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The Secondary Learning Assistance/Life Skills ProgramDrama / Ms. OsadickThe LALS program is designed for students with Mild to Moderate Intellectual Disabilities, Autism and delayed adaptive behaviour skills. Each student has an Individual Education Plan (IEP). All aspects of the curriculum are modified. The Curriculum emphasis:improving functional academic skillsteaching life skills; family life educationproviding career awareness and work experiencepromoting social involvement in school activitiesproviding transition to post secondary optionsBased on the curriculum focus and each student’s individual goals, the 7 weeks in drama will focus on the following two areas: promoting personal independence and decision-making skillsdeveloping skills for social relationshipsStudents will take part in a few projects with learning outcomes that tie to the curriculum goals, and in the student’s interest areas. Support workers are there to help with students and the class and will therefore be made aware of the end game and process.Project 1: Mask Making Project 2: Group Performance Majority of the 2017/18 class are newcomers. (Gr.8’s) Therefore, creating a safe space where everyone is comfortable with each other is key. Educational games will be used for getting to know one another, and to help establish what is expected of them in a social context. The goal for the Mask and Performance project will revolve around communication, listening, empathy and focus. Student’s will be able to identify emotions, as well as communicate them in a variety of ways. Students will make autonomous choices regarding their final product and try to relate their experiences to those around them for a deeper understanding. Classes are one hour in length and will maintain a structure to promote a safe routine and clear focus. Students have shown a desire to perform in front of a small audience/peers, and therefore a performance in front of peers will become incorporated if possible. Assessment will be dependant on each individual and their own personal goals within the intended outcomes of the unit.Big Ideas: Creative growth requires patience, readiness to take risks, and willingness to try new approaches and individual and collective expression can be achieved through the arts.-54281835338800center968200624586041330700Take creative risks to express feelings, ideas, and experiencesCurricular Competencies:502919924780100Describe, interpret and respond to works of art centerbottomYou will create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play. What will you learn? Drama forms and conventions!00You will create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play. What will you learn? Drama forms and conventions!CORE & MAIN GOAL OF LESSONBIG IDEAS & CCMATERIALS & LINKSHOOK & INTROCORE ACTIVITYEXIT SLIP/CHECKOUTASSESSMENTContent: Getting to know youGoal: Understand we all feel differently (Are all different)BI: Creative growth requires patience, readiness to take risks, and willingness to try new : Take creative risks to express feelings, ideas, and experiences-Laptop/VideoQuestion of the day: What is your favourite holiday and why?Warm up: Strong Wind BlowsClip: The paper man: : Talk about the movie and feelings involved.Debrief: Everyone feels differently towards different things. Everyone will show their emotions in different ways too.Students are willing to share a bit about themselves in the activityContent: EmotionsGoal: Understand how we feel emotions in our bodiesBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Describe, interpret, and respond to works of art-MusicQuestion of the day: What’s your favourite sport to play?Warm up: GraveyardActivity:-Trust walk-Board brainstorm Debrief: Why is it important to trust our thoughts/feelings?Where do we feel our emotions?Students can answer according to the emotion called. Students can listen to one another’s storyContent: EmotionsGoal: To look at feelings conveyed through facial expressionsBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Take creative risks to express feelings, ideas, and experiences-Slips with ideasQuestion of the day:Warm up: Elastic Faces(Trio or pair) Emotion Tableaux CharadesDebrief: (Review) Do you think everyone shows their emotions the same way?Each student was able to identify at least one emotionContent: EmotionsGoal: Identifying emotions through body language (Levels)BI: Creative growth requires patience, readiness to take risks, and willingness to try new : Take creative risks to express feelings, ideas, and experiencesQuestion of the day: What’s your favourite month?Warm up: CamouflageTrio Tableaux (Levels) Debrief: We’re able to see how someone might be feeling due to their body languageStudent’s attempt to connect emotions to their bodyContent: EmotionsGoal: Identifying emotions through body languageBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Take creative risks to express feelings, ideas, and experiencesCheck in question: What mood best describes you in the morning?Warm up: Shark Attack (Groups according to group favourite food).