Cybereo and Cyberette

March 5th- 18th, 2014 Lethbridge Junior High Educ 3601 Miss Katie Musgrave

Grade 8 Drama

Table of Contents Rationale ................. 3 Unit Objective /required Skills. 4 Unit Overview... 5-8 Sample Lesson Plans.. 9-13 Assessments ..14-15 Bibliography .16

Rationale
Students of this age are developing their reasoning and their awareness of situations. Students also relate their experiences all within the orientation of the present time; this unit is strategically in placed in our societal context. Students will be growing up with the technology and it is imperative to society that they learn how to deal with it appropriately. The three characteristics above both come from the Junior High Drama: Characteristics of Adolescent Development section. I believe that these characteristics can be further developed through drama. This upcoming unit asks the students to take a common love story and add in technology and cyber bullying to the plot. For example, Romeo and Juliettes relationship is based solely on texting because their families do not like each other, or Mercutio dies because of opposing clicks cyber bullying. By allowing the students to draw upon or imagine experiences I will be helping them to develop their reasoning. This will increase the students confidence. This type of confidence builds self-esteem and will contribute to the ability to make positive choices when in pressured social situations. This unit also encourages the students to understand the issues of complicated love, friend clicks, technology and cyber bullying through engaging in the process. Active learning is what is best for junior high students. They may wish to analyze or reflect on the work after, but students are likely to be defensive about the issue of cyber bullying if they are explicitly asked to talk about the issue. Having students tell me how it fits into their scenes will heighten everyones awareness of the topic. As students work towards the unit objective they will take part in improvisation, speech and movement activities. In addition to improvisation, speech, and movement being required disciplines to be taught at the junior high level, they also addresses the overarching goal 1 of the Alberta Program of Studies: to acquire knowledge of self and others through participation in and reflection on dramatic experience. Throughout this unit students will develop their ability to think imaginatively and creatively, their sensory awareness, and their willingness to make a decision then act upon it, accepting the results.
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Unit Objective
The student will perform a collective adaptation of a scene from Romeo and Juliette that incorporates themes of cyber bullying.

What students will need to complete the unit:

The ability to communicate and share ideas with others (Lesson 1) The ability to collaborate with others as a team (Lesson 2) The confidence to perform in front of peers (Lessons 2-11) The basic elements of a story (Lesson 3) Improvisation skills to enhance creativity when adapting scenes (Lesson 2-4, 6-8) Basic understanding of the story of Romeo and Juliette (Lesson 5) An understanding of cyber bullying in context (Lesson 6) Rehearsal techniques (Lesson 7-10)

Unit Overview
Lesson 1: TSW create and collaborate to perform a group machine Moving shapes/relaxation exercises, Do you know your neighbor, atoms, TV tag, one hand touch tag, toilet tag, partner tag, group blob tag, partner mime, follow my lead, build machines Improvisation 1, 2, 3, 4, Movement 3, 7, 13, 14, 17, 19 Materials: assessment checklist Lesson 2: TSW create and perform 30 seconds of dialogue about an object Warm up walking commands, partner tag, blob tag, human knot, pen game (communication), sound direction, who/where/why stories, rehearse, perform(circle style to one person at a time) Improvisation 1, 2, 4, 5, 8, 11 Movement 13, 17, 19 Speech 1 Materials: variety of household objects, pencil, assessment checklist Lesson 3: TSW perform a 4 tableau story in groups of four Introduction, Walking tag, high 5 tag, buzz tag, under leg tag, atom tag, cat and mouse tag, introduction, discussion of beginning,

middle, end, one sentence stories, tableau performances Improvisation/Acting 1, 2, 3, 4, 5, 6, 9, 10 Movement 2, 4, 16, 23 Materials: assessment checklist Lesson 4: TSW: Demonstrate the difference between accepting and blocking in a 30 second improvisation scene with a partner Third person, twizzle, yes lets, Doctors office, bus stop, translator, circle stories, improv scenes, chat/exit slip Improvisation 1, 2, 13 Materials: exit slips Lesson 5: TSW perform short scenes from Romeo and Juliette in groups hand hypnotism, circle walk/speed up and slow down, think pair share circle stories about Romeo and Juliet (in groups), youtube clips compare/contrast, rehearse, group performances of given scenes, exit slips Speech 6, Materials: Youtube clips/computer/projector, select scenes from Romeo and Juliette, exit slips, assessment chart Lesson 6: TSW perform an example of cyber bullying (tableau, movement/dance, speech, dialogue, one sentence stories etc., student choice)

