Junior High Drama Option: Long Range Planning

Teacher:
School:
Classroom:
Time Period:

Ms. Healy
Willow Creek Composite High School
Drama Room - #??
Approx. 10 weeks ( ~ 19 x 90 min + 3 x 60 min)

Willow Creek Composite High School operates on a day 1 day 2 schedule. Junior high
options are on day 2s only.

Philosophy for Drama Education

Drama is not only an art form in itself, but a vehicle for learning and teaching as well.
Through drama, students are required to step into the role of creator, performer, historian,
critic and consumer. Drama develops the whole student emotionally, physically,
intellectually, imaginatively, aesthetically, and socially by giving form and meaning to their
experiences. Drama fosters positive group interaction, positive self-concept, and selfdevelopment through reflection. This is done in an atmosphere that is non-competitive,
cooperative, supportive, and joyful, yet challenging.
(Alberta Education, Program of Studies)
Imagination is a muscle ; perhaps the most important of the body!

General Outcomes of Junior High Drama

1. To acquire knowledge of self and others through participation in and reflection in
dramatic experience.
2. To develop competency in communication skills through participation in and
exploration of various dramatic disciplines.
3. To develop an appreciation for drama and theatre as a process and art form.

5 Disciplines of Drama
Disciplines that Communicate mode of exploration that may end in presentation
1. Movement- Non-verbal physical expression.
o

Tableau, creative movement, mime, dance drama, improvised dance, choreographed dance, stage
fighting, clowning, mask

2. Speech- The exploration of talking and speaking to meet the demands of verbal
communication. Examines interpretation, the mechanisms of control of vocal delivery,
and acknowledges the importance of listening critically. Focus on the effective
communication of ideas.
o

Storytelling, oral interpretation, choral speech, radio plays

3. Improvisation/acting- The acting out of an idea or situation, using spontaneous

improvisation, planned improvisation, and text.
o

Creative drama, planned improvisation, spontaneous improvisation, theatre sports, group drama,
puppetry, choric drama, readers theatre, story theatre, scripted work, monologues, audition pieces,
collective, musical theatre, film/video

Disciplines that Enhance Communication- exploration that refers to a possible area of

study
4. Theatre studies- Introductory exploration of teacher selected elements of drama and
theatre that foster an appreciation of theatre as an historical cultural art form.
o

Performance analysis, theatre history, the script

5. Technical Theatre- The appropriate selection, construction, and manipulation of

those staging variables that visually and aurally support the performer and the needs
of production. Possible components of study include: lighting, sound, makeup, costume,
set, properties, puppetry, mask, visual media, and management.
o

Lighting, sound, makeup, costume, set, properties, puppetry, mask, visual media, management
(stage/house/business)

Orientation is the foundation of the junior high drama program. It involves the diagnosis of
students, setting controls and routines, climate building and laying the groundwork for
study in the five disciplines. Orientation will be integrated into all disciplines, but will also
include a small area of study individually to start out the year.

Course Plan
September 2015
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1. Orientation: Getting to know each other + Class Basics + Trust

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2. Movement + Origination + Stage Technical

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No
School
Staff
Days

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Flex

October 2015
3. Speech & Voice + Radio Plays + Story telling
Flex / Presentation Days
Flex
4. History Days
5. Improve Skills + Acting / Character Work

November 2015

Flex / Wrap up

1. Lets get to know each other and drama!

Orientation (~ 3 x 90 min Classes) 5%
Getting to know each other
Course outline
Journaling
Classroom expectations, rules and routines
(setting up the classroom climate)
Trust and teamwork exercises
Sharing and absorbing exercises (good
audience etiquette)
Introduction to drama basics!
Critique of self and others (How?)
2. Lets move it people! 25%
Safety procedures
Where does drama come from?
Creative movement
Stage directions
Stage technical: Lighting, costumes, props,
etc.
Dance & stage fighting (So you think you can
dance?)
Mood through movement
Freeze frames
Critique of self and others

3. Okay, lets talk! 25%

Vocal relaxation and warm ups
How to be heard
Soundscapes
Different situations and different forms of
speech
How to interpret and communicate mood
through speech
Script analysis
Story telling (community?) + Radio Plays
Critique of self and others
4. A moment in time! 15%
Drama in different time periods and different
culture study
Character, costume, stage, comparisons
Culture mask making day
Small research project with
presentation/report
Critique of self and others
5. Time to improvise and act! 30%
Character studies
Improv. exercises and games
Perform a scene
Create scenes based around objects and
scenarios
Critique of self and others

Assessment:
Assessment in drama will be broken into Assessment for Learning (formative) and
Assessment of Learning (summative).
Assessment for Learning
Purpose:
To help students learn from their
experiences and to find out what they
need to work on in preparation for
Summative Assessments.
Not included in students grade of
achievement

