Lesson

Topic

Program of Studies

Student Activities

Resources

Lesson
Duration

Assessment

Creating
and
developing
Public
service
announcem
ents (PSA)

Activity 1:
Drama:
Intellectual
develop and exercise imagination
develop concentration
recognize and learn to trust the intuitive
response
exercise divergent and convergent thinking
Social
understand self
discipline self
Integrative
understand and respond to environment
develop the confidence to make choices
English:
1.1 -Express ideas and develop
understanding
1.2 -Consider the ideas of others seek the
viewpoints of others to build on personal
responses and understanding
select from the ideas and observations of
others to expand personal understanding
-use talk, notes, personal writing and
representing to explore relationships among
own ideas and experiences, those of others
and those encountered in oral, print and
other media texts
2.1 comprehend new ideas and information
by responding personally, taking notes and
discussing ideas with others
Activity 2:
Drama:
develop role-playing skills:
accept role playing as a positive learning
experience

Activity 1:
Introduce project
Explain roles: director, actor,
writer, editor, camera operator
Review different perspectives
outlined to this point: First
nation, people in Alberta
urban or rural, trees, animals,
CEO of paper,
Mini project proposal students will write out which
perspective they want to
explore and why. Also they
will list their top two roles
they would like to take on and
why.
Bring in and expert, for
example, evergreen theatre
team to talk about the
different roles (i.e., director,
actor, etc.)
Activity 2:
In their assignment groups
(based on their mini proposal
provided) students will being
brain mapping and
brainstorming ideas, writing
them down on poster paper.
Review and exploration of
what makes a good PSA and
elements of a PSA, keeping in
mind a beginning middle and
end
Begin research for PSA.
Activity 3:

Activity 1:
http://www.aact.org/theat
re-people
http://www.evergreenthea
tre.com
Activity 2:
http://ctb.ku.edu/en/tableofcontents/participation/pro
moting-interest/publicserviceannouncements/main
http://www.nationalobser
ver.com/2015/08/04/
opinion/how-wildfiresand-climate-change-canaffect-your-health
http://www.pc.gc.ca/prog
s/np-pn/intro_e.asp
http://www.lonelyplanet.
com/canada/alberta/banff
-and-jasper-nationalparks/images/rockymountaineerLPT1012_016thea
http://cwfis.cfs.nrcan.gc.c
a/interactive-map?
zoom=0&lon=
416654&lat=1858768&
month=8&day=4&year=
2015
http://www.nrcan.gc.ca/f
orests/fire-insectsdisturbances/fire/13145
http://www.nrcan.gc.ca/f

Activity 1:
1 Day
Activity 2:
1 Day
Activity 3:
1 Day
Activity 4:
1 Day

Throughout these
lessons and
assignments students
will be assessed
primarily
formatively threw
observation. This
observation
assessment will have
a focus on ability to
work cooperatively
within a group and
effectively using
class time. There is
also numerous
"check-in" points
where students will
submit pieces to be
graded simply on
completion to ensure
the work is being
completed. For
example, students
will hand in their
project proposal,
their research, their
script and
storyboard. Also
students will be
continuing recording
information and
reflecting in their
"fire journal" which
will be assessed at
the end of the unit.

 take on the attitude of another

-appreciate and use the possibilities of a
story line in sequence
recognize and incorporate structure; i.e.,
beginning, middle and end
be motivated to extend the dramatization
experience into other subject areas
English:
1.1 -Express ideas and develop
understanding
1.2
-use talk, notes, personal writing and
representing to explore relationships among
own ideas and experiences, those of others
and those encountered in oral, print and
other media texts
research
-search for further ideas and information
from others and from oral, print and other
media texts to extend understanding
-select from the ideas and observations of
others to expand personal understanding
- use talk, notes, personal writing and
representing, together with texts and the
ideas of others, to clarify and shape
understanding
-evaluate the usefulness of new ideas,
techniques and texts in terms of present
understanding
3.1 - summarize important ideas in oral,
print and other media texts and express
opinions about them
combine personal knowledge of topics with
understanding of audience needs to focus
topics for investigation
-distinguish among facts, supported
inferences and opinions

Continued research time.

