1

Rebbecca Lloyd
9rl22@queensu.ca
CURR 311
Aynne Johnson
Lesson Plan Assignment

Context:
Students will learn about the significance of sound in a production. Students will be able to identify and create
significance with regards to sound using Waiting for the Parade as an example as well as inspiration.
Students will finish this assignment off with an in class performance. During this performance they will be
assessed using the specific curriculum guidelines outlined on page 3. Students will be provided will oral
feedback from their peers and I.
This class is designed for a grade 10 group. Students in grade 10 are able to do this kind of group work. This
assignment asks students to take risks make sounds. They should have developed a certain amount of comfort
in the High School classroom setting, but this assignment is not too intimidating, demanding, or difficult for a
student who is taking drama for the first time.

Prep Work:
-

Print reviews being used in class (links provided in lesson plan pictures on page 4)
A definition of a soundscape will be placed on the wall of the Drama Studio for students to access or
copy down if they wish
Dispense and receive permission forms (on page 8)
Written portion will be evaluated using a rubric (on page 9)

Lesson Plan Title / Subject: Finding Sound Using Waiting for the Parade
Date: December 4th 2014
Class / Grade: 10 Drama Open
Length of Class (minutes): 77 minutes

LEARNING GOALS:
Learning Goal
Use the elements and conventions
of drama effectively in creating
individual and ensemble drama
works, including works based on a
variety of sources.

Success Criteria
1) Students can identify and select
appropriate forms to present an
identifies idea
2) Students can adapt to a point of
view or voice of a specific
character
Demonstrate an understanding of
1) Students can identify and apply
safe, ethical, and responsible
the skills and attitudes needed to
personal and interpersonal practices perform various tasks
in drama activities.
2) Students can demonstrate an
understanding of theatre and
audience etiquette.

Coded Expectations
Elements and Conventions 2.1

Responsible Practices 3.1/2

LEARNING SKILLS:
Responsibility
Self-regulation
Independent Work

Collaboration
Initiative
Organization

FOCUS:
Locate and use information from a wide
variety of sources
Use oral/written communication suitable
for purpose and intended audience

Communicate effectively using visual

forms and symbols
Interpret (orally or in writing) visual forms
Think critically and respond to a work
Using sound to communicate meaning

Reviews being used in class:

Time
(minutes
)
5

Segment

Description

Resources

Hook
Assessment
for Learning:

Class Wide Vocal Warm Up

Reviews of Waiting for the
Parade: As students have seen
the show in groups of 3-5
students will read a reviews
and summarize it for the rest of
class in a dramatic form of
their choice (poetic rendition,
tableau etc). They will also
share whether they agree or
disagree with said reviews
Why do you disagree? Agree?
Did that moment stand out for
you? Why or why not?
This will allow for an
assessment for learning as it
functions to demonstrate where
the students are at after seeing
the production.

None
http://www.thewhig.com/2014/09/03/a
-captivating-offering-from-playhouse

15

Delivery of
New Ideas:

Waiting for the Parade is a

show full of sound and music.
Not only do the musical notes
function to communicate
meaning but the production

http://danceisthesoul.tumblr.com/post/
96463805886
http://afreshnewsstart.com/2014/09/12
/
waiting-for-the-parade-a-triumph-forthose-who-stayed-behind/#more-2649

Definition & Points to hit on:

A soundscape is a sound or
combination of sounds that
forms or arises from
an immersive environment.

15

Learning
Tasks:

35

takes place during a time with

a very distinct auditory
landscape. For this reason we
will be working in groups
creating soundscapes for
standout moments during the
production.
We will brainstorm the
definition of a soundscape as a
class, (popcorn style) writing
ideas on chart paper.
After deciding on our classes
definition this chart paper will
be posted up in the class to
function as a reminder when
needed
We will as a class create a
Rainstorm soundscape as an
example before individual
groups begin to create: each
student will make a sound that
belongs in a rainstorm, we will
adjust volume and intensity to
discover effect.

