SCHEME OF WORK:



|Learning Outcomes: | |SCHEME OF WORK: ERNIE’S INCREDIBLE ILLUCINATIONS |

|Name key characters from the play “Ernie’s Incredible Illucinations”. | |YEAR: 8 TERM: 1b |DURATION:1 half term (6-7 Hours) |

|Describe how to use narration effectively in performance. | | | |

|Explain how to perform an effective stereotypical home scene. | | | |

|Predict how the work explored with families will help with the rest of the topic. | | | |

|Evaluate why audiences may relate to the characters from Ernie’s Incredible Illucinations | | | |

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|Name important elements of a performance voice. | | |

|Describe ways to script-read dialogue from a play script. | | |

|Explain pupils could be able to use knowledge learnt from a play script to help them create their own drama | | |

|scenes. | | |

| | |Aims: |

| | |For students to begin to learn how to explore and experiment with a published script. |

| | |For students to continue to learn, develop and explore performance aspects. |

| | |For students to begin to learn how to use technical aspects and explore production elements. |

|All pupils must be able to prepare for a group performance of a script extract. | | |

|Most pupils should recognise what is meant by on-text improvisation and use it to devise and present a | | |

|performance. | | |

|Some pupils could show emphasis of dialogue in performance and try to experiment with different accents. | | |

| | | |

|All pupils must explore how to use staging and levels in drama. | | |

|Most pupils should recognise what is meant by sound tracking exploring how to use it with scripts. | | |

|Some pupils could consider ways of including sound tracking and levels into their “mini-performances” of | | |

|“Ernie’s Incredible Illucinations”. | | |

|All pupils must participate in a formal drama assessment. | |Knowledge, Understanding, Skills and Key Words: |

|Most pupils should successfully complete a formal drama assessment. | | |

|Some pupils could exceed their predicted drama level of assessment. | | |

| | |Narration, Volume, Accent, Lights, Music, Levels, Sound Tracking, Script-reading |

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|Learning Activities | |Resources |What is being assessed? |

|(Mini task) Teacher introduces play “Ernie’s Incredible Illucinations”, describes the popular playwright Alan Ayckbourn, displays images asking questions around TV | |PPT file, bean |Creating – Ability to work in groups. |

|programmes based about families (e.g. Family Guy and The Simpsons). Students listen to teacher and are encouraged to answer any questions posed. Teacher makes connections| |bag |(Informal observations) |

|with the play then explains group task “Work in small groups to create a small scene that shows a stereotypical household family situation.” Students work in groups to | | | |

|complete task attempting to use information from initial discussions to develop ideas. | |PPT file |Creating – Ability to work in groups and |

| | |rules/games |follow instructions (Informal observations) |

|(Extension task) Teacher introduces and explains performance technique “Narration”, discusses previous experience and secures understanding with Teacher-In-Role for | | | |

|practical example(s) (e.g. Act out getting ready in the morning, narrating what you are doing). Students contribute to class discussion on previous “Narration” | |PPT file |Responding – Ability to comment on work and |

|experiences, watch and discuss practical example(s). Teacher explains group task “Work in small groups to develop your family scene so that you include “Narration” for | |questions/games |involvement in discussions. (Informal |

|all characters. Students work in groups to complete task exploring aspects of “narration”. | | |observations) |

| | | | |

|(Re-focus task) Teacher re-focuses students towards the earlier discussions on family characters then develops their understanding of “Narration” (e.g. explaining that | | | |

|others characters on stage can mime or freeze during the narration). Re-focus activity is explained to groups “Pick one character out of the group to narrate during the | | | |

|scene and prepare for performance to the class” Students listen to re-focus, develop and finalise rehearsal of scene. Teacher sets-up and leads performance of work, | | | |

|reminding students of what is expected and discussing each performance piece after presented. Students present pieces to the class and listen or contribute to class | | | |

|discussions. | | | |

|(Mini task) Teacher explains the importance of using voice in performance and introduces students to key words volume and accent. Students. | |PPT file, |Creating – Ability to listen to information |

| | |props/costume |(Informal observations) |

|(Extension task) Teacher. Students. | | | |

| | |PPT file, bean |Responding – Ability to ask and answer |

|(Re-focus task) Teacher. Students. | |bag |questions (Informal observations) |

| | | | |

| | |PPT file |Creating – Ability to discuss and work in |

| | | |groups (Informal observations) |

|(Mini task) Teacher . Students . | |PPT file, |Responding – Ability to complete a worksheet |

| | |worksheet |to create a character (Informal observations) |

|(Extension task) Teacher. Students. | | | |

| | |PPT file |Creating – Ability to work in pairs to present|

|(Re-focus task) Teacher. Students . | | |characters created. (Informal observations) |

| | | | |

| | |PPT file |Performing & Responding – Ability to present |

| | | |and comment on characters created. (Informal |

| | | |observations) |

|(Mini task) Teacher. Students. | |PPT file, |Creating & Responding – Ability to understand |

| | | |technique and use to create drama work |

|(Extension task) Teacher. Students. | | |(Informal observations) |

| | | | |

|(Re-focus task) Teacher. Students | | | |

| | |PPT file |Responding – (Informal observations) |

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| | | | |

| | |PPT file |Creating – (Informal observations) |

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Year 8

“Ernie’s Incredible Illucinations”

Topic 2

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