual lessons. It also teaches how do a lot of stage fighting moves. I think I could teach this unit straight from this book, and I (Christine) have never taken stage fighting.

Annotated Bibliography- Resources on Acting
By: Colleen Trumble and Mark Ogle
1) Buchanan, Matt. Classroom Lesson Plans Tiger Technologies, n.d. Web. 23 Jan. 2010. .

This is a website that I first found when I was looking for lesson plan material in the class “Theatre for Young Audiences”. I really like this website because it has drama activities and lesson plans for students, elementary all the way to high school. It encompasses it all. The creator of this website also put together a list of drama resources which is again, very helpful for teachers. This website was created by a teacher and all of the activities have been used in a classroom successfully, so you know that the games will work. It also includes variations that you can use with the games to make them more challenging for the students as well and potential problems which could occur, so kind of a heads up for teachers! Another bonus is that is shows how many drama lessons could be used as cross curricular activities, which is always a bonus. Finally, this website not only has drama lesson plans, it also has lesson plans for other subjects, which is really awesome. I just chose this website in particular for this project because I really like the activities for the drama portion of the website.
2) Morton, Joy, Ron Price, and Rob Thomson. AQA GCSE DRAMA. Oxford: Heinemann Educational Publishers, 2001. Print.

This book is extremely helpful for nearly any form or discipline in the drama curriculum, we just happened to use it for acting in particular. It has many different activities for students as well as ways to build upon the activities. It also contains its own list of resources for teachers. It is also written by educators, so they are aware of the skills we are looking to develop and cater to that. This book is also a fairly easy read, it does not contain unnecessary complicated sentences and it organizes all of its information in a clear, concise manner. As a bonus as well, it looks like it is somewhat new, and therefore still possibly in print for us to purchase if we wanted. This book is in part written by examiners so it also has information on how to create written exams for drama, which I found very helpful. This book is more geared towards older drama students (middle school or older) however I think that many exercises could be modified for elementary if need be.

3) Baldwin, Paul and John Malone. The Complete Idiot’s Guide to Acting: A Pearson Education Company, 2001.

Before your students are able to act upon the stage of stardom, they need to understand it first. This book is great as it talks about every single area of acting right from understanding what a stage is and the different areas of it to auditioning to getting your union card. This book covers all areas of theatre and probably one of the most important parts is where it talks about the parents (or in this case teacher) are being supportive and making sure the student is feeling happy and confident about him/her.
4) McCaslin, Nellie. Creative Drama in the Classroom and Beyond, Seventh Edition. Addison Wesley Longman Inc. 2000.
If you ever wondered what any of the theatre terms meant or just wanted to learn a great handful of super fantastic ideas to utilize in the classroom, this book deserves a reading. It takes every area of the curriculum and shows how you can use it effectively in the classroom. Great ideas that if done properly will work.
5) Farmer, David. 101 Drama Games and Activities. Published by Lulu 2007.
http://books.google.com/books?id=krOjNsc6CWwC&dq=acting+games&printsec=frontcover&source=in&hl=en&ei=mddcS8m8LoXAsQOcuLXmAg&sa=X&oi=book_result&ct=result&resnum=12&ved=0CDoQ6AEwCw#v=onepage&q=&f=false
This book (which I found online) is great because it covers all areas of speech, improve, acting, and are all aimed at making your classroom a comfortable, safe, and fun learning experience for all. There are breaking down barrier games such as learning names and meeting each other. He covers areas of mime and how to effectively create mime. How to create characters and even right up to moulding characters for shows and making rehearsals more fun. I think every aspiring drama teacher should have this because they could really put it to good use.

Games:
1) Who am I?
This is basically a game of charades. Organize the students into partners, have each student decide who will be A and who will be B. Once they have chosen, A’s will be told that they are the first ones to act, they will choose a profession (example, cab driver, librarian, hockey player, clown....) and they will have one minute to act out this profession for the B’s using only their bodies to portray a character. Once a minute is up, the partner’s switch so that A’s are guessing what B’s are. This game was found in the AQA GCSE DRAMA book on pg. 14 and looking at it, it could be modified in many different ways to make it more challenging or simplify it for your students. This is a good game for building acting skills because it asks for students to really think about what they need to do with their bodies to convey a certain profession to the audience when they cannot use dialogue.

2) Emotional Statues
The instructors will divide the class into pairs (numbering them off randomly). Ask each person in the pair to choose either A or B. A’s will start off this activity by being the sculptor and B’s will be the living statue. Instructors will then give students an emotion (snobbish, sneaky, angry, excited) and the students must mould their partner into this emotion, they may do this by moving their partner gently, demonstrating or communicating. They will have 30 seconds, and after this the instructors will yell “Freeze” and the statues must freeze exactly where they are and hold their position. Instructors will then invite the sculptors to take a quick walk around the room and look at the other statues. Then the students will switch, so the student who was the statue becomes the sculptor and vice versa. Instructors will then give their students a new emotion (impatient, disgusted, brave), and the students must mould their partner into this emotion, they may do this by moving their partner gently, demonstrating or communicating. In 30 seconds the instructors will yell freeze and the statues must freeze. Then the sculptors will be invited to take a quick walk around the room to admire their classmates work. This game was also found in the AQA GCSE DRAMA book on pg. 8. This is a good game for building basic acting skills because it doesn’t put any one student on the spot and it starts out with something very basic, such as creating an emotion. The instructor can point out similarities among all of the statues for the same emotions (example, clenched, tense body for anger).
3) Circle of Characters:
*note, I copied this from the website and only modified it a little bit, because it is a complicated game and I did not want to confuse anyone by trying to paraphrase it*
Each person is given an index card (or any little slip of paper will do, as long as they are all pretty much the same) on which he or she writes the name of a famous person. (Alternatively, you could have them write the name of a literary figure, or the description of a made-up character--you can set any kind of limits or guidelines you like. Make sure they show the instructor what they have written before the instructor takes the card, this is to make sure nothing inappropriate is written down or no obscure character. The instructor then collects the cards and redistributes them, so that no one receives his own. (Actually, to make the game work smoothly, it is necessary to do the distribution very carefully, but not to give away the method to the participants) Each person reads the card given her and thinks about how to "become" that character. The instructor then names a scenario. For example: "A bunch of people are gathered together at a dinner party in honour of someone's birthday. They mingle for a while, and eventually all sit down to dine around this table here, which has precisely the right number of chairs." Or: The world is about to end and these eight people are the only ones left alive. They have a spaceship which will carry them to another galaxy, but there is no guarantee that they will find a habitable planet there. They argue and go back and forth, but eventually decide to get in this rocket ship here, which has precisely the right number of seats, arranged in a circle, since it is a flying saucer." You can make up any scenario you want, but it must end with everyone sitting or standing in a circle. It works best if there is a prescribed physical place in the acting space for this circle, as in the examples above. The object of the game is this: As the actors begin playing out the prescribed scenario improvisationally, each is also searching for the person who is playing the character he or she named. The idea is to end up sitting in a circle so that each person is sitting directly behind (or directly to the right of) the person who is doing that person's character. (This is why the cards must be distributed carefully.) The game is over once everyone is seated, and if the order is wrong at that point, then the team loses, so an actor who thinks someone else has made a mistake and is sitting in the wrong place must resist sitting herself until the problem has been resolved—but she must resist in character, and appropriately to the situation. Once everyone is seated, everyone reveals their characters and it is clear whether the group has won or lost.
Pointers: Distributing the cards must be done carefully, or you may end up with several small circles instead of one big one. I suppose you could create a scenario that would allow this, but as the circles might be as small as two people (what if Bob gets Betty's character and Betty gets Bob's?) it is probably easier just to cook the distribution so that you ensure one single circle. There are lots of ways to do this. Since I know everyone's handwriting, I can recognize whose card is whose, and I just make sure that whoever gets the first card, it is that person's card I hand out second, and whoever gets that card, I hand their card out third, etc. This works, but of course it won't work if I TELL the class I'm doing it, because then everyone will be able to figure out by watching me who gets their card--it's the person I come to right after them! Probably a better way would be to arrange the order ahead of time and make a list—something like "Bob get's Betty's, Betty gets Allen's, Allen gets Marigold's, Marigold gets Eunice's, Eunice gets Arvide's, Arvide gets Bob's." If you are working from such a list (and you should make a new one for each time you play the game) you can hand the cards out in random order and still be ensured of a circle. It doesn't really matter HOW you do it--the point is to make sure you don't get any closed loops inside the circle. I mention the above two methods of ensuring this for those who (like me) tend to be math-impaired.
Scenarios:
A group of people are at an amusement park, chatting while they wait for the carousel to stop. When it does, they each select an animal to ride and get on.
A group of people has just discovered a huge treasure chest filled with gold. They may quarrel over it. As it grows dark, they decide they must guard it against theft, and the only sure way is to sleep in a circle around the chest.
A group of people are on a jury together. They have just been sent into the jury room to deliberate. They discuss the case in a haphazard way until the foreman persuades them that they should all sit down at the table.
Variations: As mentioned above, you can set any guidelines you like on the characters people may choose to write down. For example, in an English class you could have everyone write down a character from the current reading. In a History class you could have them choose historical figures you have been studying. An advanced acting class might be asked to write a single adjective or adverb--demented, loudly, frequently, etc.--which might generate some very interesting results, as well as pointing out how vague such words really are.
If you can trust your group not to be unnecessarily cruel, try this one: Have everyone write THEIR OWN NAME on their card. This way, you're looking for the person who is you! This can be extremely telling and fun for a group with the maturity to handle it!
Now I took the instructions directly from the website (childdrama) for this game because it seems like it would be a really fun and beneficial game for acting, however the instructions seem very specific, if they are not followed precisely the game would not work out, so I did not want to mess with the instructions. Being that it is complicated, I think students would have to be in at least grade 7 before attempting this game. Also, when reading through the game, it indicated that it would not work well in groups of more than ten, so if you had a drama class with more than ten, you would probably want to designate one half of the class as the audience for this game, and the other half as the actors, and then switch it up. I thought this game was related to acting because the players must maintain a character of their own while at the same time interacting with other characters and carefully observing other characters around them.