Students will collaboratively
develop their script for their
PSA.
Students then will begin
technical theatre work, with a
workshop on lighting,
filming, sound and editing.
A technical theatre expert, for
example University of
Calgary professor April
Viczko will come in and
discuss and work with
students. Students will also
have time to work on their
scripts.
Activity 4:
Students will finish working
on their scripts. Students will
also develop a
storyboards/film plan for their
PSA. The storyboard will
feature illustrations that
outline key moments of their
PSA. Each illustration will
also have a few sentences
explaining their image. Also
there will be a workshop with
the filmers from each group
on how to operate the camera.

orests/fire-insectsdisturbances/fire/13151
http://www.nrcan.gc.ca/f
orests/fire-insectsdisturbances/fire/13149
http://letsdoscience.com/
content_pdf/Grade6Trees
Forests.pdf
Activity 3:
https://theatredesigner.wo
rdpress.com/theatredesign-101/technicaltheatre-terms/
https://scpa.ucalgary.ca/p
rofiles/april-viczko
Activity 4:
http://coolspotters.com/ar
ticles/the-mega-moviemaking-guide-for-kids

-use note-taking or representing to assist

with understanding ideas and information,
and focusing topics for investigation
-identify categories of information related to
particular topics, and ask questions related
to each category
Plan to gather information
-develop and follow own plan for gathering
and recording ideas and information
- distinguish among facts, supported
inferences and opinions
-use note-taking or representing to assist
with understanding ideas and information,
and focusing topics for investigation
-decide on and select the information
needed to support a point of view
- develop and follow own plan for accessing
and gathering ideas and information,
considering guidelines for time and length
of investigation and presentation
3.2
-locate information to answer research
questions, using a variety of sources, such as
newspapers, encyclopedias, CDROMs, a
series by the same writer, scripts, diaries,
autobiographies, interviews and oral
traditions
-locate information to answer research
questions, using a variety of sources, such as
printed texts, bulletin boards, biographies,
art, music, community resource people,
CDROMs and the Internet
-determine the usefulness and relevance of
information for research purpose and focus,
using pre-established criteria
-evaluate the congruency between gathered
information and research purpose and focus,

using pre-established criteria

Activity 3:
Drama:
- use skills as outlined in dramatization
develop the ability to originate a dramatic
story
respond to a need to develop a dramatic
story to meet a given situation
develop the ability to shape a dramatic
story
develop dialogue appropriate to the
situation
develop the ability to communicate a story
refine communication skills in voice,
movement and gesture
be aware of and use such theatrical
elements as movement/stillness, light/dark,
sound/silence
appreciate the use of these theatrical
elements in communicating a play
use the art of playmaking to express ideas
and content from other subject areas; e.g.,
history, literature, feelings
English:
1.1
- engage in exploratory communication to
share personal responses and develop own
interpretation
2.4 -use structures encountered in texts to
organize and present ideas in own oral, print
and other media texts
-determine purpose and audience needs to
choose forms, and organize ideas and details
in oral, print and other media texts
3.3
-use clear organizational structures, such as
chronological order, and cause and effect, to

link ideas and information and to assist

audience understanding
-organize ideas and information to
emphasize key points for the audience
-add, delete or combine ideas to
communicate more effectively
-organize ideas and information using a
variety of strategies and techniques, such as
comparing and contrasting, and classifying
and sorting according to subtopics and
sequence
-organize and develop ideas and information
into oral, print or other media texts with
introductions that interest audiences and
state the topic, sections that develop the
topic and conclusions
Activity 4:
Drama:
use skills as outlined in dramatization
develop the ability to originate a dramatic
story
respond to a need to develop a dramatic
story to meet a given situation
develop the ability to shape a dramatic
story
develop dialogue appropriate to the
situation
develop the ability to communicate a story
refine communication skills in voice,
movement and gesture
be aware of and use such theatrical
elements as movement/stillness, light/dark,
sound/silence
appreciate the use of these theatrical
elements in communicating a play
use the art of playmaking to express ideas
and content from other subject areas; e.g.,

history, literature, feelings

English:
4.3
-organize ideas and information in
presentations to maintain a clear focus and
engage the audience