Emily Childs

Student Number: 213137003

EEA411 Assessment Task 2: Developing a Primary Drama

Unit

Tutor: Jo Raphael
Time: Tuesday 2 5pm
Lesson One

Attachments:
Book: The Story of Rubbish & two-page handouts

Performance Background Music:

https://www.youtube.com/watch?v=pd4j9osCNT4

Checklist for Silent moving pictures:

Lesson Introduction (whole class focus)
Warm up activities:
5 mins Zip (Jo Raphael 2017)
Zip will be used as a method to practice focus and introduce the students to using facial expressions
to convey emotions. It will be used in two of the lessons with another element being introduced each
time, and will be used to create a sense of continuity throughout the lessons. Zip is valuable, as it is a
method of unifying the class in joint focus and fostering group co-operation. Which are two elements
needed in the following activities.
Explanation
1) Students are the position themselves in a circle.
2) Demonstrate to students on how to pass on the zip. To pass the zip, a sharp clap is
directed to the person to their right.
3) Each student takes it in turn to pass the zip around the entire circle. It will be slow at
first.
4) Encourage students to go faster. The more focus they have the faster the zip will be.
5) Introduce that you can also change the direction of the zip by directing your clap to
the neighbour on your left.
6) Introduce the various emotions you can zip your neighbours with (i.e sad, nervous,
frustrated, excited). Explain that anyone can change the type of emotion being
displayed at any time.
7) Encourage students that anyone can change the direction at any time.

10 mins Spectogram (Poston-Anderson 2012, p. 78)

Spectogram will be used a method of assessment. Through this activity we can uncover students
prior knowledge with the questions we ask. It is used as method of introducing the topic as well as
allowing the students to start thinking about the topic.
Explanation
A line is drawn in the classroom with either end being the opposite extreme (i.e 10 and 0 10
being Absolutely/Strongly agree and 0 Not at all/Strongly disagree).
A question is asked to the students, the students then move and position themselves along the
line where their answer fits best.
Some students are asked the explain their reason for picking that spot (done via student
volunteering their answering or teacher choosing a student to answer). 2-3 students.
As students answer, scaffold further thinking via feeding questions off of their answers. Open
it up for discussion allowing other students to contribute.
This is repeated until all questions are asked.
At the conclusion of the discussion students are asked again Is recycling important?,
students are able to reflect on the discussion and change their answer according to their
newly informed opinion.
Questions for Spectogram
Does Australia do a good job of looking after its environment?
Does your household recycle?
Is recycling important?
Do you think we need to be careful with the amount of rubbish we produce?
Can we make a difference to the state of our environment?
Main Component of Lesson
Transition students into sitting on the floor, in a position where they can see the book.
10 mins - Read The Story of Rubbish (Katie Daynes 2009).
Before commencing reading ask the students, Who thinks they know how rubbish has evolved?
Get their ideas and predictions of how rubbish have evolved. This will be used as a method of
formative assessment to see how their learning has developed over the lesson.
Read the story: Check for understanding as you read by asking the students What is happening on
this page? What is this page telling us about rubbish? How has rubbish evolved so far? Is rubbish at
all useful?
Key ideas being identified: How have rubbish evolved & What part did humans play in the creation
of rubbish
5 mins - Time for a stretch
Students will be asked to stand up and move around the classroom in any direction the like.
Student will be asked to model a pretend bubble around their body, they are to make sure their
bubble does not burst. This is a method of ensuring no student bumps into another.
Once moving around, they will be asked to form groups of 2,8, 4 and then finally 5. The last number
will form their group for the next activity. Once in a group the students will have 30 seconds to
quickly come up with a group name. (Assuming there are 25 students in the class there will be 5
groups)
15 mins- Silent Moving pictures (adapted from Short scenes in Settlers Under Sail, Jo
Raphael)
In this activity, students will be focussing on their body language and movement and how they can
convey a message without sound, using the drama style of mime. In this activity the resource titled
silent moving picture checklist will be used as means of assessment. Observation notes of how
students interact with one another will also be recorded. Student learning will be monitored through
their performance and their answers to questions about how they are communicating the message in
the creating stage.
Key ideas being identified: Use of body language and facial expression to convey a message, using
drama to reflect what is happening on the page & creating a performance.
Explanation
Each group is given a two-page spread from out of the story of rubbish book (see
attachments). Their task is to recreate what they are seeing on the page.
Instruct the class that they are to interpret and recreate their page by only using their body
movements including facial expressions and body language. There is to be no sound. (forces
students to be create and sets a challenge)
Each group is given 8 minutes to create their collaborative performance.
Set students up around the room with enough space for movement in between. Music is
played as background. It is the teachers job to facilitate the volume of the music as each
group presents their piece.
Explain to students that they are to start and end their performance in a frozen position, when
they hear the music that is their cue to start. Once it is done they are to freeze and the music
 will go soft as the next group gets into their frozen position ready to start. Instruct the
students that everyone will clap at the end of all the performances.
Each group takes it in turn to perform, as this is happening the teacher is completely the
checklist (see attachments).
Once every group has performed, start clapping and gesture the students to come and sit on
the floor.
Provide feedback to students on their performances (i.e. well done on showing good use of
body language to illustrate what was happening on your pages or well done on bringing those
pages to life, I really liked the way each group demonstrated emotion.)
Preparation = 8 minutes
Performance = 7 minutes
Formative questioning as students practice their performance
How can you use your body to illustrate whats happening on the page?
What expressions can you use to show how humans have interacted with the rubbish on this
page?
How are you using every student in your performance?

