Lesson Plan Title: Role Playing- Mock Interviews “Word Sneak”
Date: Undetermined Subject: ELA/ Drama Grade: 7/8 Topic: Drama
Materials: Bodies, Pen, Chairs, Paper, Whiteboard and markers Time: Approx. 45 mins
Essential Question: How does role playing using the dramatic arts function as a catalyst for learning about self, others, other subjects, and the world.
|Stage 1- Desired Results – you may use student friendly language|
|What do they need to understand, know, and/or able to do?
How does role playing help you learn about yourself, others, other subjects, and the world.
Demonstrate confidence and improvisation skills- How practicing the interview setting using drama can build confidence and improvisation skills that apply to real world interview settings.
Broad Areas of Learning:
Developing Lifelong Learners-
As students engage in meaningful cultural and artistic inquiry within schools and communities, they are able to gain a depth of understanding about the world and human experience that enables them to become more knowledgeable, confident, and creative lifelong learners.
Developing a Sense of Self and Community-
Students who possess a positive identity, and understand how their identity is shaped by their interactions with others and their environment, are able to nurture meaningful relationships, and appreciate various worldviews.
Developing Engaged Citizens-
Gives students multiple ways to express their views and to reflect on the perspectives and experiences of others. Students learn how to design, compose, problem solve, inspire change, and contribute innovative ideas that can improve the quality of their own lives and the lives of others.
Understanding develops by building on what is already known, and by initiating and engaging in contextual thinking, creative thinking, and critical reasoning. Arts education also involves interdisciplinary thinking wherein students make connections among the arts and other disciplines. Arts education is taught and learned through an inquiry approach that engages students in thinking about big ideas, asking compelling questions, seeking information, investigating and applying disciplinary concepts, experimenting, problem solving, constructing understanding, communicating, and interpreting meaning through creative and critical thinking processes.
Think and learn contextually- Students have to demonstrate their ability to speak confidently and use improvisation skills to successfully navigate interview conversations. They will also need to think how to shape their conversations contextually based on their words and who is running the interview (Problem Solving and Communicating Skills)
Think and learn creatively- Students have to demonstrate creative thinking in order to structure conversation to successfully include their words into the interview setting as casually as possible. (Experimenting and Creating Skills)
Developing Identity and Interdependence-
Examines perspectives on social and cultural norms and expectations, and investigating the potential for individual and group accomplishments. It also assumes the possession of a positive self-concept and sense of identity, and the ability to live/ work in harmony with others and with the natural and constructed world (this is what they are creating).
Addresses a variety of ways to interpret the world and express understanding through words, numbers, images, sounds, movements, and technologies in various situations. Literacies in arts education involve the ability to investigate, structure, and express ideas, and interpret meaning, using the specific language of each arts discipline (drama).
Developing Social Responsibility-
This competency addresses how people contribute positively to their physical, social, and cultural environments. It requires the ability to contribute to the well-being of self, others, and the natural world, and participate with others in accomplishing shared goals.
Arts (Drama)- CP7.4 Investigate how dramatic character develops from role.
– Demonstrate confidence and imagination when working in various roles.
– Investigate when in role how character may be expressed through actions.
– Demonstrate when in role how characters use actions or interact with others for different purposes.
Arts (Drama)- CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.
– Identify and discuss the importance of focus to successful drama work.
– Explain how drama work helps to develop a deeper understanding of communication and creative interdependence.
ELA- CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
Arts (Drama)-CP8.4 Demonstrate how dramatic characters interact in relationships within the drama and/or collective creation
– Sustain belief in own roles and in the roles assumed by others for extended periods of time.
– Demonstrate confidence and curiosity when assuming different kinds of roles in drama work
Arts (Drama)- CP8.5 Investigate how theatrical elements (e.g., story, character, design, space) are combined to achieve dramatic purpose
-Demonstrate imagination when creating imaginary places and situations in own drama work.
ELA- CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.
– Create descriptive texts (e.g., a landscape scene) as follows:
Present a clear and colourful picture of the place
Include sensory details and vivid words
Use a logical order (e.g., near to far).
1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners– This lesson is a collaborative effort by the class to help one another learn interviewing skills through doing a drama activity. Drama is, in almost all aspects, a collaborative approach and, through the use of drama, will allow the students to learn in a variety of ways such as kinesthetically, visually, and orally.
