Lesson Plan 2

SUBJECT/GRADE: Drama, Grade 2 LESSON: Exploring Alina’s Choice in The Moon Dragon

TIME: 60 minutes

Curriculum Connections Overall Expectation(s): B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories; B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences.

Specific Expectation(s): B1.1 engage in dramatic play and role play, with a focus on exploring main ideas and central characters in stories from diverse communities, times, and places; B1.2 demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to the role being played. B1.3 build and shape the direction of dramatic play or role play, building on their own and others’ ideas both in and out of role, with support.

Learning Goal(s): We are learning to… • Engage in role play to understand a character’s thoughts and feelings. • Explore various points of view on an issue, working in and out of role.

(Possible) Success Criteria: I know I am successful when… • I can take on the feelings and perspective of my character in role. • I can listen and speak in role. • I can focus and stay in role. • I can think and problem solve with others in the role play. • I talk about the things that influence my decision in and out of role.

Learning Skills:     

responsibility organization independent work collaboration initiative  self regulation

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Assessment Tools/Strategies • • • • • •

AfL, Debriefing/Discussions AfL, Thumbs Up/Thumbs to the Side AfL, Anecdotal Record (Audio recording) AaL, Self-Assessment, Glow and Grow graphic organizer AaL, Peer Feedback AaL, Self-Reflection, May there be…/May there not be…

Prior Knowledge/Skills Required for Students to Succeed in Lesson • • • • •

Creating and presenting tableaux, in sequences Participated in and shared group drama with others Some experience with “miming” Understanding of “role on the wall” strategy Understanding of a character’s “point-of-view”

Differentiated Instruction Details: How will you differentiate your lesson? Provide details. Knowledge of Students Differentiation based on student:

 Readiness  Interests  Learner Profile:

 Styles

 Intelligences

 Other (e.g., environment, gender, culture)

Differentiated Instruction Response  Learning materials (content)  Ways of learning (process)

 Ways of demonstrating learning (product)  Learning environment

Pre-Planning, Materials and Resources: Pre-planning: • • •

• •

Materials:

Precut mural paper (5 large sheets) Film older students (or teachers!) for the short silent videos for student viewing Have Sharing and Respecting Opinions anchor chart ready for review Photocopy Onion Sentence Starters

•

Picture book: The Moon Dragons

• • • • •

Check all technological equipment to ensure it works

• • • • • •

Brown mural paper Large index cards Chart paper Markers Short silent videos of emotional people (happy, sad, angry, scared, annoyed, excited) iPads OREO: Opinions anchor chart Tape recorders Smart Board Opinion Sentence Starters Mood music

Appendices: • • •

Appendix 1: Opinion Sentence Starters Appendix 2: Learning Skill: Success Criteria for Group Discussion Anchor Chart Appendix 3: Glow and Grow Graphic Organizer

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Resources: • • • •

Sheldon, Dyan, and Gary Blythe. The Moon Dragons. London: Andersen, 2014. Print. "Emotional Dark Music - The Eternal Forest." YouTube. YouTube, 3 Apr. 2011. Web. 23 Nov. 2015. "Opinion Sentence Starters (Anchor Chart & Task Cards)." Pinterest. The Laminating Co-Teacher. Web. 23 Nov. 2015. "Group Discussion/Accountable Talk Success Criteria." Pinterest. Web. 23 Nov. 2015.

Lesson Procedures: Minds On  Establish a positive learning environment  Connect to prior learning and/or experiences  Set the context of learning/sharing learning goals/essential questions

Connections: AfL, AaL, AoL: Assessment for/as/of Learning D.I: Differentiated Instruction T: Theory C.C: Cross-Curricular Connections

WHOLE CLASS > Develop Learning Goals & Success Criteria • Prior to lesson, share and develop learning goals and success criteria with the students together using the Smart Board. WHOLE CLASS > Thumbs Up, Thumbs to the Side • Check for understanding by asking students to place their thumb in front of their chest, then pointing it up if they understand or to the side if they are unsure.

AfL: Check for understanding

SMALL GROUPS > Viewing/Generating Lists • Refer to prior learning when students were in their tableaux. How can they tell what someone is thinking by looking at them? How does our body language communicate thought? • Inform students that in each of their groups, they will be given a short video of a person who is communicating an emotion with their body, but not using any words (much AfL: Observations like miming and tableaux). With their group, they will observe the person and 1) agree on what emotion that is being communicated. • Allow students to view the video and give time for them to decide what is the emotion. Then, instruct groups to generate a list of how the actor communicates the emotion. Guided questions: What does he/she do with his/her hands, back, and feet? How does his/her mouth move? Are they looking up or down? • Divide into groups. Have two students from each group collect the materials (iPad, chart paper, marker). • Walk around and observe student progress in groups, offering support where needed through questioning. When it looks like most groups are done, add one more step. Have a student share their understanding of a Lesson 2: Exploring Alina’s Choice in The Moon Dragons

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•

synonym, and then ask each group to think of at least five synonyms of the word they agreed upon and write it down. If students are stuck, introduce them to the Thesaurus. Have each group present their observations with the rest of the class.