Lesson Conclusion
Learning activities, key questions and teacher explanations:
10 minutes - Writing in role a Diary entry (Settlers Under Sail, Jo Raphael)
In Writing in role, students are encouraged to stay with their character or, if willing, students are able
to pick a new character (one they have seen in the performances) and write a diary entry depicting their
characters perspective. Each student does not have to be a human; students can write on behalf of the
soil, tree/plants or animals being affected by the rubbish. Writing in role is another method of
assessing how much knowledge has been retained from the lesson. It encourages students to write
creatively and use their imagination. It links firmly with the Victorian curriculum descriptor (VCSSU056).
Key ideas being identified: Writing creatively from the perspective of someone/something else & the
effect rubbish has on the environment.
Explanation
Continuing on from the last activity ask the students what was their character and how did their
character think and feel about rubbish.
Introduce the activity and explain that they are to write a short paragraph explaining their
characters perspective on how rubbish affects them.
Ask the students what sorts of information might you include? (i.e. how did the rubbish get
there? What sort of rubbish is it? Does it affect your character? How does your character feel
about it being there?)
Students are then given the diary entry worksheet. (see attachments)
Students begin to write
Lesson is concluded by a various students reading out their paragraphs. (2-5 students how many
that time allows for).
5 minutes has been allocated in case activities go overtime or will be spent on the conclusion.

Assessment of students learning:

Assessment has been used and explained throughout the lesson, the assessment pieces that have been outlines
are:
i. Spectrogram - Prior knowledge assessment. Use of formative questioning. Assessment for learning.
ii. Silent moving picture checklist. Use of observation and Assessment as and of learning.
iii. Diary entry. Form of summative assessment and assessment for learning, understanding what
knowledge has been retained from their participation within the drama activities.

Lesson Two

Attachments:

Two contrasting images. A- Rubbish Dump B- Rubbish Free.

YouTube video showcasing life on a rubbish dump:
https://www.youtube.com/watch?v=w6-dqhnmJzY

Picture of deforestation:

Lesson Introduction (whole class focus)

Learning activities, key questions and teacher explanations:
Warm up activities:
5 mins Zip (Jo Raphael 2017)
Zip will be used as a method to practice focus. It will be used in two of the lessons with another
element being introduced each time, and will be used to create a sense of continuity throughout the
lessons. For this lesson two elements will be included; boing and pow.
Explanation
1. Students are the position themselves in a circle.
2. Practice sending zip around the circle, reminding students that they have the power to
change the direction of the zip if they choose it.
3. Encourage students to go faster. The more focus they have the faster the zip will be.
4. Introduce boing. When a student raises both their hands and says boing it acts as a block
and sends the zip back the way it came.
5. Go around the circle using zip and boing
6. Depending on how well the students are grabbing a hold of boing, introduce pow. If
students are still slow with boing continue the same. If not, pow is when the student pushes
both their hands in a forward motion and sends the zip across the room. Students are to
direct the zip with their hands and the zip carries on around the circle from the other side.
7. Practice going around the circle and watch the students are they interact with zip, boing
and pow
5 mins Yes, Lets! (Jo Raphael 2017)
Yes, Lets is a game that encourages student imagination as the walk around the room like various
animals/people or expressions. Linking to the following activities of a pretend world, this warm up
activity allows students to become familiar with the task.
Key ideas being identified: students are able to pretend they are something else in order to what like
it.
Explanation
Students are asked to walk around the room in any direction they like. Remembering to put
in our personal bubble before we start.
The teacher introduces the activity by modelling. The teacher will call out something like
Hey, lets walk around like monkeys, it is explained that the students are to reply all together
with Yes, Lets! Everyone then proceeds to walk around like monkeys.
Continue 1-2 more times before opening it up for the students to control.
Encourage students that anyone can call out Hey, lets walk around like at any time.
Continue until the designated time is up.
Finish the activity by calling out Hey, lets walk to the front of the room like butterflys and
sit on the floor. As a means of transition.