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the empowerment of all learners– In my opinion, this is the number one PGP goal for all drama classes. It is incredibly important to establish a safe space for students to learn. Drama is a great way to include all learners because of the variety of learning styles that drama touches on such as kinesthetically, visually, and orally. Therefore, students and teacher are able to help one another learn which, in turn, creates a positive learning environment for the empowerment of not only the students but the teacher as well.
2.4 ability to use technologies readily, strategically and appropriately– Use of the smartboard for the displaying of my own video as well as the incorporation of the IPads for students to use thesaurus.com.
2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/interdisciplinary knowledge)- This lesson is a bridge between both Arts (Drama) and English curricular material.
3.1 the ability to utilize meaningful, equitable and holistic approaches to assessment and evaluation– By allowing the students to demonstrate or acquire knowledge about interviewing processes through drama activities, the students do not have to worry about getting marked on their drama skills and can adapt their knowledge to fit their situation without having to worry about if they are doing it “correctly.” Thus, this activity is a stress free way to help further their learning while getting feedback along the way.
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings– By teaching interviewing skills using drama activities rather than English worksheets for example.
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education– Through discussion of curricular goals and the implementation of the outcomes of both Arts (Drama) and English.
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways– By allowing the students to act out an interview and use this knowledge to better prepare them for their actual media interviews for the My Parks Pass contest.
|Stage 2- Assessment|
|Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
This lesson is being used as a type of formative assessment for their teacher Mr. Smela to have a fun way to introduce the topic of interviews to the class and assess their comfort level, speaking ability, and ability to think on their feet. Students are gaining confidence in an interview setting and are working on their ability to improvise if they are caught off-guard.
|Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
The end goal is to have the students do a formal interview. Currently, their vocabulary is lacking and they do not have the confidence or skills necessary to succeed within an interview. Thus, this drama activity is being used as an interesting/ fun way to give the students experience in an interview setting and work on skills such as directing conversation so that they are successful in their “real-life” interviews.
|Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students) (15 Mins)
-Gives the rules and a great example of how to play the game (6 mins)
-As students are watching they will be writing down 5 different words on a sheet of ripped paper and they will put it into a bag that will be drawn from as we go through people (2 mins)
-Get a student to come up and do one with me (5 mins)
Main Procedures/Strategies: (30 mins) (2 mins to get into groups and started)
-Students break off into three groups with the teachers/ adults being the interviewers. Each student gets about 5 minutes (max) to try and integrate all 5 random words into the casual conversation.
-Continue doing this throughout class with the teachers doing it to start, then helping the students, and, finally, let them do it themselves (Gradual Release of Responsibility). 6-5 minute sessions per 3 interviewers. (time can be less but no more).
-Let them know they have to have fun with it. Show some personality. People don’t want to watch sticks. Our bodies and faces can be animated for a reason.
-For Interviewers- Context-
My Parks Pass
What are some of your hobbies?
What are your plans for Easter/ Summer Holidays/ other event?
Tell me about yourself?
Possible word examples:
Bop It, cookie cutters, breath mint, red crayon, teddy bear, Donald Trump, Mr. Magoo, Dungeons and Dragons, vanilla scented candles, spork, Winnie the Pooh, paperclips, cardboard boxes, puppets
-Easier word selection is possible
-Words can be related so the conversation isn’t massively erratic
-3 words instead of 5
-Inclusion of technology
Closing of lesson: (10 mins)
Does role play help prepare you for real life scenarios? If so, How? If not, why not?
What did you like/ dislike about role playing?
Has this helped ease some anxiety towards interview settings?
Closing of lesson: (approx. 10 Mins)
– Identify and discuss the importance of focus to successful drama work.
– Explain how drama work helps to develop a deeper understanding of communication and interdependence. (Clarity, Focus, Intentions) (Could you do this exercise by yourself?)
-How does this lesson apply to your English Class?
-How did your use of descriptive language enhance your ability to form a clearer mental picture of the character your classmates were creating?
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Word Sneak- See video for example
- Students are arranged facing one another in an interview-like setting with a whiteboard/ piece of paper/ipad/etcc… behind each of the students backs (so that the students cannot see the other students words)
- 5 random words are assigned to each student that they must integrate into conversation as casually as possible.
- Students begin an interview/conversation and try and use the words in descending order giving each person a turn to try and integrate one word before passing the conversation to the other student.