4) Card Status
To play this game you need a deck of cards, you then hand out a card to each student, letting them know they cannot show anybody. Then, you give them a scenario where a group of people gather and interact, for example, a playground, a dance, etc. Then, you tell them they have 5 minutes to try and place themselves in a line from lowest status to highest status based on the card they received (ace being the lowest, king being the highest). However, they cannot tell anybody which card they received or outright say “I have high social status”. How can you convey this acting like a regular day person? I actually played this game in theatre for young audiences, a class I took at the university, Nicholas Hanson taught it to us. I found that it is really educational to students, you really have to think about what to do with your body, your voice and your personality to convey low, medium or high social status. As such, it was interesting that when we did it, certain stereotypes immediately emerged.

5) Story Story:
Group sits in a semi-circle around the acting area. (Any space will do--it doesn’t need to be very big.) Establish an order of play, as in a board game, so everyone will know whose "turn" it is. The first player takes her place in the acting area. The second player begins to tell a story. The first player must act out the story as fully as possible, in whatever seems the best way. This can involve playing more than one character, using props--whatever they think will work best and with whatever limits the leader may choose to impose. When this has gone on for a minute or so, the instructor rings a bell, or says “ding” The first person sits down. The second person enters the acting space. The third person continues the story exactly where the second person left off, and the second person must now act it out. After a minute or so, another bell, and another rotation. Continue until the story concludes or seems to peter out, or until everyone has had several turns as storyteller and as actor. The beauty of the order of play is that each person must be the "actor" immediately after being the "narrator." This tends to prevent people from deliberately inserting difficult or embarrassing details to trip up the actor, since they know they will soon be on the receiving end.
I found this game on the childrama website as well, and I think this would be extremely beneficial because it gives every student a turn to try acting and to try narrating also it helps students to learn how to do smooth transitions between characters and scenes.
6) Greetings
Players are walking around the space. The leader of the game instructs them to meet people. They could say “greet a long lost friend, greet shyly, greet a famous person, greet someone you know a secret about, greet underwater, greet someone on the edge of a mountain, greet as a Martian” or any other idea you think could work.
7) Yes, Lets!
This game is for the whole group. You can do this by either walking around the room, or by standing in a circle. If you are in a circle it could limit movement. One person says, “Lets….” Followed by suggesting an action everyone can do. Everyone in the class responds “YES LETS!” as they all proceed to do the action. After a while, another person says “lets…” and picks another action to do. The aim is for the whole group to commit to the activity. Don’t rush too quickly from activity to activity. This is a good warm-up for improv work.
8) Create a character
On the worksheet that was handed out to you, is the basis for the create a character outline. What we gave to you is a little tid-bit but here is the rest of the worksheet. If you want the full sheet, ask John for it as this is where we got it. It’s great for showing your students the in-depth work a character needs and how you can reach a new plateau of learning and understanding for your character.

9) What are you doing?
Standing in a circle, person A comes in and starts mining an activity. Person B comes in and asks them what they are doing. Person A says something completely different from what they are actually doing. Example: Person A is eating an apple but they say they are playing the piano. Person B now takes on whatever person A said they were doing. Person A steps out of the circle and the next person steps in. This repeats until all students have had a turn.
There should be no repetition and no similar activities. For example if you are miming climbing a ladder you can’t say you are climbing the stairs. You should not also say waving good-bye if you are cleaning a window. They are too similar!

10) Rock, Paper, Anything
Students are standing in a circle. One by one the teacher picks 2 students to face off against one another in a game of Rock Paper Anything. The 2 students playing say “Rock, Paper...” and person A makes up anything they want to be as long as they can act it out. Person B does the same. Example: Person A could be acting out a butterfly by flying around the room, and person B could be acting out a slow-motion tackle on the football field. Once both students have acted out their ideas, the students remaining in the circle decide who the winner is.

Games:

1) Character, Conflict-Action!

Steps: 1. Separate into groups of three or four
2. Choose who will be the director and who will be the actor’s
3. Director will choose one character relationship and give each actor an action verb
4. The actors then improvise a scene as these characters using this
tactic
5. The Director can then change the relationship or the action and
observe
how these changes affect the scene
6. Then switch roles so that eventually everyone gets the opportunity to direct

* To make activity more difficult the director could also give the actor’s intensions (something the character wants/needs from the other character) and see how the different tactics or relations affect how the character gets what they want. *

Objective: gives students the opportunity to sit in the director’s chair, gives students an understanding of the affect that relationships and tactics have on a scene, allows students to demonstrate creativity, helps to develop vocalization skills, and develops students spontaneity.

Possible character and verb lists
Characters Verb
Siblings Doctor and Patient Threaten Charm
Friends Teacher & Student Confront Placate
Strangers Bully & Victim Intimidate Coax
Enemies Salesperson & Customer Bargain Defend
Husband & Wife Monarch & Subject Undermine Attack
Girlfriend & Boyfriend Kidnapper & Hostage Plead Flatter
Parent & Child Police Officer & Protester Make fun of Demand
Grandparent & Grandchild Player & Referee Promise Ask for forgiveness
Boss & Employee Neighbors Negotiate Belittle

2) Modeling Clay – modified
Steps: 1. Choose partners
2. Select one person to be the clay and one person to be the sculptor
3. The sculptor will begin by touching the “clay” student and molding them
into whatever they would like. The “clay” student must be relaxed and allow the sculptor to move them freely. They are not to move themselves.
4. Once the sculptor is comfortable with this they must mold the “clay” student
using only their voice (no touching or demonstration!)
Ex. Move your heels together with your toes pointing outward, place your arms next to your side and raise your hands only so your palms are parallel with the floor, jut your chin forward…you are a penguin!
5. Switch roles so that each partner gets to be the sculptor

Objective: First part of the activity breaks down physical barriers, demonstrates student creativity, and helps students construct ideas through visualization. The second part develops communication skills and the ability to give oral instructions, also develops listening skills.