Main Component of Lesson

Learning activities, key questions and teacher explanations:
10 mins- Getting a feel for two worlds (adapted from Jo Raphael, Settlers Under Sail)
Students are shown two contrasting images where they are encouraged the interpret how they
imagine the 5 senses would be in the two images. They are asked to point out the similarities and
differences within the two images.
Key ideas being identified: Understanding how the use of our 5 senses can help to act and reflect the
pretend world. Illustrate understanding of similarities and differences and make predictions
accordingly (links to Scientific Inquiry Skills).
Explanation
Students are shown the 50 second video of what a rubbish dump looks like.
Students are then shown a house that is built on that rubbish dump. And another that is not.
contrasting images. (see attachments)
Students are asked to pinpoint the obvious differences in the two and make predictions to
what they like life would be like if they were living in the picture.
Students are asked to think about the 5 senses. What might we smell, see, feel, hear and
taste?
Student feedback is used as means of formative assessment for assessing their scientific
inquiry skills.

10 mins- The door swings both Ways (Poston-Anderson 2012, p. 78, Activity box 5.1)
In this activity students enter a hypothetical world that they have imagined. Students are to imagine a
door (decorated however they wish) that once they open, enters them into a pretend space. Once the
activity is finished the door is to be closed behind them symbolising the boundary that separates
them from the as if world and their reality.
Key ideas being identified: Using their imaginations to create an as if world, participating in
improvisation, using all five senses to imagine the effects of sustainability (i.e. rubbish free or
rubbish overload).
Explanation
Students are asked to find a space separate from anyone else.
Students are then asked to imagine a door (students may do this by closing their eyes or if
they feel more comfortable, keeping them open). Teacher prompt the students by asking
What does it look, feel like? How is it decorated? What colour is your door?
The teacher then explains the scenario behind the door. picture A: Rubbish land. Students are
encouraged to picture that world, What does it look like? Use your 5 senses to imagine a
pretend world.
Students are then encouraged to interact with that world, via movement and noise. For
example, students might begin to step over rubbish and say Ew what is that smell? The
Teacher is also a part of the activity and is required to model what is expected of the students
to provide a guide for students to follow.
The students exit that world and shut the door behind them.
The teacher asks the students to imagine another door. The process is repeated, this time with
picture B: The Wilderness Hut, Rubbish Free.
Complete the task by asking all students to exit their world by shutting their doors and
coming together on the floor.
Focus Questions to end activity
1. Who would like to tell me what their world looked like?
2. Wat did your world smell like?
3. What did you do in your rubbish land worlds?
4. Would you like to live there? Why or Why not?
Transition into the next activity by asking the students Would you like to meet someone from the
Rubbish land picture?
10 mins- Teacher in Role (Kathleen Warren 2004, p. 18)
Teacher in Role involves the teacher planning a script and researching their character to present to
their students a person they can interact with and ask questions. Teacher in Role gives the students
a character to whom they can respond and with whom they must interact. Through this role the
teacher has the opportunity to extend the drama experience as they can probe, question and challenge
the students.
Key ideas being identified: Deeper and extend thinking on the impacts of rubbish in our
environment.
Explanation
The Teacher explains that we are going to have a visitor from the page travel to us to talk
with us. (For those students unsure the teacher can explain that they are going to leave and
come back as a character)
The teacher explains that when Thia comes in they have the chance to ask as many questions
about living on a rubbish dump as theyd like.
Teacher faces their back to the class and puts on a ripped t-shirt. Teacher then introduces
her/his self to the students as Thia and explains a what she has done that morning.
Students are prompted to ask questions. If quiet, the teacher may ask who has a question for
me?
As the students ask, the teacher responds and may prompt further questioning via either
explaining more about her/his daily life or asking the audience a question i.e. where did you
get your shoes? Have you found anything in the rubbish today?
Some prompting will depend on the questions students ask.
Finish the activity by saying goodbye to the class. Take off the props and ask What did you
learn from This while I was away?
Ask students to quickly write in their workbooks what they learnt from Thia. (dot point form)