Assessment of Learning
Purpose:
To compare student learning to the
curricular outcomes and measure
mastery of these concepts.
Summative assessments are reported as a
grade of achievement

Examples of Formative Assessments:

o Warm-ups
o In-class Exercises
o Rehearsals/ Group work
o Journaling
o Reflection and Self-Assessment

Examples of Summative Assessments:

o Projects / Written Assignments
o Performances
o Quizzes
o Participation
o Safety Mark

Attendance and participation are absolutely key to student success in drama. If a student
misses a day of class it is the responsibility of the student to find out what they missed that
day and to make it up in a timely matter as per discussed with teacher. If students are in
class and refusing to participate, being disrespectful of self, peers, or teacher, or failing to
work cooperatively with class, this will be directly reflected in the students participation
grade. If this becomes a regular event, other steps may be taken to promote student success.
It is up to the professional judgment and discretion of the teacher to adjust students marks
accordingly if need be.
Safety Mark: Due to the high energy and movement associated with the drama classroom,
students will be assessed on their safety knowledge and ability to implement it in day-to-day
activities.

Differentiation: Drama can be differentiated according to content, process, and products.

When planning classroom differentiation, one must consider students prior knowledge,
preferred learning styles, and present skill level. The teacher must provide alternative
instruction and assessment activities as well as challenge students at their appropriate level
in terms of their readiness, interests, and learning profiles.

Allocate tasks for group work when necessary. Use a variety of groupings to meet
student needs.
Have support boxes for students when completing projects. Put
tips/pictures/advice inside. Students can use these if they feel lost or like they need
a little more help or direction.
Give each student personal instructions about whats required of them. Many will be
the exact same. But by putting names on them, you can differentiate the level of
instructions needed individually, but also engage all students and makes them feel
important.
Use questionnaires, journaling, exit slips, etc. to see if your goals for the day are
being met in all students. Look for patterns and what you may need to change.
Must, should, could. Phrase lesson goals in terms of: All must complete, Most
should complete, and Some should complete This works well as an
aspirational tool, because all students want to be in the elite, some category and
tend to try harder.
Allocate different tasks to different groups. This allows you to assign less
challenging tasks to weaker groups and vice versa. It also allows you to allocate your
time and supervision better. Please note, students should not be sorted into
ascending groups on a regular basis!
Give students choice! This is a great motivating tool, can help to match projects with
learning style, and give students a feeling of control over there learning.
Additionally, each choice may meet the same learning outcome, but vary in
difficulty.

General Accommodations
Methods of Instruction

Task/Response (contd)

Materials (contd)

Vary amount of

Provide student with

Increase print size in

Accept dictated or

Use daily homework

Reinforcement Systems
(contd)

material to be
learned.
Vary amount of
material to be
practised.
Vary time for
practice activities.
Use advance
organizers.
Cue student to stay
on task; e.g.,
private signal.
Facilitate student
cueing (student
providing cues to
the teacher).
Repeat directions or
have student
repeat directions.
Shorten directions.
Pair written
instructions with oral
instructions.
Use computerassisted instruction.
Use visual aids in
lesson presentation.
Other ________________
Task/Response

a copy of notes.

parent-assisted
homework
assignments.
Provide extra
assignment time.
Permit student to
print.
Provide a student
buddy for reading.
Other ________________
Materials

Modify text

Reduce or

substitute required
assignments.
Adjust level of inclass assignments to
academic level.
Break long-term
assignments into
shorter tasks.
Adjust amount of
copying.
Use strategies to
enhance recall;
e.g., cues, cloze.

materials (add,
adapt or substitute).
Make materials selfcorrecting.
Highlight important
concepts and
information and/or
passages.
Use a desktop easel
or slant board to
raise reading
materials.
Prepare recordings
of reading/textbook
materials.
Provide an extra
textbook for home
use.
Allow use of
personal word lists,
cue cards.
Increase use of
pictures, diagrams,
and concrete
manipulators.
Break materials into
smaller task units.

photocopying.

assignment book.
Other _________________

Organization for
Instruction
The student works best:
In large group
instruction
In small group
instruction
When placed
beside an
independent
learner
With individual
instruction
With peer tutoring
With cross-aged
tutoring
Using independent
self-instructional
materials
In learning centres
With preferential
seating
With allowances for
mobility
In a quiet space
within the
classroom.
Other _________________
Reinforcement Systems
Provide immediate
reinforcement.
Give verbal praise
for positive
behaviour.
Use tangible
reinforces.
Send notes home.
Complete progress
charts.

Allow special
activities.