 Texting sheet, in out circle, cat and mouse, hug tag, zucchinis, think wordle/cell phone incorporation, pair share cyber bullying skits rehearse, perform, journal homework Improvisation/Acting 1, 2, 3, 4, 5, 9, 10 Speech 4, 6 Materials: journals, assessment check list, texting sheet Lesson 7: TSW introduce their scene choice and characters to the class Wandering namelessly, Pruii, Class discussion of possible technology integration into Romeo and Juliette, division into groups, hand out scripts, work time, introduction of scenes Improvisation/Acting 12, 14 Speech 9 Materials: scripts Lesson 8: TSW present a section of their scene to the class Accumulation circle, Rehearsal, Tech discussion, Section presentations Improvisation/Acting 6, 9, 14 Speech 9, movement: Materials: Lesson 9: TSW perform a rough rehearsal of their scenes Warm up/introduction, group shapes, peel bananas, rehearse, perform rough/wordle praises (after each scene) Improvisation/Acting 6, 8, 20 Speech 9
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 Materials: assessment checklist, tech/projector Lesson 10: TSW apply suggested improvements during the final rehearsal process of their adapted scene. Brain dance, rehearse, zucchinis, TSISS, peel bananas, perform, class notes Improvisation/Acting 6, 20 Speech 9, 13 Materials: assessment check, note pads, tech Lesson 11: TSW perform a collective adaptation of a scene from Romeo and Juliette that incorporates themes of cyber bullying. Arrive, warm up, peel bananas, perform Inclusive of the above specific learner expectations Materials: performance assessment rubrics Performance Day! Pizza!

Lesson

Lesson 1 Introduction and Group machines

Date

February 4th, 2014

Subject/Grade Grade 8 Drama Level Unit Cybereo and Cyberette

Time 50 min. Duration Miss Katie Teacher Musgrave

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes:

Goal I: to acquire knowledge of self and others through participation in and reflection on dramatic experience Goal II: To develop competency in communication skills through participation in and exploration of various dramatic disciplines.

Specific Improvisation 1, 2, 3, 4, Movement 3, 7, 13, 14, 17, 19 Learning Outcomes: LEARNING OBJECTIVE Students will: 1. Participate in a variety of dramatic improvisation games 2. Create and collaborate to perform a group machine Observations: Key Questions to consider: ASSESSMENTS Visual Observations (are students following activities and instructions). Do the students understand improvisation? Mime? Are students able to listen to each other? How well do students follow instructions? How well do the students work together? What is meant by group machine?

Assessment checklist

Student participated in creation and performance of a group machine. MATERIALS AND EQUIPMENT Machine Topics Occupations

LEARNING RESOURCES CONSULTED Drama Junior High School Teacher

Resource Manual http://dramaresource.com/games/mi me-and-movement http://drama-inecce.com/2012/05/11/mimeworkshop-for-all-ages/

Prior to lesson

PROCEDURE Clear the room so students have lots of room to move around. Put on music. Introduction 1. Relaxation Exercises/Focus in 2. Do you know your neighbor/warm up tags 3. Working together/human knot 4. Occupational Mime/Partner Mime/Follow my lead 5. Rehearse/perform machines Ask students if they have ever made human machines. Body Have students spread out around the room. Be a star: Lie sown on your back and spread your arms, palms up to the side and open your legs. Stretch the limbs all together. Feel you are making a four pointed star. Suddenly the star collapses. Feel the tension disappear. Be Hercules: In the same position, imagine that the body is being pushed down by a heavy weight so that all parts of the body are being pressed into the ground suddenly the weight is removed. Feel yourself float on the ground. Shake off the ants: In the same position, imagine you are tied to the ground but you can wiggle. A colony of ants finds and begins to crawl over you. Commence to wiggle the body until the last ant leaves you. Then collapse. Be a rubber puppet: Imagine you are made of rubber and there are strings attached to your shoulders which someone can pull from above. You are being pulled up and you find your limbs fly out in all directions. Even the feet can be pulled off the ground at times, finally the strings are cut and the body relaxes. 12 min. 2 min. Time