3) Director’s Coming
Steps: 1. Assign one person to be the “Director”. The role of the Director is to call out the actions and dismiss the players who don’t do the actions quick enough or break from character.
2. Once the Director calls an action, each player had 3-4 seconds to start performing the action. If they don’t find a group fast enough or perform the right action, they are out of the game.
Actions:

Director’s Coming- Everyone stands in a straight line with one hand out in a giving gesture

Stage-left- Everyone runs to the left side of the room

Stage-right- Everyone runs to the right side of the room

Upstage- Everyone runs to the back of the room

Downstage- Everyone moves to the front of the room

Director’s Chair- One person must kneel on one knee and another person must sit on that person’s knee

Lights- Spin in a circle with hands alternating from fists to wide fingers resembling blinkers

Levels- Everyone needs to find a different body level then the one you were previously at

¬¬__#_¬_ Man Tableau- Need to create a tableau involving the number people that is announced
(ex. 3 man tableau is a frozen picture that involves 3 people)

Freeze- Everyone must freeze exactly where they are

Diva- Everyone must jut one hip out, put one hand on their other hip, raise the over hand to the sky, and say “I love my audience”

Objective: Gets the students active and moving, teaches students stage directions, develops listening and communication skills, allows students to demonstrate control, creativity and spontaneity.

4) Private Images
Steps: 1. Students each find own space and lie on the floor in relaxed position with eyes close.
2. Teacher asks the students to imagine a group of people out in a field having a picnic on a warm, summers day.
3. Teacher tells the students that you are going to call out some emotions and that they should imagine the effects of these emotions on the people in their private images. Stress that they are looking at these picture from a distance and cannot see faces.
4. Call out various emotions,

Possible emotions
Disgust Nervousness Depression Jealousy
Happiness Compassion Hatred
Ecstasy Love Excitement
Sadness Anxiety Fear
Anger Embarrassment Boredom

Objective: Demonstrates students’ uses of compositional methods of emphasis to convey emotion, develops listening skills, allows students to explore their creativity, calms and centers students

Theme Tableaux
• Listening
• Co-operation
• Trust
This game focuses on listening, working as a group and being able to create an overall picture to express a theme to the audience.

1. Inform students that they will be using tableaux's to convey a theme to an audience
2. Split the class into groups of 4-5 depending on class size
3. Each student will take turns being the director, actor and audience
4. Director will receive a theme from the teacher for example jealously and will create a picture using their actors to convey that message to the audience.
5. The audience member in the group will give constructive criticism to the director about their picture and what it conveys.
6. Students rotate and receive a new theme each time
7. Differentiation: Create more than one tableaux with the same theme to work on creating a variety of stage pictures.

Gorilla Theatre
• Listening
• Co-operation
This game focuses students side coaching and leading their actors in a positive direction to create a scene that has a beginning, middle and end. The emphasis should be on the directing choices and effectiveness and not the acting.

1. Separate the class into groups of 3-4max.
2. One student will be the director and the rest will be actors within the scene.
3. The director begins by choosing a setting or game that they would like their actors to perform. Students can self generate settings/games or they can be provided by the teacher.
4. As the scene progresses the director directs the scene, gives the players side-coaching, can interrupt the scene at any time, introduce tilts or make the players repeat (part of) the scene in order to accomplish the vision the director had in mind.
5. The director must pay close attention to their actors to determine where they need to advance the scene to and the actors must listen to director's coaching and follow through with instructions.
6. This format can be played with or without attributes and props.
7. This is a fairly advanced format, as the players not only need to play well, they also need enough insight to effectively direct scenes. This is also a rather nice format, as players are not rewarded; 2 players playing well together generate a banana for the director, and this way the format prevents competition between the players.
8. Rotate through groups so everybody has a chance to act and direct.
9. Differentiation: Have students pick actions, relationships or verbs from a hat that they need their actors to accomplish during the scene.

Director’s Cut

• Listening
• Cooperation
• Accepting

1. Separate into groups of 3 or 4.
2. One person will be the director in the scene.
3. The group is given a movie title or genre to begin.
4. The group then begins improving the scene.
5. At any point the director may stop the actors and have them redo the scene. The director could alter the genre at this point, or give the characters an emotion or intention.
6. The director can do this many times throughout the scene.

Objective: a good introduction to acting. Allows students to experiment in a fun way. Shows the benefits behind taking risks.

Blind Voice

• Listening
• Cooperation
• Communication

1. This game is played with four people.
2. Two will be the actors, and two will be the voices.
3. The two actors will act out a scene while the other two people act as their voices.
4. The voices will not be able to see the actors. They will close their eyes or hide offstage where they cannot see the actors.
5. The group will be given a situation or setting.
6. The voices carry out a conversation as the actors portray it onstage.

Objective: The actors must listen closely to what is being said in order to correctly portray what is being said onstage.

Theme Line

• Spontaneity
• Listening
• Cooperation

1. All of the players form a line onstage.
2. They are given suggestions like love, hate, first dates or other broad concepts.
3. The players must simply say the first thing that comes to their mind.
4. To make this game slightly more difficult have the students say the opposite of the suggestion.

Objective: students release their inhibitions. Puts them into a state of mind to take risks and make connections they might not normally.

Character Obstacle Course

• Raising the stakes
• Team work
• Story

1. This game can be played with any number of people.
2. One player will be given a character and a task to achieve.
3. This player will begin a scene.
4. As the character moves toward their objective obstacles will be thrown in their path. These obstacles can be in the form of people, objects or circumstances, i.e. a car breaking down.
5. The character must find a way to overcome these obstacles to meet their objective.
6. The other members of the class may enter the scene at any time to offer help or hinderence.

*Modification: to use this when directing a scene simply have the student play the game as their character from their scene or script.

Objective: students must justify their choices, much like they must do as actors. It allows students to work as a team to solve problems

References

Boal, Augusto, translated Adrian Jackson. Games For Actors and Non-Actors. Routledge. London. 1992.

Games For Actors and Non-Actors: This book is a great resource for finding drama activities. The beginning of the book just talks about theatre of the oppressed which unless you are teaching it will not be as valuable. The middle of the book contains all the activities. It breaks the activities into different sections: what we touch, what we hear, what we sense, what we see, and what we remember. These sections are broken down further into specific target areas such as walks, rhythm, integration etc. Each section provides a brief explanation of the section and its importance/objective. The instructions are easy to follow and many of the activities could be modified to meet any of your needs.

Cassady, Marsh.(1993). Acting Games: improvisations and exercises. Colorado Springs, CO: Meriwether Publishing Ltd.

This book had some interesting activities. The book is broken down into four parts. There are some useful activities in this book but the reader will have to look for them. There is a lot of exposition. If you have the time this book can be very useful, but if is not a quick reference for games.

Dean, Alexander and Lawrence Carra. Fundamentals of Play Directing. Revised Edition. New York: Holt, Rinehart, and Winston, 1965.

This book is a helpful resource because it is referenced in our curriculum support for senior high drama for the directing unit in drama 30. The book is referenced for it's exercises that work on specific objectives required for Drama 30 directing. The chapters are broken into Introduction, The Actor, The Five Fundamentals of Play Directing, Central Staging, and Production Producer. The book is a long read but each chapter is broken down into it's sub categories so you can easily find the topic you want to read.

This book is a wonderful resource for teaching directing because it has exercises in the book after each topic that explains how to successfully teach and learn what you just read about. The long readings are justified with examples of how to implement the readings.

Johnson, Margaret. The Drama Teacher’s Survival Guide: a complete tool kit for theatre arts. Colorado Springs, CO: Meriwether Publishing Ltd.

The Drama Teacher’s Survival Guide is a great resource. It breaks down all of the elements included in creating a production. It has very realistic ideas about creating theatre in high schools. It has many simple suggestions for working on a small budget. There are also forms in the back of the book including checklists, character analysis and many more that the author has given permission to reproduce.

Mitchell, Katie. The Director’s Craft: A Handbook for the Theatre. Routledge. New York. 2009.

The Director’s Craft: This book is a great resource for understanding the role of a director and the process a director goes through from interpreting the script, to how to run rehearsals, to preparing for opening night. There is a lot of author commentary and sometimes it is difficult to find the key points. It’s not a hard read but it may be a lot for a high school student to read independently. Every section does have great summaries that could be useful for educating students though. It gives a great overview of all aspects of directing.

Wilson, Edwin. The Theatre Experience. Eighth Edition. Montreal: McGraw-Hill Book Co., 2001.