WHOLE CLASS > Drama Warm-Up, Meet & Greet • Students walk around the class and act as their emotion through mime. When they greet another emotion, by saying one of the synonyms they wrote in a voice that expresses that emotion. Model an example of being tired, rubbing eyes, and yawning “sleepy.” • Pause the activity, and inform students that now when they greet someone, they need to “switch” emotions and continue to greet others. Whole Class > Debriefing / Discussion • Use the following questions to debrief the previous activity: • Did that role play feel any different when you switched emotions? • What are the differences between do with our bodies to show positive emotions versus negative emotions? • When you were acting as your group’s emotion or feeling, what did you do that was similar to the actor’s actions on the iPad? What did you do different? • How can this activity help you explore the thoughts and feelings of characters in stories?

Action

C.C: Literacy/Language, Gr. 2

D.I: Intelligences Bodily-Kinesthetic Interpersonal

AfL: Debriefing/Discussion

Connections:

 Introduce new learning or extend/reinforce prior learning  Provide opportunities for practice and application of learning (guided > independent)

AfL, AaL, AoL: Assessment for/as/of Learning D.I: Differentiated Instruction T: Theory C.C: Cross-Curricular Connections

WHOLE CLASS > Teacher Read Aloud, Pt. 2 • Read The Moon Dragons until the climax, paying attention to the emotions and feelings of different characters, especially Alina, through teacher think aloud and asking students questions about textual and visual cues to infer feeling and thoughts.

C.C: Literacy/Language, Gr. 2

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SMALL GROUPS > Role on the Wall • After dividing students into five groups, ask a volunteer from each group to draw an outline of the character, Alina. Ask another volunteer to be the “scribe.” • Using an example from a previous lesson, demonstrate that students should write Alina’s thoughts, feelings, and personality traits inside the outline. On the outside, they should write what people say about her. • Students share their role on the wall with the class. SMALL GROUPS > Pair Squared / Debate-in-Role • Introduce students to the idea of we make choices every day and encourage some examples, and offer your own (e.g., what to wear, what to pack for lunch, etc.). Explain that some choices can be easy, whereas others can be difficult because it affects others in an unkind way. • Repeat the last line that was read from The Moon Dragons: ““Did you find the dragons?” the villagers asked, when she returned.” • In Think-Pair-Share, ask students to determine what Alina’s choice is now that she knows about the whereabouts of the dragons. After discussing with a partner, ask volunteers to share. As a class, agree upon the decision that Alina must make (i.e., to let the dragons live peacefully on the mountain OR tell the king where they are, receive her room full of gold – but the king may kill them or cage them). • Divide the class into hunters and activists fighting for dragon rights. In pairs or individually, they should come up with some arguments for each side. • Possible Hunters’ arguments: dragons are dangerous; we could train them for war or labour, the reward of gold can change your family’s life • Possible Activists’ arguments: they are beautiful creatures who have not done us harm so far; there are only a few left in the world; harming dragons for fun isn’t nice • Review Success Criteria for Group Discussion and OREO anchor chart. • Students then find a partner that opposes their view. Within their pairs and in role, they should take turns sharing their point of view. • Provide prompts or sentence starters for students who need the support. • Once students have shared their opinions in role, have pairs group with another pair. Continue the debate-inLesson 2: Exploring Alina’s Choice in The Moon Dragons

D.I. Intelligences Visual-Spatial

T: Cooperative Learning

AfL: Observation

T: Constructivist theory, provide opportunity to share ideas (friendly debate) AfL: Anecdotal Record (audio record pair-squared discussions using tape recorders)

AfL: Success Criteria for Group Discussion/OREO Anchor Chart

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role exercise to share more perspectives and develop new learnings. INDIVIDUALLY > Glow & Grow • Students fill in the Glow & Grow graphic organizer to discuss if they met the group discussion success criteria (glow) and where they need to improve (grow). LARGE GROUPS > Group Tableaux (Exploring Point-of-View) • Students who were hunters stand on one side of the room. Students who were activists stand on the other side of the room. • Recall the group tableaux work from the previous lesson. Ask students if they remember how they knew they were successful. Put a copy of the previous lesson’s tableaux checklist on the board. Ask if there is anything students would like to add or change. • Explain that every choice has a consequence, and can affect others. Gauge prior understanding by asking students to explain what a “consequence” means. • Each group will create a two tableaux about the result of Alina’s choice – how it affects Alina and how it affects the dragons. The “hunter” group will portray the result of Alina’s choice to save the dragons. The “activist” group will illustrate the result of Alina’s choice to tell the king about the dragons. • Provide time for students to organize their tableaux and collaborate with their peers. • Provide a time for students to rehearse as a class, sharing their tableaux to the others. • Inform students that their previous partner from the debate will observe their tableaux and will offer feedback at the end. • Communicate that music often helps us focus and “feel” the emotions more deeply. Ask a volunteer from each group to select music from a playlist to help set the mood for their tableaux. • Dramatize tableaux with performance as the other group observes their partners. • Debrief the choices they made in building the tableaux. Pay attention to interesting choices. PAIRS > Peer Feedback • With their partners, students provide feedback to each other on how well they met the criteria for a successful tableaux and offer suggestions.

