BC Education - Appendix D: K to 7 Samples

Drama Sample 2: Grades 2 to 3

Topic:

Creating Stories

Prescribed Learning Outcomes:

Exploration and Imagination

It is expected that students will:

demonstrate co-operative effort in dramatic work

Drama Skills

It is expected that students will:

use vocal elements appropriately when developing a variety of roles
tell stories that have a beginning, middle, and end

Context

It is expected that students will:

demonstrate appropriate audience skills

Overview

Students used objects representing the beginning, middle, and end to retell, create, and perform stories. Evaluation was based on group stories, individual participation and contributions, and audience behaviour.

Planning for Assessment and Evaluation

Prior to this series of activities, students had participated in several role plays and had worked with a variety of story structures and elements.

The teacher selected a familiar story, "The Three Little Pigs," and brought three items to class that represented the beginning (three toy pigs), middle (a picture of a wolf), and end (a toy chimney). While telling the story, the teacher displayed the appropriate objects at the appropriate times.
Students worked in groups of three or four to retell the story, using the objects as a guide. After students worked with the story, the whole class discussed the objects by responding to the following questions:
- Did the objects help you remember and retell the story?
- Was the first object a good choice for the beginning of the story? Why? What other objects could the teacher use for the beginning?
- What about the picture of the wolf? Was it a good choice for the middle? What other objects could represent the middle?
- Was the chimney a good choice for the ending? What other objects could the teacher use?
- Could any of the objects be used in a different place? For example, could the wolf or the chimney be used at the beginning? Why or why not?
During the next drama session, the class formed small groups, and the teacher asked each group to choose a familiar story and find or construct objects to represent the beginning, middle, and end. The teacher encouraged students to choose items from the dress-up box and use classroom puppets, toy figures, everyday objects, and pictures they found or made. The groups were expected to include one object for the beginning, one to three objects for the middle, and one object for the end. They displayed their objects in order and invited others to predict what story they represented. The teacher then invited the groups to tell their stories.
At the next drama session, the teacher reviewed what students had learned about the structure of stories and then formed new groups. Each group received three to five objects to use in creating a new story. Students brainstormed ways of using the objects. Then they organized the objects sequentially to reflect the order of events in their stories. Students practised retelling the stories in their groups. The teacher encouraged them to use voices in role and a narrator.
The groups presented their stories to the class. After each presentation, the audience offered praise and asked questions. The teacher encouraged responders to use stems such as:
- When I listened to (or watched) your story, it made me feel ____________.
- I liked the way you __________________.
- I wondered why ____________________ .
- Where did you get your ideas for _____________________?

Defining the Criteria

The teacher focussed on the following criteria to evaluate students' development.

story includes a clear and logical beginning, middle, and end (group evaluation)
shows interest; contributes ideas the group can use
tries to use voice to enhance a role or add interest to storytelling
watches other performances attentively; provides appropriate feedback

Assessing and Evaluating Student Performance

After students had opportunities to talk about their stories, they completed a self-assessment rating scale. They also drew pictures of things they had done to contribute to creating and performing the story.

The teacher used the same rating scale to record observations. All members of each group received the same rating for story development. They received individual ratings for their participation and audience behaviour. Students added the completed scales to their portfolios.

Creating a Story

Name: _______________________________________ Date: ________________________________
Criteria	Student Rating	Teacher Rating
Our story included a clear and logical beginning, middle, and end.
I helped our group create and tell the story.
I used my voice to make the story more interesting.
I was a good audience member. I paid attention and remembered to praise and ask questions.
Draw a picture of something you did to help your group create or perform the story.
Teacher's comment.

Key: 3

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Revised: July 8, 1998

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