Drama Sample 5: Grade 7

Topic:

Prescribed Learning Outcomes:

Exploration and Imagination

• demonstrate leadership and responsibility within the group
• demonstrate respect for the perspectives of self and others

Overview

Planning for Assessment and Evaluation

Session 1

• The teacher chose a warmup activity that involved co-operation, and explained that students would need to demonstrate co-operation throughout the drama activity.
• Students were each asked to turn to a partner, mime an object, and mime passing it to the partner. The partner, in turn, mimed using the object in some way based on what he or she understood it to be. The process was then reversed. After both students had passed and received mimed objects, they talked about what the objects might have been and how they could have improved their communication.
• The class reviewed the criteria for co-operative work that they had established earlier. Students then worked in groups of four to brainstorm and record lists of contact sports. Groups shared their lists with one another, then each group collaborated to choose four sports to mime. The sports had to meet the following criteria:
  • all group members are able to participate in representing each sport
  • at least one of the four sports is unusual
  • eight movements can be represented for each sport
  Students began to explore some of the mime possibilities in their selected sports.

Session 2

• The class discussed the previous session's activity to determine what had gone well for various groups and what could be improved.
• The groups then worked on representing eight movements for each of the four sports they had chosen. After about 15 minutes, each group shared one of its sports with the class to give students an opportunity to organize themselves as performers in front of an audience.
• Following each presentation, the audience responded to a series of questions:
  • What sport did the group represent? How did the group show the sport?
  • How clear and well-defined were the movements?
  • Did everyone in the group have a part?
  • What suggestions do you have for the group?
• Groups continued to work on their mimes for the remainder of the class.

Session 3

• As each group presented its four mimes, the class was asked to comment on the following:
  • What sports are being represented? How do you know?
  • How effectively does the group demonstrate organization, concentration, and participation by all group members?
  • What strengths do you see in their mimes?
  • What suggestions can you make for improvement?
• After all groups had shared their work, students completed self-assessment forms and added them to their drama portfolios or journals.

Defining the Criteria

• effectively shares leadership in a group situation
• participates fully in a group task
• contributes to discussion within the group
• listens attentively to others
• co-operates to ensure others' safety
• stays focussed on the group task
• offers and accepts constructive feedback in an appropriate manner

Assessing and Evaluating Student Performance

Group Self-Assessment

Each group collaborated to complete a group self-evaluation form. The teacher collected these and wrote brief responses.

Individual Self-Assessmen

After working together to complete the group evaluation, students responded individually in their journals. They exchanged journals within their group, and each student wrote one comment for the other group members.

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