Instruct student in

self-monitoring; e.g.,
following directions,
raising hand to talk.
Other _________________
Assessment and Testing

Adjust the test

appearance; e.g.,
margins, spacing.
Adjust the test
design (T/F, multiple
choice, matching).
Adjust to recall with
cues, cloze, word
lists.
Vary test
administration
(group/individual,
open book, makeup tests).
Audio record test
questions.
Select items specific
to ability levels.
Vary amount to be
tested.
Give extra test time.
Adjust readability of
test.
Allow recorded
reports for essays
and/or long answers.
Read test questions.
Allow use of a scribe
or a reader.
Allow oral
examinations.
Other __________________

Instructional Accommodations
Reading Difficulties

Written Expression
Difficulties

Use less

difficult/alternative
reading material.

Reduce amount of
reading required.

Allow alternative

methods of data
collection (audio
recorders, dictation,
interviews, fact
sheets).

Set time limits for

specific task
completion.

Enlarge text of

worksheets and
reading material.

Extend time to

complete tests and

assignments.

Use large print

editions of tests.

Read test items

aloud to student.

Read standard

directions several
times at start of
exam.

Audio record
directions.

Use assistive

technology (optical
character
recognition system,
books on tape/CD,
screen readers).

Reduce volume of
work.
Break long-term
assignments into
manageable tasks.

Attention Difficulties

Provide alternative
seating:

Extend time for

completing
assignments.

Offer alternative
assignments.

Allow student to

work on homework
while at school.

Allow alternative

methods of data
collection (audio
recorders,
dictation,
interviews, fact
sheets).

Permit use of scribe

or audio recorder
for answers
(student should
include specific
instructions about
punctuation and
paragraphing).

Waive spelling,

punctuation and
paragraphing
requirements.

Accept keyword

responses instead
of complete
sentences.

Use assistive

technology (word
processor, spellcheck device,
grammar-check
device, text-tospeech software).

Near teacher
Facing teacher
At front of class,
between wellfocused students,
away from
distractions.

Provide additional or

personal work space

(quiet area for study,
extra seat or table,
time-out spot, study
carrels).

Permit movement

during class activities

and testing sessions.

Provide directions in
written form:

on board
on worksheets
copied in
assignment book
by student.

Set time limits for

specific task
completion.

Extend time to

complete tests and

assignments.

Allow student to take

breaks during tests.

Use multiple testing

sessions for longer
tests.

Use place markers,

special paper, graph

paper or writing
templates to allow
student to maintain
position and focus
attention better.

Provide cues; e.g.,

arrows, stop signs on

worksheets and tests.

Provide a quiet,

distraction-free area
for testing.

Allow student to wear

noise buffer device
such as headphones
to screen out
distracting sounds.

Provide checklists for

long, detailed
assignments.

Memory
Difficulties

Provide a written
outline.

Provide directions
in written form
(on board, on
worksheets,
copied in
assignment book
by student).

Provide a specific
process for
turning in
completed
assignments.

Provide checklists
for long, detailed
assignments.

Read and discuss

standard
directions several
times at start of
examination.

Provide cues,

e.g., arrows, stop

signs, on
worksheets and
tests.

Allow student to
use reference
aids (dictionary,
word processor,
vocabulary cue
card).

Fine and Gross Motor

Difficulties

Use assistive and

adaptive devices:

pencil or pen

adapted in size or
grip diameter
alternative
keyboards
portable word
processor.

Set realistic and

mutually agreed-upon
expectations for
neatness.

Reduce or eliminate the

need to copy from a
text or board; e.g.,

provide copies of
notes

permit student to

photocopy a peers
notes
provide
carbon/NCR paper
to a peer to copy
notes.

Extend time to

complete tests and

assignments.

Alter the size, shape or

location of the space
provided for answers.

Accept keyword

responses instead of
complete sentences.

Allow student to type

answers or to answer
orally instead of in
writing.

Classroom Expectations
Having a safe learning environment is crucial in the drama classroom, as students will not
feel comfortable enough to take risks and perform in front of others if they do not feel
comfortable. By setting boundaries, not only are students held more accountable for their
actions, but also they will find balance between routine and self-expression.
In the drama classroom we will:
Come to class prepared with a positive attitude.
Begin every lesson in a circle.
Have regular attendance. Parents must excuse all missed days.
Be present in the classroom and give everything your best.
Follow room safety procedures at all times.
Respect yourself, your peers, and your teacher.
When the teacher is talking, they have the stage. Everyone else is silent and
listening. Follow theatre etiquette when others are performing (no talking, clapping
at the end)
Keep all content appropriate.
Listen to all instructions to make sure everyone is safe and working;
Leave all our food, drink (other than water), and phones in bags.
Be in control of your learning, step outside your comfort zone, and try your best!
Average Day Plan (90 min):
1. Come in and sit in a circle ready to participate.
2. Class Schedule + Goals + Daily Expectations
3. Body + Voice Warm Ups
4. Skill building exercises/ Energizing exercises (These should be reflective of the
mini-lesson to be taught)
5. Mini-lesson
6. Student work
7. Re-group, reflect, present (optional).
8. Build on mini-lesson or mini-lesson #2
9. Student work
10. Re-group, reflect, present
11. Journaling