This book is a helpful resource for drama teachers because it provides an in depth look into the audience, performers and directors, types of theatre, dramatic structure, dramatic characters, and design. It is a good read that will brush you up on your theatre history knowledge and contains everything you will need to teach drama. It is a long read with a lot of information but breaks it up using pictures with a rationale for each and summaries at the end of each chapter that includes resources to search theatre on the internet. This book is referenced in the curriculum

One feature that is handy are the appendices that review technical terms, major theatrical forms and movements and a historical outline. As a teacher you will have every definition possible on hand for when it is needed in the classroom.

Speech

Games

1. “Pass the Hah”: Divide the class in half. Have the groups stand on opposite sides of the classroom, facing each other. One student will start by projecting the word “hah” using their diaphragm. The person across from them (on the other side of the room) will catch their “hah” and send one back to the other side of the room. This will continue until everyone has had the chance to receive and send a “hah”.

Objective: The aim of the game is to use your diaphragm to project your voice. It teaches proper breathing techniques the skill of voice projection.

2. “Speak in Synch”: Students will each find a partner. They will stand or sit facing their partner and they will begin to speak. The goal is to have the two people speaking at the same time saying the same thing without designating a leader.

Objective: Students will practice speaking in unison (choral speech). They will also demonstrate teamwork and the importance of eye contact.

3. “Emotional Characters”: Students are put into groups of two and given an excerpt from a script. Each partner will be assigned a different emotion (ie. happy, sad, angry). The partners will read through the script together (no acting), each portraying their emotion through their voice alone. A variation could include the partners each drawing an emotion from a hat and not telling the other person. After reading their script each student will guess what their partner’s emotion was.

Objective: The aim of the game is to teach students how to portray different or varying emotions through the use of their voice.

4. “Tongue Twisters”: By having students repeat or read tongue twisters aloud they are effectively warming up their vocal cords and practicing enunciation and articulation. To make this more difficult, students can start off slow and gradually increase the pace of the tongue twisters. Variation: make up your own tongue twisters using your name or the first letter of your name (could be good as a name game).

Objective: This exercise warms up the vocal cords, and helps with enunciation and articulation skills.

5. “Random Sound Story”: Students are divided into small groups. Each person of group will randomly select a sound out of a hat. Each person will then perform their sound effect to their group members. The sequence they performed their sound effects will be the sequence they use to create a story. The story must contain all sound effects and the sound effects must only be used in that same sequence. Once each sound effect is used in the story the students can either keep adding sentences to their story (using the sound effects in the same sequence) or they can act their story out.

Objectives: Students will practice using their voice to create different sounds. They will work together to create a story.

6. “Location Mystery”: Students are divided into small groups. Each group thinks of a location (ie. jungle, beach, city street, mountains, a hospital, a school, etc.) and does not let any other group know what they have chosen. They will have time to think of and practice making sounds that will work together to give clues to the other groups as to where their chosen location is. Some students may chose to have more than one individual making the same sound.

Objective: The aim of the game is to use individual voices as well as group voices to create new sounds.

7. “Relax and Tense”: Students will lay on the floor in their own personal space. Starting from their feet, up to the head the student will tense and release each part of their body (isolated) as prompted by the teacher. This is done until the muscles in the whole body and face have been tensed.

Objective: This helps the students to feel and understand the difference between being in a tense state and a relaxed state and how the body and voice work together to produce speech.

8. “Sound Pictures”: The leader or one member of the class acts as conductor, while the rest of the group are the “orchestra”. Using their voices (and body percussion if appropriate), the group paints a sound picture of a particular theme (ie. the seaside, a city, a jungle). The leader controls the shape of the piece by raising their hand to increase the volume or bringing it to touch the floor for silence. One way to do this is to allow everybody to choose their own sound (discuss what types of sound might be appropriate before you start). Or, if it is a very large group, or very lively, you can divide the participants into sections, giving a particular sound for each section, then conduct them accordingly. The group should bear in mind contrasting and complementary sounds and try to be aware of natural peaks and troughs in the piece – or the conductor can try to create these. Sound pictures can easily be used as part of an improvisation or performance.

Objective: The aim of the game is to teach students how to make sound effects using their voice. If conducting groups of people making the same sound it focuses on speaking in unison (choral speaking) and teamwork.

9. “Haha Game”: *Easiest with groups of four*. Students will be divided into groups. Students will all lie down on the floor in a circle. Each student will have their head on the stomach of the person beside them. The first person will start by saying “Ha” pushing the word from their diaphragm. The next person will say “Ha ha”, next “ha ha ha”. This will carry on, each person adding one “ha”. If the group begins to laugh the game will have to start over.

Objectives: This game focuses on the importance of the use of your diaphragm to project sound.

10. “Story Theatre Exercise”: Students will begin sitting in a large circle. The game will start with one student in the middle narrating their own actions. The other students will slowly join (not all at once) narrating their actions as well until all students are a part of the ongoing story. It is important that students work together to create one fluid story.

Objectives: This activity focuses on the use of storytelling and speaking in turn. The students will work on rhythm and timing of their voice among the voices of their peers. It is also an activity in teamwork.

Annotated Bibliography

1. Farmer, David. (2007). Drama Resource. Retrieved from http://dramaresource.com

This website provides games in all areas, and we were able to find great games that related to sound and speech including storytelling games. The website also has links to lesson plans for elementary, Jr. High, and high school. The website was also really simple to navigate your way through.

2. Harris, Susan J. (1979). Drama In The Secondary School: Radio Play. Calgary, Alberta: Technical Production Printing Services.

This resource is a complete Radio Play unit that includes lesson plans, activities, and radio scripts. The resource has lots of good notes on how to make sound effects and character voices. The resource is easy to read and navigate through. The whole unit is broken down into lessons that build upon each other. Each lesson clearly outlines the objectives, materials needed, and has additional comments at the end that would be helpful if teaching the lesson.

3. Shepard, Aaron. (1993). Stories On Stage: Scripts for Reader's Theatre. The H.W. Wilson Company.

This is a good resource for finding scripts that you can use when teaching a Reader’s Theatre unit. The book does not go into detail about the scripts or how to use them in your class however there are twenty two scripts to choose from in the book. Each script is broken down in the table of contents to tell reader the genre, culture, theme, grade level, number of roles, and timing of the script.

4. Linklater, Kristin. (1976). Freeing the Natural Voice. Hollywood, California: Drama Publishers.

This book is a technical voice resource book. It includes a series of exercises to develop and strengthen the voice. Is a good resource for students as well as teachers. The book is long but is an easy read as most of the book outlines exercises. Each chapter has a theme and the exercises are examples of that topic.

5. Games and Activities for Student Storytellers. (n.d.). Retrieved from www.sbac.edu/~media/storytelling_games.htm

This website provides games and activities for student story tellers. The organization of the website wasn’t great and the instructions were vague. The website has a variety of games for different drama disciplines. Some games could be used for elementary, some for Jr. High, and some for high school.

Bloom's Objectives

2010-01-26T16:20:00.001-07:00

Knowledge: Students will be able to identify different types of theatres.

Comprehension: Students will be able to explain what the difference is between a “high-status” character and a “low-status” character.

Application: Students will create a “Greek-inspired” mask, and be able to identify the benefits of certain features.*

Analysis: Students will choose a character from “Death of a Salesman”, and analyze their intentions/motivations.

Synthesis: Students will create their own twenty-minute play for young audiences.

Evaluation: Students will evaluate and critique the effectiveness of using a minimalistic set, in “Our Town” versus the option of a more extravagant set.

*edited

Ed. 3601 Class Log #4

2010-01-21T22:41:00.000-07:00

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.)