Advance Organizer/Agend a

Transition to Body Learning Activity #1 Relaxation Exercises

Activity #2 Warm up/tag

Activity #3 Mime

Have students sit in a circle, introduce the Do You Know Your Neighbor game. This will get students energy up. Lead students though a series of scaffolded tag games to get them warmed up and comfortable around each other. End back in a circle. Observe for students willingness to participate and student friend groups. Remind students that mime starts within and is then portrayed through the body. Partner students up, have students choose to be A or B. As will start a motion and Bs will copy. Then switch. Then put two pairs together and have students choose a leader. When the leader

7 min.

12 min.

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turns around the student at the front facing side of the cluster will become the leader. Teacher Notes: Assessments Learning Activity #3 Machines Observe how well students work in groups and express their ideas. Observe the creativity of each groups ideas. Return to the circle. Ask for one volunteer to enter the circle and begin a motion that relates to something they do at school. Their motion is to be repeated over and over again and may have a sound associated if they wish. Ask another student volunteer to join in, contributing somehow to the machine. Students will then create a machine out of themselves and a repeating sound and action linked to their topic. Observe the way students work in a large group and their creativity within the activity. Observe the way they use their body to contribute to the machine. Make checks on the assessment checklist if students contribute/participate. Closure Use the thumbs up/ thumbs down to see if the students feel confident about their work today. Thank students for their work. Tell students that next lesson they will be working with props, so they can bring an object to work with if they would like.

15 min.

Teacher Notes: Assessments

Time 1 min.

Consolidation of Learning Transition To Next Lesson

1 min.

Sponge Activity: Emanuel Road

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Lesson Title/Focus

Grade 8 Drama Lesson 2 50 minutes Unit: Cybereo and Cyberette

Teacher

Miss Katie Musgrave

LEARNING OBJECTIVES
Goal (GLO): #2: To develop competency in communication skills through participation in and

exploration of various dramatic disciplines

Specific Learner Expectations (SLOs):

Improvisation 1, 2, 4, 5, 8, 11 Movement 13, 17, 19 Speech 1

Objectives: Students will: 1. Listen to commands that direct them to a specific place in the room 2. Use visualizing and fantasizing to imagine that a prop is a specific object 3. Use a variety of hand props as prompts for telling a story spontaneously 4. Create and perform 30 seconds of dialogue about an object

FORMATIVE ASSESSMENTS
Observations: Key Questions: Products/Performances: The student demonstrates cooperation and effort when participating in class activities and when when communicating experiences and stories. Do you need specific props to have an experience if you are able to use imaging, visualizing and fantasizing? What three Ws can help us talk about an object spontaneously? Student is able to perform spontaneous dialogue about an object.

LEARNING RESOURCES CONSULTED

Drama: Teacher Resource Manual: Senior High School

MATERIALS AND EQUIPMENT

Pencil One hand prop/ object per student Assessment Checklist Time

PROCEDURE
Advance Organizer Introduction 1. Warm up/walking commands/tag Communicating/human knot 2. Pen game/sound direction 3. Who where why stories/object work 4. Rehearse/Present circle style Ask students to place their props (if they have brought any) on the table in the room, then sit in a circle. Make reference to the organizer on the board. Body Warm up by walking, give the students a series of commands, walk slow, fast, walk heavy, walk backwards, etc. Transition into walking tag, and TV tag to get students imagination flowing, toilet tag, blob tag, human

2 min.

Time 10 min.