-Group Scene (Day activity)Debrief: Good job using facial expressions and body language!Students’ attempt remembering to use the appropriate body language and facial expressionsContent: EmpathyGoal: Students use intrapersonal skills to relate to a characterBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Describe, interpret, and respond to works of artMovieBean bag (Soft Item)Question of the day: Favourite movie and why?Warm up: Water babiesWatch movie and observeQuestion: Favourite character & Scene.Debrief: We will continue next class, keep in mind the question!Students can focus and remember the taskContent: EmpathyGoal: Students use intrapersonal skills to relate to a characterBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Describe, interpret, and respond to works of artMovieQuestion of the day: What do you think makes a good hero?Warm up: Green light & Go, go, stopFinish MovieQuestion: Who was your favourite character and why?If students can answer why they chose the character they did.Content: SceneGoal: To replay a scene where they felt a strong emotionBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Describe, interpret, and respond to works of artQuestion of the day: Warm up: Who started the motionGroup mime scene (or tableaux)-Keep in mind body language & Facial expression-Explanation of why group chose that sceneDebrief: All of you were able to identify how someone else was feelingStudents can say why they felt happy/sad for a sceneContent: MasksGoal: Foster autonomyBI: Individual and collective expression can be achieved through the : Take creative risks to express feelings, ideas, and experiences-Print outs of masks*Have them hiddenQuestion of the day: Let one of the students decide! *Try something new*Warm up: Simon Says (Student led)-Scavenger hunt: (Different types of masks)-Go over mask typesDebrief: Which mask does everyone like/want to make?Students use self-autonomy to make themStudents can choose a mask designContent: MasksGoal: Students help make their maskBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Paper & Pencils-Mask pictures/examples-ScissorsQuestion of the day: What has been your favourite Halloween costume?Warm up: Grandmas footstepsTrace the mask & Mold itAll student’s masks are chosen and tracedStudents can focus and feel safe to ask for helpContent: Masks (Collab Day)Goal: Exercise focusBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Worbla-Wooden glue-Newspaper*In their class or drama kitchen??Check in question: What went well this week?Warm up: Bang-Put wooden glue on the mask (4/5 layers)The glue process is finishedStudents can focus and feel safe to ask for helpContent: MasksGoal: Use creativity to make mask their ownBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Masks-Fabric Paint*In their class or drama kitchen??Check in question: What are you looking forward to on Spring Break? Or, Favourite vacation?Warm up: Last one to-Paint/decorate worbla mask-Game (Students choose).**If Masks are already completed at this point, students can watch a movieHave a good Spring Break! Students can focus and feel safe to ask for helpContent:Mask introductionBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Masks-Ideas for playsCheck in question: What was your highlight over Spring Break?Warm up: Answer BackVideo of Fairy-tale tale (TBA)-Discuss Twisted fairy-tale projectDebrief: What character or event would you have wished to see happen? (One thing you could change).Students recap on learned content before Spring Break & Participate in discussionContent: BrainstormGoal: To brainstorm a short story/playBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful playWhite Board MarkerQuestion of the week: TBAWarm up: Camouflage-Brainstorm roles-Organize into groups/scenesCheckout Question: Does everyone have a character to play?Each student contributes to the ideaContent: RehearsalGoal: To rehearse 1st halfBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Notebook to record scenes and what is happening what-Use theatre and lights?Question of the week: TBAWarm up: Jumping Jelly Beans-Rehearse & Present the beginningCheckout: Good job! We will work on this more next classStudents can remember their role and focus on rehearsing itContent: Rehearsal/CostumeGoal: To look at costumes and rehearse second halfBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Keep track of any costumes usedQuestion of the week: TBAWarm up: Honey if you love me-Rehearse the middle-Look at costumesCheckout: Good job! We will work on this more next classStudents can remember their role and focus on rehearsing itContent: RehearsalGoal: To do a run throughBI: Individual and collective expression can be achieved through the : Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play-Notepad of groups and scenes decidedQuestion of the week: TBAWarm up: Musical Chairs-Rehearse and present the middle & endDebrief: How are you feeling about performing soon?Students can remember their role and focus on rehearsing itContent: PerformanceGoal: To perform in front of an audienceBI: Creative growth requires patience, readiness to take risks, and willingness to try new : Describe, interpret, and respond to works of art*Audience Question of the week: What’s something you do to shake off nerves?Warm up: Bibbity BopPerform in front of peersDebrief: Congratulations & Follow upStudents have fun and are willing to proceed with performance in front of a small audienceContent:GamesGoal: To have fun and reflect!BI: Creative growth requires patience, readiness to take risks, and willingness to try new : Describe, interpret, and respond to works of artQuestion of the week: What’s your favourite drama game?Warm up: TBAPlay games that the students decide on!Conclusion: Thank you for an awesome term! I had a lot of fun and will miss everybody!Tell each student a personal accomplishment regarding how far they’ve come.Resources:Movies with masks: Spiderman, Power Rangers, Mask, Lego Movie, Emoji Movie, CinderellaWorbla mask tutorials: Proposal: How can I include individuals with autism in my classroom? This unit plan ties to my inquiry proposal as it is dealing with inclusiveness, in a classroom where all students have a developmental disability of some sort. In the unit, I am emphasizing activities that get students learning more about one another, and activities where all can share their opinions and feelings. If students feel comfortable to share and can listen to their classmates, they will be on the right track towards an inclusive environment. The focus of the unit is on emotions, so they can enhance their social skills and foster their social emotional learning. Students will work towards creating their own mask, and a theatre piece that that they can show to a small audience. ................
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