Ed. 3601 Class Log #3

2010-01-20T23:22:00.000-07:00

Education 3601 - Drama
Class Log #3 – Jan. 19, 10

Activities: Portfolio presentation/discussion with Leeanne
* Look into CIG Improv games yo!
Portfolio stuff:
- Cover letter then criminal record check
- Online ish --> good idea!
- Intro stuff --> then table of contents
- * Look into Faculty of Ed. Portfolio guidelines
- Each section has a table of contents too --> good idea!
- Rationale along with table of contents --> why’s it in there?
- Rationale HUGE with John; AS to be in there
- (Side note) --> For off hour’s fun stuff, think about starting an online callboard etc.
- Classroom management (regular) and drama management separate -> two distinct feels (agreed)
- For letters of reference --> Think about photocopies to highlight specific good things
- Rationale bust for basically ALL of your stuff! Especially random personal stuff
- *** Relate everything in your portfolio to KSA’s! Important to have them learned!
- Unit plan/Assesment HUGE!!! Big importance! --> Include just a few (like 3) lesson plans with your units
- Include your final evaluations! Reverse order; PS3-Ed. 2500
- * Think about taking photos of final projects etc.
- Fine Arts Council --> FineFACTA
- Keep some reflection stuff in your portfolio!
- Feel free to email Leeanne for more help/idea’s etc. ^_^
- *** Make sure all tabs are OUT!!!! (The ones for separating sections)
- * Think about adding various things even related to things outside of drama stuff --> ie. drumming/teaching drums, vocal jazz, make CD’s with various creative things (like the power point done for Shelly Scott’s class, Bio Poem etc.)
- * Think about doing “Final Directing” class in last semester
- * Look for Drama Programs --> ones I did production duties on etc.
- * Include scholarships I have received, such as CO-OP and Jason Lang
- Professional growth plan --> PSI yo!
- Color coding --> GOOD idea!

For log:
What is the value of portfolio’s? (Leeane/John talk) *Do my own reflection on this
- See your development/progress of you/your teaching
- Great for reflection by physically seeing progress
- “Look at what you’ve done” --> profound statement especially with regards to growth --> look at what else you have done ie. making bulletins etc.
- Way to get better quickly! And what you may need to work on
- Log books mad IMPORTANT!!

Content/Resource assignment:
Discipline --> Movement
Six resources --> Annotated bibliography
12 games --> 4 each
Team Most Excellent! Christine Hauck and Naomi Snelgrove

Resources:
- Play Director’s Survival Guide by James W. Rogers and Wanda C. Rogers
- The Second City Guide to Improv in the Classroom by Katherine S. Mcknight and Mary Scruggs
- The Complete Idiot’s Guide To Acting
- The First Days of School: How to be an Effective Teacher by Harry K. Wong and Rosemary Tripi Wong
- Improvisation for the Theatre by Viola Spolin
- The Blunt Playwright by Clem Martini
- Improvisation: Learning Through Drama by David W. Booth and Charles J.Lundy *GREAT resource! Used it in PSI!
- Puppets and Masks: Stagecraft and Storytelling by Nan Rump

Other log junk:
- Sunday bad for Naomi
- *Zucchini --> Trust exercise from first day!
- Got a ten minute set-up for our presentation for movement

Reflection on the value of portfolio’s:
Considering the points that had been brought up in class, there is not much else I can add to the list of the importance of doing a portfolio. I have to agree with all the points that came up and I do feel no matter how much effort that needs to be put into one, it is totally worth the time. One of the most beneficial aspects of it, I believe, is the idea that you will get better quickly. It’s because of all the reflection (whether on lesson plans, over the entire course of Education, logs, etc.) that we as future teachers will be far better prepared than those who do not document their progress. At first I thought of these portfolio’s as just another task I’d have to wade through in order to get my diploma, but now that I’ve seen what can be done with them and just how important they are from first-hand experience, I am dying to get cracking on mine to bring it up to snuff.

Ed. 3601 Class Log #2

2010-01-17T22:47:00.000-07:00

Education 3601 - Drama
Class Log #2 – Jan. 14, 10

Activities:

- Curriculum examination (Junior High)
- Drama both an art form and medium for teaching and learning (drama is a darn good way to learn as evidenced by John’s PHD research)
- Three goals of drama:

1) Learn about self and others.
2) Develop competency with communication.
3) Develop an appreciation of drama/theatre as an art form

- Looked at page 7 -> drama natural growth out of play. Play -> frolicking etc. Play -> house etc. Structured dramatic play -> ie. teacher/parent guided, dramatic forms
- Spoke about definitions (forms) page. 33
- Then did group drama thang; dirty 30’s hoonah (role play/role drama)

Homework: examine why so much detail could be valuable to my growth as a teacher
- Thinking about scripting my lesson plans; email to John and everyone else; paragraph long
- For log cont. pg 7-35ish Junior High, page 7-35ish High school
- Year plan -> after curriculum talk
- Unit plan -> after group drama

Why so much detail could be valuable to my growth as a teacher:
I will be the first one to admit that the reason I ever got into drama was the sheer fact that it was something fun to do. I enjoyed the games, being in school productions, and all that kind of jazz, basically seeing it as a fun way to occupy my time. Truth be known, however, I never truly started to appreciate the subject as much as I do now until learning more about it at University. While I naturally picked up some of the basics of the subject in Junior High and High school, I was sorely missing many of the other “details” that have allowed my love for the art to grow as much as it has. It only seems natural, that adding those extra little details with my lesson plans would be valuable to my growth as a teacher similarly.

With regards to scripting my lesson plans, I can see nothing but benefits for numerous reasons. Yes, one does not want to be tied down by said script as that would make for one boring class, but isn’t a lesson going to go far better if you have a much more clear idea as to what you are going to say/do? I would have to say yes as it is just like performing a play. You need to know your lines, and all the other stage business long before you ever perform a play and the same can be said for a lesson. I do not think that one needs to put quite as much effort into memorization etc. for a lesson, but it is going to go far more smoothly if you are not just up in front of a class taking an improvisational approach. Scripting your lesson plans would only add yet another layer of needed structure, but also provide you a means to reflect on your lesson even before you bring it into the classroom. You may catch something you missed while creating your plan if you are actively thinking about/scripting it. Things of course are not always going to go as they planned, which is where flexibility and quick thinking will play an invaluable role, but heading into a classroom with a pre-determined script alongside your lesson plan is only going to strengthen your lesson as a whole. Going back to the play analogy, you are going to put on a far better production of Death of a Salesman knowing the lines etc., than just getting up on-stage with the basic story in mind and ad-libbing.

Reflection on pages 7-35 in both curriculum's:
Even though the curriculum for both Junior High and High school have not been updated in sometime, the information from pages 7-35 is incredibly valuable. It is wonderful to see in plain English the benefits of drama to an individual, for example, along with the fact we have access to a handy little glossary of various drama terms. We may think we are masters of our domain, but I’ve always been of the mind that it never hurts to keep your resources close for a bit of a reminder every now and again. Page 9, with its list of further resources, is also incredibly good to see included, offering a number of solid recommended sources to turn to, in addition to whatever other ones we may have discovered over time.

Ed. 3601 Sylabus & Class Log #1

2010-01-14T21:35:00.005-07:00

Professional Semester II

Methods for Majors

Course Outline Spring 2010

Instructor: Dr. John Poulsen

Office: W-712 (TH 434) Phone: 329 2254 (SPS office) e-mail - john.poulsen@uleth.ca

Secretary: Office: TH434 Phone: 329-2254

COURSE DESCRIPTION

Education 3601 is a module delivered within the context of Professional Semester II. This course deals primarily with the teaching of Drama in schools. It will concentrate on making explicit material presented in the Teacher Resource Manuals for Junior High and Senior High School Drama plus investigating important parts of the Elementary Drama Curriculum Guide. Some important foci are lesson, unit, and year planning; evaluation; and classroom management.

Elementary teachers are expected to have competency in teaching dramatic movement, mime, choral speech, story telling, dramatization, puppetry, choric drama, reader’s theatre, story theatre, playmaking, and group drama. Junior High School teachers are expected to have teaching competency in the areas of movement, speech, improvisation/acting, technical theatre, and theatre studies. Senior High teachers are expected to have teaching competency in the areas of movement, speech, improvisation, acting technical theatre/design, theatre studies, directing, and playwriting.

The prescribed textbooks for this course are:

Teacher Resource Manual DRAMA Junior High School. 1989 Alberta Education

Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education

Suggested

- Elementary Drama Curriculum Guide. 1985, Alberta Education

- Booth, D. and Lundy, C, (1985) Improvisation: Learning Through Drama. Harcourt and Brace Jovanovich, Toronto.

- Johnstone, K. (1979). Impro: Improvisation and the Theatre. Faber and Faber, London.