Learning Activity #1 Warm up

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knot. Learning Activity #2 Pen Game/ Sound Direction Pen game/sound direction: Do this activity to bring students back together to focus after tag. This activity will allow students to use imaging, visualizing and fantasizing to create an experience for an object. Students sit in a circle on the floor and I begin with an object in hand. A pen or pencil works perfect. This pencil can become anything. For example, in my mind I imagine that the pencil is a jousting sword,. Take students on this short experience with you so that they will know what you are visualizing the pencil as in your head. Other examples are to imagine that the pencil is a toothbrush, mascara, a baseball bat, a flute. Pass the pencil around the circle and have students each take a turn. Once everyone has had a turn, number students off in partners. All of the As have to direct their partner to the object by giving verbal directions. To build on this, have students use only sounds and no words to direct their partners to an object in the room. Learning Activity #3 Prop dialogue: Bring everyone back to a center circle in Object work/ Prop the room, place the props In the middle. Choose one prop dialogue from the center and ask students to suggest a who, where and why for the prop. Then pair students off. Ask one partner from each pair to come up and choose a prop from the center. Taking the prop back to their partner, the two have to come up with a the who, where and why for that prop. Both people have to speak in the story. They will then present this to another pair. At the end of the three minutes, two groups will share their stories and then switch. After the exercise has been done, place all props in the center again. Call on two student volunteers to come up, tell them which prop to use and they have to have a conversation about it for 30 seconds! Then toss each student one prop. Students have 2 minutes to come up with a who, where and why for that prop/object. Then create two circles, an inner and an outer (use A and B partnering). The student pairs on the inner circle will all present their 30 seconds of dialogue about their prop to their partner, and then the inner circle will rotate clockwise. Rotate until a full circle is completed, or until time allows. *Observe students at this time for the assessment checklist. Closure Feedback From Students: Discussion: Ask students what imaging and visualizing do for your audience. As students what they learned about spontaneously talking about an object. When would we use this? Feedback To Students Thank students for their work and contributions in todays class. Transition To Next Tell students that next class we will be working in Lesson groups with more imaging to create stories using tableau.

15 min.

20 min

Time 2 min

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Reflections What went well? What changes would you make in your planning? What have you learned?

Formative Assessment Lesson Objective Checklist (Lessons 1-10) The student contributed to in class activities that lead up to the units final objective. /10 Name /10
Group Machine Object talk Tableau Story Accept and Block R+J Shorts Cyber Bully Ex. Intro Of scene Section Of Scene Rough Draft Of Scene Revised Scene

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Unit Objective Assessment Criteria

The student will perform a collective adaptation of a scene from Romeo and Juliette that incorporates themes of cyber bullying.
Level Criteria

4
Excellent

3
Proficient

2
Adequate

1
Limited *

Insufficient / Blank *

Final Scene Performance ____x2 =____

Student performed in the final presentation of the scene.

__

__

__

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Students scene Adaptation ____x1=____

Student scene shows entirely student-created dialogue and original characterization

Students scene shows majorly student-created dialogue and efforts of characterization

Students scene shows some student-created dialogue and similar characterization to original

Students scene follows the dialogue in script provided and contains minimal changes to characters

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Cyber bullying themes ____x1 =____

Cyber bullying is presented creatively/uniquely In scene

Cyber bullying examples and/or themes from class are present in the scene

Cyber bullying is suggested in the scene

Cyber bullying is unclear in the scene

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

In Class work ____ x2 = ___

Student has completed 10/10 in-class objectives

Student has completed 9/10 in-class objectives

Student has completed 8/10 in-class objectives

Student has completed 7/10 in-class objectives

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.

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Bibliography__________________________________________
Ministry of Education. Division of Public Instruction, Curriculum Development Branch. (1979). On stage. Victoria, British Columbia: Publication Services Branch. Phillips, S. Resource Books for Teachers, (2006). Drama with children. Oxford: Oxford University Press. Stanford, F. (2006). How to give a presentation. (SSR1-48 ed., Vol. Grades 4-6). Napanee, Ontario: S&S Learning Materials. Ministry of Education, Alberta Education. Curriculum Support. (1989). Drama teacher resource manual, senior high school. Edmonton, Alberta.

https://www.youtube.com/watch?v=S0qao2xINsE https://www.youtube.com/watch?v=mHxCq8FPWDo https://www.youtube.com/watch?v=D6HpUndEtP8

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