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Drama Long Range Upload
Drama Long Range Upload
Teacher:
School:
Classroom:
Time Period:
Ms. Healy
Willow Creek Composite High School
Drama Room - #??
Approx. 10 weeks ( ~ 19 x 90 min + 3 x 60 min)
Willow Creek Composite High School operates on a day 1 day 2 schedule. Junior high
options are on day 2s only.
5 Disciplines of Drama
Disciplines that Communicate mode of exploration that may end in presentation
1. Movement- Non-verbal physical expression.
o
Tableau, creative movement, mime, dance drama, improvised dance, choreographed dance, stage
fighting, clowning, mask
2. Speech- The exploration of talking and speaking to meet the demands of verbal
communication. Examines interpretation, the mechanisms of control of vocal delivery,
and acknowledges the importance of listening critically. Focus on the effective
communication of ideas.
o
Creative drama, planned improvisation, spontaneous improvisation, theatre sports, group drama,
puppetry, choric drama, readers theatre, story theatre, scripted work, monologues, audition pieces,
collective, musical theatre, film/video
Lighting, sound, makeup, costume, set, properties, puppetry, mask, visual media, management
(stage/house/business)
Orientation is the foundation of the junior high drama program. It involves the diagnosis of
students, setting controls and routines, climate building and laying the groundwork for
study in the five disciplines. Orientation will be integrated into all disciplines, but will also
include a small area of study individually to start out the year.
Course Plan
September 2015
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No
School
Staff
Days
25
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Flex
October 2015
3. Speech & Voice + Radio Plays + Story telling
Flex / Presentation Days
Flex
4. History Days
5. Improve Skills + Acting / Character Work
November 2015
Flex / Wrap up
Assessment:
Assessment in drama will be broken into Assessment for Learning (formative) and
Assessment of Learning (summative).
Assessment for Learning
Purpose:
To help students learn from their
experiences and to find out what they
need to work on in preparation for
Summative Assessments.
Not included in students grade of
achievement
Assessment of Learning
Purpose:
To compare student learning to the
curricular outcomes and measure
mastery of these concepts.
Summative assessments are reported as a
grade of achievement
Attendance and participation are absolutely key to student success in drama. If a student
misses a day of class it is the responsibility of the student to find out what they missed that
day and to make it up in a timely matter as per discussed with teacher. If students are in
class and refusing to participate, being disrespectful of self, peers, or teacher, or failing to
work cooperatively with class, this will be directly reflected in the students participation
grade. If this becomes a regular event, other steps may be taken to promote student success.
It is up to the professional judgment and discretion of the teacher to adjust students marks
accordingly if need be.
Safety Mark: Due to the high energy and movement associated with the drama classroom,
students will be assessed on their safety knowledge and ability to implement it in day-to-day
activities.
Allocate tasks for group work when necessary. Use a variety of groupings to meet
student needs.
Have support boxes for students when completing projects. Put
tips/pictures/advice inside. Students can use these if they feel lost or like they need
a little more help or direction.
Give each student personal instructions about whats required of them. Many will be
the exact same. But by putting names on them, you can differentiate the level of
instructions needed individually, but also engage all students and makes them feel
important.
Use questionnaires, journaling, exit slips, etc. to see if your goals for the day are
being met in all students. Look for patterns and what you may need to change.
Must, should, could. Phrase lesson goals in terms of: All must complete, Most
should complete, and Some should complete This works well as an
aspirational tool, because all students want to be in the elite, some category and
tend to try harder.
Allocate different tasks to different groups. This allows you to assign less
challenging tasks to weaker groups and vice versa. It also allows you to allocate your
time and supervision better. Please note, students should not be sorted into
ascending groups on a regular basis!
Give students choice! This is a great motivating tool, can help to match projects with
learning style, and give students a feeling of control over there learning.
Additionally, each choice may meet the same learning outcome, but vary in
difficulty.
General Accommodations
Methods of Instruction
Task/Response (contd)
Materials (contd)
Vary amount of
Accept dictated or
Reinforcement Systems
(contd)
material to be
learned.
Vary amount of
material to be
practised.
Vary time for
practice activities.
Use advance
organizers.
Cue student to stay
on task; e.g.,
private signal.
Facilitate student
cueing (student
providing cues to
the teacher).
Repeat directions or
have student
repeat directions.
Shorten directions.
Pair written
instructions with oral
instructions.
Use computerassisted instruction.
Use visual aids in
lesson presentation.
Other ________________
Task/Response
a copy of notes.
parent-assisted
homework
assignments.
Provide extra
assignment time.
Permit student to
print.
Provide a student
buddy for reading.
Other ________________
Materials
Modify text
Reduce or
substitute required
assignments.
Adjust level of inclass assignments to
academic level.
Break long-term
assignments into
shorter tasks.
Adjust amount of
copying.
Use strategies to
enhance recall;
e.g., cues, cloze.
materials (add,
adapt or substitute).