EVALUATION

All of the following assignments MUST be completed to gain a passing grade in this course:

Assignment Weighting Due Date

Class Assignments 20%

Log 10% Jan 27 & Feb 26

Content/Resources presentation & handout 25% Jan 21 or 26

Unit Plan/Poster Presentation 20% Feb 25

Management Plan 10% Feb 9

Portfolio 10% Feb 23

Participation 5%

COURSE CONTENT

Jan 8 Orientation, Course outline, lesson planning, unit planning

Jan 12 Lesson planning, Course Outline

Jan 14 Lesson & Unit Planning

Jan 19 Portfolio (bring your portfolio to class)

Jan 21 Content/Resources presentation & handout

Jan 26 Content/Resources presentation & handout

Jan 28 Unit Planning

Feb 2 Year Planning

Feb 4 Classroom Management

Feb 9 Classroom management

Feb 11 Classroom management

Feb 18&19 WestCAST/SWATCA attendance mandatory

Feb 23 Portfolio due

Feb 25 Unit Planning

Culmination Day – 9:00AM in W422 Hallmarks of a successful drama program & PSIII

The course content as listed and sequenced above may be altered as necessary.

ASSIGNMENTS

All of the following assignments MUST be completed to gain a passing grade in this course:

CLASS ASSIGNMENTS

The grading of these will be on a “mastery” basis. That is, students will be given full marks or will be required to redo the assignment until they receive full marks. Following are some of the assignments. Others will be given in class.

January 21 - Hand in a lesson plan using an acceptable template for a 40 minute orientation lesson. This must be emailed to the entire class. All lessons received should be eventually printed and placed in your logbook.

January 26 – Create 6 objectives/outcomes from 6 different levels of Blooms taxonomy that could be used by you during your PSII practicum. Email to the entire class.

January 28 – Give the direct translation of “In loco Parentis” and give an example of it at work.

Feb. 2 - Create a Teacher Professional Growth Plan (TPGP) for PSII. This should include the goal, strategies for attaining the goal, and an indication of how you know you have reached the goal. Minimum 2 goals- maximum 5.

Feb. 9/11 – Class Management improvs. Come to class with a lesson plan that you will teach to a group of students.

Feb. 23 Professional Growth - SWATCA and WESTCAST - outline how your attendance and participation in SWATCA and/or WestCAST contributed to your professional growth. Give specific examples.

LOG

This document can be on-line or in paper format. It should have the following items:

· Course outline

· Notes from each class including what occurred, Games/Activities (a listing and explanation of activities/games and rules on how to play games) as well as reflection on the class (what you learned and how you might use it).

· Lesson plans (those you create and from others)

· Units (those you create and from others)

The Log will be examined for grades twice (January 27^th and February 26^th). The grading of the Log will be based on a checklist.

Handed in on time – due 11PM on the 27^th and 26^th.

Organized/complete

Up to date entries

CONTENT/RESOURCE PRESENTATION & HANDOUT

In groups of ~3 students will be required to examine a Discipline that Communicates or a Discipline that Enhances Communication. They will then create an annotated bibliography for 5 resources (websites/books/etc.). Each group will also create a list of ten games or activities that come from the above mentioned resources with instructions, rules, and indications of the potential purpose of each game.

The group will then present their findings to the class. They will give an overview of their resources and games/activities. It is expected that the class will be active and involved at some point in the presentation.

Content/Resources Presentation & Handout Rubric Group

All students in the group exhibit attributes of good teaching all the time:

____ clear enunciation,

____ good posture,

____ appropriate teacher mode,

____ confidence,

____ ease, and

____ charm.

____The presentation is well organized with a smooth flow.

____ The presentation seems to be well rehearsed.

____The group makes sure that all students have the handouts (annotated bibliography & list)

____ The handouts are informative with no errors.

____The presentation is between 19 and 21 minutes long.

____ All students in the group exhibit attributes of good teaching.

____ The presentation is well organized with some minor problems. There is one moment of confusion.

____ The group provides the handouts that have less than 3 errors.

____ The presentation is between 18 and 22 minutes long.

____ The students in the group exhibit attributes of good teaching most of the time.

____ The presentation has some organization problems.

____ Two moments of confusion

____ The presentation is between 17 and 23 minutes long.

____ The group provides the handouts that have less than 6 errors.

____ There are some serious problems in the enunciation, posture, teacher mode, confidence, and ease of the presenters.

____ The presentation is poorly organized with some major problems.

____ A clear indication of lack of rehearsal and communication with three or more moments of confusion.

____ The presentation is between 16 and 24 minutes long.

____ The group provides only one of the handouts or they have more than 6 errors.

F. Nothing is attempted or the presentation was all lecture.

UNIT PLAN POSTER PRESENTATION

In groups of two students will create a unit plan. This will be sent to the other members of the class electronically. Each group will also create a poster presentation that will be set up for the class’s examination.

A unit is a series of lessons dealing with a certain topic dramatic form or theme. Each lesson should build on the skills and information of the preceding lessons. In creating a unit a drama teacher often takes into account: (a) the program of studies, (b) the students' previous knowledge and skills, (c) print and non-print material available, (d) space available, (e) safety, (f) school particulars, and (g) potential integration with other subjects.

Required Components for the Unit Plan

Title Page – name of unit, grade level, subject area, course, potential dates, school, and your name.

Table of Contents – a clear indication as to how the unit is organized including references to specific pages (including appendices).

Rationale – a statement indicating the reasons for this unit. You will want to make reference to the Teacher Resource Manual (TRM). The rationale should cover why this could be applicable to the students and how this may be used by the students in their lives outside class or in the future. This should also include an indication of what the unit is working toward, for example, what is the culmination of the unit. Include the specific learning outcomes this unit deals with.

Unit Overview – briefly describe all lessons in this unit. For each lesson indicate the primary objective (aim) of the lesson, a short list of the games or activities planned, and which learner expectations you are focusing on. For example –

Activities – regular print

Aim – Bold print

Learner Expectations - Italics

ORIENTATION UNIT OVERVIEW sample

Lesson 1 - Chat, Name game, Who's your neighbour?, Freeze game

To establish a familiarity with routines and control mechanisms

Orientation (Junior High) 1, 2, 4

Lesson 2 – Name game, Name 6, Quickdraw, freeze game

Increase students' familiarity with one another.

Orientation (Junior High) 1, 2, 4, 5, and 6

Two sample lesson plans. It is recommended to include the first two lessons of the unit.

Assessment and Evaluation – Indicate how you plan on evaluating student progress and achievement in this unit. Include examples of checklists, rubrics, tests, or other marking tools.

Table of Specifications/Assessment Unit Plan – This is a table that connects that learning outcomes with how you will measure these curriculum outcomes. (From Dr. Worrall’s evaluation class)

Bibliography – Indicate which resources you used to create this unit, for example; books, journals, videos, other unit plans, etc..

It is expected that this document will become a part of your portfolio therefore it should be typed and free from spelling and punctuation errors. It should be neat and well organized.

Rubric for the unit plan 15%

A Complete, well organized, no errors, and neat/typed

B Missing one element or poorly organized, or poorly typed

C Missing two elements or badly organized or not typed

D Missing three element or very badly organized

F Nothing handed in.

Rubric for the Poster Presentation 5%

A All participants received the unit plan electronically. Presentation is bright, easy to understand and well organized.

B Most participants received the unit plan electronically. Presentation is up, understandable and organized.

C Some participants received the unit plan electronically. Presentation is not easy to understand and not organized.

D No participants received the unit plan electronically. Presentation is hastily put together and not organized.

F Nothing is attempted.

CLASSROOM MANAGEMENT PLAN

Students will be required to create a classroom management plan that they will share with the class. This will be focused on a particular grade. The specifics of the assignment and a rubric will be created in class.

SHOWCASE PORTFOLIO

Students will be required to create a showcase portfolio. This is almost an academic document in that like citing sources in an academic paper - in a portfolio you provide the source. You want the reader to know something about you but it is not enough that you say it. That is, if you say that you can plan effective lessons consider providing a lesson plan that supports your statement and/or you may provide someone’s statement that says you can plan effective lessons.

The portfolio should be neat and organized. It should have a title page, CV, table of contents, a section that indicates teaching competence, other sections that show you are able to create lesson plans, unit plans, and year plans. It should have a flow and be easy to read.