Lesson 2: Exploring Alina’s Choice in The Moon Dragons

AaL: Glow & Grow

AfL: Observations AfL: Anecdotal Records, note taking

AfL: Diagnostic – understanding of “consequence”

T: Developmental theory, provide amble time for primary learners to complete tasks

T: Gradual Release of Responsibility, provide support to only those who are struggling and those who ask D.I.: Intelligences Musical

AfL: Debriefing

AaL: Peer feedback

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Consolidation and Connection  Help students demonstrate what they have learned  Provide opportunities for consolidation and reflection

WHOLE CLASS > Corridor of Voices/Conscience Alley • Students line up in two rows, facing each other. There should be enough space between the rows someone to walk through. • Gauge students understanding of what a “conscience” is, before explaining the next steps. • Students will act as Alina’s conscience, trying to decide to save the animals or not. • Students will now have the option to choose what “side” they want to be on. Ask students to think about what they would want to tell Alina to try and persuade her. It can be a word or a sentence. They can use their imagination, and whisper a memory to her that will help her make her decision (refer to class’s own schemas and how they use what they experience to make their decisions). Give a few moments for them to think of what they will whisper as Alina’s conscience. • Then, in role of Alina, walk down the “corridor of voices” and listen to the whispers. INDIVIDUALLY > May there be… / May there not be… • Using these sentence prompts in their drama journals, students will write wishes for the dragons’ futures.

Lesson 2: Exploring Alina’s Choice in The Moon Dragons

Connections: AfL, AaL, AoL: Assessment for/as/of Learning D.I: Differentiated Instruction T: Theory C.C: Cross-Curricular Connections

AfL: Observations

AfL, Self-Reflection

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Accommodations and Modifications: How will you accommodate for students with IEPs, ELLs, etc.? FOR ALL STUDENTS: VARIATION • Provide scaffolding, emotional support, and opportunities to practice • Refer back to prior knowledge and experiences • Students have access to classroom resources • Healthy mix of whole-class, small group, and individual activities • Group students strategically • Model expectations • Break activities up into short, sequential steps FOR SOME STUDENTS: ACCOMMODATION • Prepare some students for transitions • Students have the option of typing journals instead of writing, which will support students who struggle with writing • Provide student with low-distract work area • Provide written instructions • Provide the student with a legible outline before a lesson/lecture and with legible teacher’s notes of lesson/lecture • Provide discrete visual cues for students to stay on task. FOR A FEW STUDENTS: MODIFICATION, E.G., IEP, ESL • Students assessed using a different standard than other classmates • Students can be excused from particular activities (other tasks given)

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Appendix 1. Opinion Sentence Starters

Opinion Sentence Starters

Opinion Sentence Starters

I believe…

I believe…

I think…

I think…

In my opinion…

In my opinion…

I prefer…

I prefer…

I feel…

I feel…

… Is better than …

… Is better than …

Everyone should…

Everyone should…

I agree…

I agree…

I disagree with…

I disagree with…

Opinion Sentence Starters

Opinion Sentence Starters

I believe…

I believe…

I think…

I think…

In my opinion…

In my opinion…

I prefer…

I prefer…

I feel…

I feel…

… Is better than …

… Is better than …

Everyone should…

Everyone should…

I agree…

I agree…

I disagree with…

I disagree with…

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Appendix 2. Learning Skill: Success Criteria for Group Discussion Anchor Chart

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Appendix 2. Glow and Grow Graphic Organizer Name: _________________________ Date: _____________________________

GLOW: Instructions: Use a yellow highlighter to show areas where you met the expectations, improved on previous work, met your goals, and did your very best. •

I listened carefully without interrupting.

•

I valued and respect all ideas and opinions.

•

I think about what is being said.

•

I participate actively in the discussion.

•

I ask questions.

•

If decisions need to be made, I will be fair and compromise.

GROW: Instructions: Use a green highlighter to identify all areas where you approached but did not meet expectations, need to set new goals, and need to improve. •

I listened carefully without interrupting.

•

I valued and respect all ideas and opinions.

•

I think about what is being said.

•

I participate actively in the discussion.

•

I ask questions.

•

If decisions need to be made, I will be fair and compromise.

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