UbD Lesson Planning Guide (PSI)
|Lesson Title/Focus |Christmas Caraziling/Music and actions |Date |December 10th, 2013 |
|Subject/Grade Level |Drama/ Grade 2 |Time Duration |30 min |
|Unit |Musical Theatre |Teacher |Mr. Miller |
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning |Goal #2: To develop competency in communication skills through drama. |
|Outcomes: | |
|Specific Learning |Develop role-playing skills |
|Outcomes: | |
|LEARNING OBJECTIVES |
|Students will: |
|Explore and rehearse a character from a Christmas song |
|ASSESSMENTS |
|Observations: |Students are completing the task as expected. Observing and circulating help where needed |
|Key Questions: |How do actions help a song? |
| |Do actions help learn lyrics/words? |
|Products/Performances: |Performance of the “12 days of Christmas” |
|LEARNING RESOURCES CONSULTED |MATERIALS AND EQUIPMENT |
| | |
|PROCEDURE |
|Prior to lesson |Place all the characters into a bowl and one by one let the students pick them |
|Introduction |Time |
|Attention Grabber |Warm up: |5 min |
| |Mr. Miller says | |
| |Get the students up onto their feet and minds into drama. | |
| |Set the expectations for listening | |
| |This is a repeat of something done preciously so everyone should know what to do. | |
|Expectations for Learning and |Compare our time together with that of Les Boucheron and the importance of being on task to learn | |
|Behaviour |something in a short amount of time. | |
| |In order to get through everything, everyone needs to be on task. | |
| |Silence, while instructions are being given, and productive noise no louder than normal while | |
| |working. | |
|Advance Organizer/Agenda |Each student, will be given a role. | |
| |We, as a class will practice the song | |
| |Time to work on role, in front of class | |
| |Rehearse | |
| |Perform | |
|Transition to Body |Students to the carpet | |
|Body |Time |
|Learning Activity #1 |Role selection: |5 min |
| |All the roles (days) for the 12 days of Christmas are placed in basket and given to the students | |
| |Some roles will have more than one person | |
| |Think, pair and share classroom ideas for what an action might look like for each role. | |
| |Brainstorm ideas on the board | |
| |i.e partridge in a pear tree could be acting like a tree, or eating a pear | |
| |Two French hens could be two students saying something in French | |
|Assessments/ Differentiation: |Formative assessment is ongoing as teacher walks around the classroom and views/discusses with the| |
| |students what they are doing. | |
|Learning Activity #2 |Rehearse and Song: |10 min |
| |Students will head back to their desks and one by one the roles will be called | |
| |The song will be sung at the same time | |
| |It will go song lyric first and then asking the student(s) who’s role it is to come to the front | |
| |to show us their action and receive suggestions | |
| |Repeat until all roles are rehearsed. | |
| |Time management is key in keeping everyone on task so to move through quickly | |
| |Remind students this is for fun, and they are among friends so do not need to be shy | |
|Assessments/ Differentiation |Formative assessment is ongoing as teacher walks around the classroom and views/discusses with the| |
| |students what they are doing. | |
|Learning Activity #3 |Performance: |8 min |
| |This is it | |
| |Line the students up in a row, starting with day 1 all the way to day 12 | |
| |Inform them of the route they are taking, to walk across the front of the class and do their | |
| |action when it is their turn and then line up on the other side of the class | |
| |Every time their action is up afterwards they do their action on the spot, until everyone is done | |
| |This is a performance, so there is no time to stop. | |
| |Have words on the board to follow along. | |
|Assessments/ Differentiation |Formative assessment is ongoing as teacher walks around the classroom and views/discusses with the| |
| |students what they are doing. | |
|Closure |Time |
|Assessment of Learning: |Curtain Call: |2 min |
| |Allow time to celebrate the performance. | |
| |Ask key questions: | |
| |How do actions help a song? | |
| |Do actions help learn lyrics/words? | |
|Sponge Activity/Activities |Acting like Rudolph. |
|Reflections from the lesson | |
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