Please consider connecting your portfolio to the Teaching Quality Standard. That is, your portfolio could become a document that supports your eventual teacher certification.

Other suggested sections may be for academic work, directing, or performance competence.

o You are building a showcase portfolio that should highlight your abilities. Prospective employers (superintendents) are the eventual audience for these.

o You must think about your portfolio from a hiring superintendent’s point of view.

o It must be neat

o It must be organized.

o The sections must clearly show that you have certain skills. What skills do superintendents want to see in prospective teachers?

o You must show that you can create lesson plans and evaluate student's work.

o You must show that you have content knowledge.

o Other important points you should clearly indicate include: (1) your ability to get along with other staff, (2) solid classroom management, (3) ability to work hard, (4) that you can work successfully with children, and (5) your ability to achieve success.

o You must include a rationale for each entry. Sometimes you might use one rationale that covers a number of pages but you must be specific such as “The following seven pages are an example of how I can create a unit plan.” Consider the following as beginnings for your rationales ; "This certificate shows that I ....", "I am including this to show that ...", "This is a ___. This shows that I have ...", or “This letter is from my Teacher Associate in my first round of student teaching. She indicates that ….”. Please make it easy to connect the rationales with the artifact.

o Include goals for PSII.

o If you include your PSI goals consider reflecting on the goals so you show that you can not only create goals but also reflect on them.

o Consider stating the importance of each section clearly. If you do not have a solid rationale for including a document, then do not include it.

o Please do not include notes that say things like “I will include a letter of reference when it comes.”

o Please make sure you proofread the documents and rationales carefully. Documents with poor grammar, spelling, and punctuation should be removed.

o Make sure that important documents such as your Summative Reports or your Unit Plan are easy to see. If you are using plastic sleeves don’t put the entire document into the sleeve as taking it out is difficult. Exceptions include a script you created, a second unit plan, the third lesson plan.

o Your Summative Reports are extremely important. Only include the Formative Reports if they say something that the Summative does not.

o Consider a table of contents at the beginning and another at the top of each section.

Showcase portfolio Rubric

	A	B	C	D
Organization	Each section discrete and thoughtfully organized. Table of contents shows content/organization in a clear and creative manner.	Standard organization. Each section is clear. Relatively easy to understand the organization. Table of contents is minimal.	Minimally organized. Table of contents is poor.	Difficult to understand how the portfolio is organized. Parts of the table of content is missing.
Content	Portfolio has evidence of a great range of talents and abilities as well as exceptional planning (typed lesson plans, unit plans, year plans), class management (plans and comments), and teaching (summative reports).	Portfolio has evidence of some talents and abilities as well as acceptable planning, management, and teaching.	Portfolio presents minimum content showing talents and is missing evidence of planning, management or teaching.	Portfolio is missing important content.
Appearance	The binder is neat and the table of contents are (is) clear and attractive. The portfolio is professional in appearance with colour coordination.	The binder is neat and the table of contents are (is) clear. The portfolio is professional in appearance.	The binder is clearly used and the table of contents are (is) unclear. The portfolio is less than professional in appearance.	Used binder, poor table of contents, general appearance is ragged.
Rationales	Rationales are well written, clear and clean. They have a special way of standing out. Clear connection to the documents.	May be missing a rationale. Easy to see the rationales.	Missing some rationales. Connection to the document is not clear. Some errors in the rationales.	Regularly missing rationales and many errors in the rationales. Poor connection to the documents.

F = Nothing handed in.

ATTENDANCE/PARTICIPATION

ON TIME ATTENDANCE is mandatory in this course. An important component of theatre and teaching is commitment and reliability.

RUBRIC

5/5 Student attends all classes and arrives on time.

4/5 Student arrives late for a class or leaves early.

3/5 Student arrives late for two classes or misses a class.

2/5 Student arrives late for three classes.

1/5 Student arrives late for four classes or misses two classes.

0/5 Student arrives late for more than four classes or misses more than two classes.

Missing a class because of illness requires either registration on the H1N1 website or a Physician/Counsellor’s note. If absent you are still responsible for work done in class. Mulligan – see instructor.

Grading

Excellent	Good	Satisfactory*	Poor**	Failing
96 - 100 A+ 90 - 95 A 86 - 89 A-	81 - 85 B+ 76 - 80 B 71 - 75 B-	67 - 70 C+ 63 - 66 C 60 - 62 C-	57 - 59 D+ 53 - 56 D	<53 F

*Note that although a "C" represents a passing grade in any particular module, students are required to maintain a 2.5 average in their professional semesters.

**Note also that a "D" is an unsatisfactory grade for your professional semester and will likely lead to your being asked to withdraw from the program.

Education 3601 - Drama

Class Log #1 – Jan. 12, 10

Activities:

Created lesson plan: warm up/orientation/set

Objective: create course outline

(Needed for course outline objective):

- Listening

- Cooperation

- Creativity

- Coming to a solution

What we did in class:

Walking to following; circle walk through --> the eyes closed walk bust (trust/cooperation); lead into “Pruii” (listening/cooperation) “Pruii” --> 1) Class gets into circle, all close eyes. 2) Teacher chooses one person to be “Pruii” 3) With eyes closed, students then try and locate “Pruii” by walking about the room. Anytime a student bumps into another one they say “Pruii”. If the other student responds you continue walking about, if there is no reply you have found “Pruii” and can stop and open your eyes and become part of “Pruii”. Note to self: have played this many times before and was a fun game during PSI with 6/7/8’s.

Next --> “21” (listening/cooperation) 1) Divide class into groups (small to begin with) 2) Groups have to get to 21 by each person in the group saying a number; if number is said by two people at the same time, group has to start again.

Next --> “One Word” (all of em!) 1) Straight forward, partner up and create a story using one word each at a time 2) becomes more difficult with teacher adding guidelines ie. must add a problem, a solution, etc.

Next --> “Crows and Cranes” (listening) 1) Two teams, either crows or cranes; both teams have a “home free” 2) Teacher calls out either crows or cranes: calls “Crows”, cranes run to home free trying to not be tagged; calls “Cranes”, vice versa.

Morphed into --> “Giants, Wizards, and Elves” (listening, cooperation, coming to a solution) 1) Two groups; like “Rock, Paper, Scissors” and “Crows and Cranes” combined. 2) Groups have to decide whether they will be either a giant, wizard, or elf. Really sweet game!

Next --> Assignments: Coming back and reporting --> good to keep on task; allows morphing of ideas

Next --> Classroom management planning: Assignments for it

Next --> Talked portfolio’s, tests à no test but log book reflection, participation bustage!

Look into beginning of curriculum pg. 3-6; philosophy goals read and reflect for our logs.

Reflection on curriculum pg. 3-6:

I have to say, despite how long it has been since the drama curriculum has been last revised, its philosophy is one I definitely support and feel it is an integral part of growing up. As George Bernard Shaw once said, “Life is not about finding yourself, it is about creating yourself” and let’s face it; every day we as people assume different roles. Whether in the workplace, among family or friends, or in the classroom, we put on “masks” and assume particular roles for the occasion. There are certain ways you would interact in these kinds of situations and drama is the perfect subject to explore to foster a better sense of “oneself”.

Not only is it ideal for personal growth, but it also asks a person to think about others too and through dramatic arts one can do so in a safe environment taking on roles they may not ever have a chance to otherwise. Living vicariously through characters one creates or takes off the page of a script is an incredibly enriching experience. I mean even at its most basic level, a person who has trouble speaking in public or to groups can easily overcome these issues if they were open to taking a drama course. Which of course leads into the second SLO of the curriculum, to enhance one’s communication skills and what better way to improve these skills by an art form that utilizes speech a great deal?

The final goal of the curriculum is just as important as the rest as I have already alluded to a bit at the start. Drama is definitely an art that deserves a great appreciation considering all of the positive impacts it has on a person and the fact it is one art form that can combine basically all other art forms. Even for people who count out theatre and refuse to see plays in favor of seeing a movie, guess what? All your favorite actors would not be where they are if it were not for drama in some degree! There are so many components that go into creating a successful dramatic piece that one should not merely overlook these things. Like other forms of art, whether a film, a painting, a picture, a piece of music etc. drama holds its own unique characteristics that make it special in its own way.