Lesson Conclusion
Learning activities, key questions and teacher explanations:
10 minutes - Picture Postcard (adapted from Jo Raphael Deakin University)
As a means of concluding the lesson whilst transitioning into the next lessons topic, Picture Postcard
is a scene-setter. A scene is given to the students, it requires creativity and improvisation for the student
to move into the picture how they see fit. It ties in with sustainability still, but moves on from rubbish
onto another resource.
Key ideas being identified: Use of body movement, improvisation and creativity to fit into the postcard.
Explanation
The scene is given: A forest.
One by one the students are encouraged to become a part of the postcard. They are able to be
anything you would find in a forest.
As the students walk into the picture they are to call out what they are.
Once the last student is in the picture, everyone remains still.
Next the teacher explains that she/he too will be in the picture.
Teacher walks to the top of the picture and exclaims that they are a wood cutting machine. It is
her job to move through the picture. The students job, based off of what they are, is to think
how would my character act in this scenario.
 The scene is broken into three parts. 1) what happens after 2 hours (the teacher moves 1/3 into
the picture). 2) what happens after 5 hours (the teacher moves 2/3 in the picture). 3) what
happens after a whole day (the teacher moves to the end of the picture).
Whilst the teacher is moving through the scene the students are acting out what happens to them.
To conclude the activity, bring all students together on the floor.
Focus Questions
Who could tell me what was happening as I moved through the picture?
Does anyone know what it is called? (if not, explain its called deforestation and explain why its
done and where, show picture of deforestation)
How do you think your character felt whilst the wood cutting machine moved through?

Assessment of students learning:

The assessment pieces throughout this lesson are:
i. Observation notes can they pinpoint the similarities and differences within the two pictures.
ii. Summative assessment dot points on what they have learnt from Thia, in work books.

Lesson Three

Attachments:
Focus questions sheet given to students.
 Rubric used to assess
group commercials.

Lesson Introduction (whole class focus)

Learning activities, key questions and teacher explanations:
15 mins - Poem of the Earth (Earth Keepers and Wild Ones 2017)
In this activity students are able to work both individually and collaboratively. It requires the
students to construct a poem that is then performed in their choice of medium.
Key ideas being identified: collaborative work, translating their thoughts and events of the forest
postcard into a poem. Performance with sustainability.
Explanation
Each student is given a slip of paper and asked to lie down.
They are asked to imagine that the Earth or Forest is whispering to them. What would the
earth say to them?
Students are to write the word/sentence or phrase on the slip of paper.
In groups of 5 students use their collection to write a poem. The students need to work out
the order of the line and how they are going to present them to the class. This can be
sung/taken in turns/mimed/danced/acted etc.
Each group takes it in turn to present their group poem.
Focus Questions
Why have you chosen that particular phrase? What does it mean to you? What message is your
group telling the audience?

Main Component of Lesson

Learning activities, key questions and teacher explanations:
5 mins Brainstorm Lesson (Adapted from ArtsEdge )
Brainstorming helps students feed off of their peers input. By brainstorming we are setting up the
next activity whilst providing an opportunity for scaffolding to occur.
Explanation
Split class into groups of 3-4.
Introduce the topic of recycling and ask the students to think of as many ways we can
reduce, reuse and recycle our resources.
Students begin writing as many ideas as they have.
10 mins - Decision Walk (Poston-Anderson 2012, p. 79)
A decision walk is a method of identifying the reason behind a decision. Students are asked to
verbalise reasons for recycling or reasons against. It a tool used to show students that a decision has
a consequence.
Key ideas being identified: Verbalisation of critical reasoning behind the benefits and negatives of
recycling.
Explanation
One students is selected as the decision maker.
The remaining students form two lines in, facing each other. (One side will call out positive
reasons, the other negative.)
As the decision maker walks slowly through the middle, each side takes it in turns calling
out a reason.
Once the decision maker makes it to the end, they are to make a decision based on what their
peers have said.
Focus Question
Why did you choose that option? What was the most persuading comment? Why?
20 mins- Commercial (Adapted from ArtsEdge)
Students are to combine all their experience from the previous lessons to create in groups a
commercial urging people to recycle. Their performance will be marked against a rubric and be used
as means of summative assessment. Their commercial can be in any medium of their choosing.
Students are encouraged to use any of the material and props provided.
Key ideas being identified: Combination of knowledge of sustainability to produce a persuading and
positive commercial.
Explanation
Students are split into groups of 4-6.
 Students are introduced to the task and provided a focus questions sheet (students are able to
use this sheet as inspiration on what to include in their commercial).
Remember to encourage students to be as creative as they would like.
Students work collaboratively and create their commercial

Lesson Conclusion
Learning activities, key questions and teacher explanations:
10 mins- Presentation of performances (Commercial)
Key ideas being identified: How well students work collaboratively to act and preform their recycling
commercial.
Explanation
Students present their 1-2 min long commercial.
Feedback is given to students on their performance.

Assessment of students learning:

Assessment has been used and explained throughout the lesson, the assessment pieces that have been outlines
are:
Informal assessment: Decision Walk
Have the students connected knowledge from previous lessons as reasons to recycle. Have they
understood the connection between human action and the consequence of rubbish and deforestation?
Is their reasoning valid?

Summative Assessment: Commercial

Students are marked against a rubric (see attachments)