Students will work in groups of

5
Each group will choose a
moment in the show that stood
out for them.
Groups will create a 120-200
second soundscape using any
tools of their choice
Groups will also hand in a
written submission containing
400-500 explaining why they
choice this moment to work

The study of soundscape is

the subject of acoustic
ecology. The idea of
soundscape refers to both the
natural acoustic environment,
consisting of natural sounds,
including animal vocalizations
and, for instance, the sounds
of weather and other natural
elements; and environmental
sounds created by humans,
through musical
composition, sound design,
and other ordinary human
activities including
conversation, work, and
sounds of mechanical origin
resulting from use of industrial
technology.
The term "soundscape" can
also refer to an audio
recording or performance of
sounds that create the
sensation of experiencing a
particular acoustic
environment, or compositions
created using the found
sounds of an acoustic
environment, either
exclusively or in conjunction
with musical performances

Assessment as
Learning:

During

Instructional
Strategies:

Notes on
Instructional
Strategies:

Assessment of
Learning:
.

with this will be evaluated

using a rubric that will be
given out to students
Students will be givien two
classes to rehearse soundscapes
(1- Introduction to assignment
2- Rehearse and workshop 3Perform)
Students will be observed as
they work in groups
Students will be provided with
feedback as to whether of not
they are completing the task
appropriately, if not, how to do
so.
We will workshop soundscapes
as a class

Think/pair/s
Debate
hare
Coding
for
Think/pair/d importance
raw
Inside/outside
Four corners circles
Graphic
Rapid writing
organizers
Individual/pair/gr
Placemat
oup work
Jigsaw
Numbered heads
Gallery walk
Direct teaching
Graffiti
Role playing
Learning
Seminar panel
centres
Hands-on activity
Demonstrati
on
Groups will be given ample
work periods to ensure a
thorough rehearsal period
Groups will also submit
individual evaluations of
themselves and group members
to ensure all voices are heard
and valued

Students in groups will present

their entirely unique
soundscape to the class
Using the moment identifies

8
Final
Class

Wrap Up/End
of class:
7

from the production groups

will work together to draw out
emotions, environmental
factors, ect to communicate
the meaning within that
moment.
Students will demonstrate the
skills and attitudes needed to
perform the necessary tasks
Students will demonstrate an
understanding of theatre and
audience etiquette.
Students will be provided with
oral feedback from teacher and
peers
A whole class cool down this
will occur daily
Eyes closed guided journey

Field Trip Permission Form

Dear Parent or Guardian,
Your child is going on a field trip. Please read the information at the top of this form, then
sign and return the permission slip at the bottom of this form by ____________________.
Field Trip Information:
Date: ______________________________________________________________________________
Location: ___________________________________________________________________________
Purpose: ___________________________________________________________________________
Cost: ______________________________________________________________________________
Cash or check payable to: _____________________________________________________________
Means of Transportation: ______________________________________________________________
Leave school: __________________________ Arrive back at school:
___________________________
Special Instructions: __________________________________________________________________
__________________________________________________________________________________

Cut
here-------------------------------------------------------------------------------------------------------------------Cut here

_____________________________________________________ has permission to attend a field trip

to
_________________________________________ on ____________________________________ from
_________________________________________ to ________________________________________.
Enclosed, please find cash/check in the amount of _____________________ to cover the cost
of the trip.
I give my permission for ________________________________________ to receive emergency
medical

treatment. In an emergency, please contact:

Name: _________________________________________ Phone: ______________________________
Parent/Guardian Signature: ___________________________________ Date: ___________________

YouChooseThisMomentBecause?
RUBRIC
Criteria

.
2

Position
Statement

Position is clearly
stated and
consistently
maintained. Clear
references to the
issue(s) are stated.

Position is clearly
stated and
consistently
maintained.
References to the
issue(s) at hand
are missing.

Position is stated, but

is not maintained
consistently
throughout work.

Statement of
position cannot
be determined.

Supporting
Information

Evidence clearly
supports the
position; evidence
is sufficient.

Evidence clearly
supports the
position; but there
is not enough
evidence.

Argument is supported
by limited evidence.

Evidence is
unrelated to
argument.

Structure of work
isclearly developed.

Structure developed
reasonably well,
but lacks clarity.

Some attempt to
structure the argument
has been made, but the
structure is poorly
developed.

There is a total
lack of structure.

Sentence structure
is correct.

Sentence structure
is generally correct.
Some awkward
sentences do
appear.

Work contains structural

weaknesses and
grammatical errors.

Work pays little

attention to
proper sentence
structure.

Punctuation and
capitalization are
correct.

There is one error

in punctuation
and/or capitalization.

There are two or

three errors in
punctuation and/or
capitalization.

There are four or

more errors in
punctuation
and/or
capitalization.

Organization

Sentence
Structure

Punctuation &
Capitalization

TeacherComments:

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