As page 6 highlights, another obvious connection for the importance of teaching drama is apparent with what we do as children: play. It is through playing and its eventual evolution into more structured play that allows a child to start making sense of the world around them and why would you not want to promote an art form that further pushes this sense of world view in a more advanced way? While there are definite limitations with drama in certain regards, as a whole it is an art that can encompass so very much it would be stupid not to acknowledge the vast amounts of positive that can come from it.

Assignment #5

2008-10-09T13:48:00.003-06:00

Bio Poem for Language and Ed

2008-10-02T12:05:00.003-06:00

So I decided to upload my Bio Poem video since I am rather proud of it. Bare in mind this is the first time I've ever tried to do anything like this so some of the audio levels aren't perfect. Anyways I hope you enjoy watching it as much as I did creating it. Props to Dave for his Micro-teach which inspired me to do this.

Werrd.

Assigment #4

2008-09-25T20:44:00.002-06:00

•Title of activity:
Using Proper Verbs

•Reference to URL of online resource (APA formatting):
Pearson Education Inc. (2000-2008). FunBrain.com. Retrieved Sept. 25, 2008, from http://www.funbrain.com/verb/index.html

•Grade level:
2 (Language Arts)

•Brief description of activity:
Students will go to the website, where they will practice their grammar skills, specifically verb use. They will play the "2Bee or Nottoobee" game starting at level 1. The website the students will visit is http://www.funbrain.com/verb/index.html. If students succeed in getting through level 1, they can move on to level 2.

•General learner outcomes (GLOs):
1 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically
to oral, print and other media texts.

•Specific learner outcomes (SLOs):
1 To use appropriate verbs as required.

•List of the most relevant ICT outcomes:
C.1 - Students will access, use and communicate information from a variety of technologies
1.1 access and retrieve appropriate information from electronic sources for a specific inquiry

C.6 - Students will use technology to investigate and/or solve problems.
1.1 identify a problem within a defined context

C.7 - Students will use electronic research techniques to construct personal knowledge and meaning
1.3 draw conclusions from organized information
1.4 make predictions based on organized information

F.1 - Students will demonstrate an understanding of the nature of technology.
1.3 demonstrate an understanding that the user manages and controls the outcomes of technology

F.2 - Students will understand the role of technology as it applies to self, work and society.
1.2 describe particular technologies being used for specific purposes

F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
1.1 demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies
1.2 work collaboratively to share limited resources
1.3 demonstrate appropriate care of technology equipment

•Brief rationale for computer integration (why use technology?):
This website offers a fun way for students to better acquaint themselves with verbs, allowing students to go at their own pace and be corrected immediately if any mistakes are made. The game format adds a level of competition to further push the students, but not too hard since it is merely a game to get 15 questions right, before they get that amount wrong.

Assignment #2 for Ed. 3508

2008-09-11T21:52:00.003-06:00

Salutations,
Here be the revisions for my presentation, "The Crowsnest Fires of 2003 Revised".
Revisions as follows:
1) Maintains the same background throughout
2) All of the font used is the same throughout (Calibri)
3) Pictures inserted for visual aesthetic
4) Text has been revised with changes to grammar/spelling errors, as well as worded in a much more coherant way (IMHO)
5) Made use of my text/pictures fading in to also attract attention from the audience
6) A title page was created to let the audience know what this presentation will be on
7) Also an end page was created to let the audience know the presentation was done
8) All the font used is sized in a proper enough way that all of the information can be read clearly and easilly
9) Made use of sub-titles for the aspects of the positive nature of the fire
10) Tried to keep everything far more simple and broken into more digestable pieces with more coherance and an overall better appearance.

As per the assigment my Power Point was emailed to Tom Wilson.

Education 3508: Introduction to ME!

2008-09-04T14:04:00.000-06:00

Salutations interweb;
As per my first assignment in Education 3508 here follows is a brief introduction about yours truly. Hm, where to begin? Well lets start with the basics shall we? Originally I hail from Calgary, Alberta and will be turning 21 on September 28th. I am an avid supporter of all things to do with the arts and I do mean everything: from film, theater, music, literature and all those other fun forms of art. I am all for them. When it comes to music I listen to to ALOT of different stuff all over the map. I prefer not to pigeon-hole myself into listening to only one genre of music and am a fan of everything from Wu Tang Clan to The Beatles, Tom Waits to Miles Davis, Beethoven to Benni Banassi, all the way from White Zombie to Johnny Cash. Again, I enjoy MANY different kinds of music. Also in regards to music I am a drummer of seven years, enjoy singing very much, and am currently trying to learn the guitar. I'm also an enormous movie buff, owning approximately 300 movies on dvd, so if you ever wanna chill and catch a flick you know who to call ha! This is my third year at the University of Lethbridge and I'm very stoked for this year to say the least. I'm incredibly proud to have dominated Education 2500 and look forward so much for PS1 and then on to PS2 ^_^. I am a drama major who loves to act, but my dream in life, aside from being one heckuva teacher, is to one day direct atleast one movie... a horror movie. In closing I have to say as I listen to the album, you should all check out the new Scars On Broadway release. If you are a fan of S.O.A.D. you should love Daron Malakian and John Dolmayan's stuff.

Good Day.

adrian.

Adrian's Education Blog

Ed. 4764 - Digital Storytelling in the Classroom

Ed. 4763 - Article Response

Ed. 3601 Class Log #13

Ed. 3601 Class Log #12

Ed. 3601 Class Log #11

Ed. 3601 Class Log #10

Ed. 3601 Class Log #9

Ed. 3601 Class Log #8

Ed. 3601 Class Log #7

Ed. 3601 Class Log #6

In Loco Parentis

Lesson Plans From The Class

Ed. 3601 Class Log #5

Drama Resources of Awesome!

Bloom's Objectives

Ed. 3601 Class Log #4

Ed. 3601 Class Log #3

Ed. 3601 Class Log #2

Ed. 3601 Sylabus & Class Log #1

Instructor: Dr. John Poulsen

COURSE DESCRIPTION

EVALUATION

COURSE CONTENT

ASSIGNMENTS

CLASS ASSIGNMENTS

The grading of these will be on a “mastery” basis. That is, students will be given full marks or will be required to redo the assignment until they receive full marks. Following are some of the assignments. Others will be given in class.

LOG

CONTENT/RESOURCE PRESENTATION & HANDOUT

Aim – Bold print

Learner Expectations - Italics

Orientation (Junior High) 1, 2, 4, 5, and 6

Rubric for the unit plan 15%

A Complete, well organized, no errors, and neat/typed

B Missing one element or poorly organized, or poorly typed

C Missing two elements or badly organized or not typed

D Missing three element or very badly organized

SHOWCASE PORTFOLIO

A

B

C

D

Organization

Each section discrete and thoughtfully organized. Table of contents shows content/organization in a clear and creative manner.

Standard organization. Each section is clear. Relatively easy to understand the organization. Table of contents is minimal.

Minimally organized. Table of contents is poor.

Difficult to understand how the portfolio is organized. Parts of the table of content is missing.

Content

Portfolio has evidence of a great range of talents and abilities as well as exceptional planning (typed lesson plans, unit plans, year plans), class management (plans and comments), and teaching (summative reports).

Portfolio has evidence of some talents and abilities as well as acceptable planning, management, and teaching.

Portfolio presents minimum content showing talents and is missing evidence of planning, management or teaching.

Portfolio is missing important content.

Appearance

The binder is neat and the table of contents are (is) clear and attractive. The portfolio is professional in appearance with colour coordination.

The binder is neat and the table of contents are (is) clear. The portfolio is professional in appearance.

The binder is clearly used and the table of contents are (is) unclear. The portfolio is less than professional in appearance.

Used binder, poor table of contents, general appearance is ragged.

Rationales

Rationales are well written, clear and clean. They have a special way of standing out. Clear connection to the documents.

May be missing a rationale. Easy to see the rationales.

Missing some rationales. Connection to the document is not clear. Some errors in the rationales.

Regularly missing rationales and many errors in the rationales. Poor connection to the documents.

Assignment #5

Bio Poem for Language and Ed

Assigment #4

Assignment #2 for Ed. 3508

Education 3508: Introduction to ME!