Make materials selfcorrecting.
Highlight important
concepts and
information and/or
passages.
Use a desktop easel
or slant board to
raise reading
materials.
Prepare recordings
of reading/textbook
materials.
Provide an extra
textbook for home
use.
Allow use of
personal word lists,
cue cards.
Increase use of
pictures, diagrams,
and concrete
manipulators.
Break materials into
smaller task units.
photocopying.
assignment book.
Other _________________
Organization for
Instruction
The student works best:
In large group
instruction
In small group
instruction
When placed
beside an
independent
learner
With individual
instruction
With peer tutoring
With cross-aged
tutoring
Using independent
self-instructional
materials
In learning centres
With preferential
seating
With allowances for
mobility
In a quiet space
within the
classroom.
Other _________________
Reinforcement Systems
Provide immediate
reinforcement.
Give verbal praise
for positive
behaviour.
Use tangible
reinforces.
Send notes home.
Complete progress
charts.
Allow special
activities.
Instruct student in
self-monitoring; e.g.,
following directions,
raising hand to talk.
Other _________________
Assessment and Testing
appearance; e.g.,
margins, spacing.
Adjust the test
design (T/F, multiple
choice, matching).
Adjust to recall with
cues, cloze, word
lists.
Vary test
administration
(group/individual,
open book, makeup tests).
Audio record test
questions.
Select items specific
to ability levels.
Vary amount to be
tested.
Give extra test time.
Adjust readability of
test.
Allow recorded
reports for essays
and/or long answers.
Read test questions.
Allow use of a scribe
or a reader.
Allow oral
examinations.
Other __________________
Instructional Accommodations
Reading Difficulties
Written Expression
Difficulties
Use less
difficult/alternative
reading material.
Reduce amount of
reading required.
Allow alternative
methods of data
collection (audio
recorders, dictation,
interviews, fact
sheets).
Enlarge text of
worksheets and
reading material.
Extend time to
editions of tests.
aloud to student.
Read standard
directions several
times at start of
exam.
Audio record
directions.
Use assistive
technology (optical
character
recognition system,
books on tape/CD,
screen readers).
Reduce volume of
work.
Break long-term
assignments into
manageable tasks.
Attention Difficulties
Provide alternative
seating:
Offer alternative
assignments.
Allow student to
work on homework
while at school.
Allow alternative
methods of data
collection (audio
recorders,
dictation,
interviews, fact
sheets).
Waive spelling,
punctuation and
paragraphing
requirements.
Accept keyword
responses instead
of complete
sentences.
Use assistive
technology (word
processor, spellcheck device,
grammar-check
device, text-tospeech software).
Near teacher
Facing teacher
At front of class,
between wellfocused students,
away from
distractions.
Provide additional or
Permit movement
Provide directions in
written form:
on board
on worksheets
copied in
assignment book
by student.
Extend time to
Provide a quiet,
distraction-free area
for testing.
Memory
Difficulties
Provide a written
outline.
Provide directions
in written form
(on board, on
worksheets,
copied in
assignment book
by student).
Provide a specific
process for
turning in
completed
assignments.
Provide checklists
for long, detailed
assignments.
Provide cues,
Allow student to
use reference
aids (dictionary,
word processor,
vocabulary cue
card).
adaptive devices:
pencil or pen
adapted in size or
grip diameter
alternative
keyboards
portable word
processor.
mutually agreed-upon
expectations for
neatness.
provide copies of
notes
permit student to
photocopy a peers
notes
provide
carbon/NCR paper
to a peer to copy
notes.
Extend time to
Accept keyword
responses instead of
complete sentences.
Classroom Expectations
Having a safe learning environment is crucial in the drama classroom, as students will not
feel comfortable enough to take risks and perform in front of others if they do not feel
comfortable. By setting boundaries, not only are students held more accountable for their
actions, but also they will find balance between routine and self-expression.
In the drama classroom we will:
Come to class prepared with a positive attitude.
Begin every lesson in a circle.
Have regular attendance. Parents must excuse all missed days.
Be present in the classroom and give everything your best.
Follow room safety procedures at all times.
Respect yourself, your peers, and your teacher.
When the teacher is talking, they have the stage. Everyone else is silent and
listening. Follow theatre etiquette when others are performing (no talking, clapping
at the end)
Keep all content appropriate.
Listen to all instructions to make sure everyone is safe and working;
Leave all our food, drink (other than water), and phones in bags.
Be in control of your learning, step outside your comfort zone, and try your best!
Average Day Plan (90 min):
1. Come in and sit in a circle ready to participate.
2. Class Schedule + Goals + Daily Expectations
3. Body + Voice Warm Ups
4. Skill building exercises/ Energizing exercises (These should be reflective of the
mini-lesson to be taught)
5. Mini-lesson
6. Student work
7. Re-group, reflect, present (optional).
8. Build on mini-lesson or mini-lesson #2
9. Student work
10. Re-group, reflect, present
11. Journaling