MYP (2) Monthly Lesson Plan # (November/Week 10 – Week 14)

Subject: Drama / Grade 7 Teacher: Mohammad Idreesi

Unit Title: Unit (2)/ The Art of Dialogue Week #: 10-14
SOI: To be truly artistic one must present their chosen identity with expression when in role.
Date: 3rd of November, 2019 – 1st of December, 2019

Objective(s):
Students will be able to:
 Develop reading skills
 Explore the difference between the dialogue and the monologue.
 Outline adapted texts.

Criteria & Strands:

C: Thinking creatively (All Strands)
D: Responding (All Strands)
ATL Skills(Category / Cluster/ Strand):
Communication
Communication: Use intercultural understanding to interpret communication.
Self-management
Affective: Practice focus and concentration.

Formative Assessment(s):
 Students will have daily samples and explorations of key concepts. Students will be encouraged to
discuss their thinking about the various topics covered in class. The information gained guides the next
steps in instruction and helps consider the additional learning opportunities needed to ensure success.
 Reading performance rubric.
Learning experiences and teaching strategies Duration

Week 1: Lesson 1 – Discussion

(4) hours
 Introduction ( 60 minutes per
1. What’s a dialogue and What’s a monologue class)
Explain the difference between the dialogue and monologue, making
references to a selected book/text that include both such as “Texts for Teens”.

Brainstorm the following question:

What are the key features of Dialogue and how effective are they in performing?

Pre-Assessment:
Making Connections,
Looking at what they already know about the term of “Monologue”.
KWL, Graphic Organizer for Notes and Self-reflection of personal experiences

 Students will have the opportunity to explore the global context “Identities and
Relationships”, in order to increase their understanding of the relationship
between the identity and the language.
  Week 2: Lesson 2 – Reading
1. Read, Repeat and Read again!
Students will interpret and apply the guidelines of the basic stage reading by
practicing a 2 minutes text that demonstrates the guidelines given.
Differentiation - Students will work on a variety of spreadsheet assignments based on
their level of ability
2. Preparing
Explain to the students that they have 20 minutes to prepare their
presentations and to prepare their text reading and presentation. Circle the
room guiding the students in their ideas. Be available for questions and
provide possible ideas or directions.
 Students will take notes and judge the performance of their peers.
Peer Assessment:
Students will present their guidelines to the class through a short text selected by the
teacher.
 Students will be asked to write reflection at the end of the class, using exit cards.
 Students will have the opportunity to explore the concept “Identity” while writing their
self-reflection.
 Week 3: Lesson 3 – Performances
1. Students will be introduced to a published texts from the book (Texts for
Teens” that they can create scenes out of them. Each student will have one
to perform in front of the class.
2. Assure that each student participates at least once.
3. Students will take notes on their performing as they will be asked to write
a self-reflection on the reflection board right after they finish there stage
reading of the text.
4. Visible thinking routine “I Used to think..., But Now I think...” can be used to
help students to reflect on their thinking about their performing.
 Students will develop their communication skills by being taking the full responsibility
of delivering a clear message for the audience.
Pre- Assessment:
Self-awareness – students will seek to understand.

 Week 4: Lesson 4 -Summative assessment

1. Students will have the opportunity to perform their selected texts inside a
collective theatrical performance. In two rounds. In the first round they
will play the whole performance non-stop. In the second teacher can stop
the performance to give short notes on students performing.

 Students will receive direct feedback during rehearsals and during assessments.
 Grope work will help the students will develop their self-management skills during the full
performance.
Material:
 The classroom environment is safe, warm and close knit. A positive environment is created by
always critiquing work in a professional safe manner, starting always with the positive remarks first.
This allows students to be true risk takers with their creative work in drama. The classroom is
configured in a way that allows plenty of space for rehearsal, warm ups, lecture and performance.
 Summative Assessment Rubric.
 Bolton, G. (1983). The activity of dramatic playing. In C. Day & J. Norman (Eds.), Issues in educational
drama (pp. 49-63). London: The Falmer Press.
 Booth, D. (1985). Imaginary gardens with real toads: Reading and drama in education. Theory into
Practice, 24, 193-198.
 https://www.readingrockets.org/strategies/readers_theater

Reflection:

Prior to teaching During teaching:

 Students will demonstrate the ability to perform a text inside a stage reading.
 Students must reflect orally using written reflection: four-sentence reflections, or self-assessment
checklists, or performance self-evaluations, or self-assessments of attitudes, in addition to allowing them
the opportunity to self-assess each of the MYP Arts Criteria of Assessment.
 Ensemble building through reading techniques.

During teaching:

After teaching the unit: