ࡱ> vxu7 %bjbjUU 1v7|7|!l*$*MlPMRMRMRMRMRMRM$=O ]QvvMvMMRPMPM TFJ ݟ*,vG*JM0MHQQJ**SCHEME OF WORK Year Group: 8 Unit of work/ Term: 1aTitle / Topic / Theme: Character Development Duration of Scheme: 4 weeks Weekly hours/lessons: 1 hr / 45 mins General Aims: To provide opportunities for pupils to: To explore characters through a range of stimuli using a variety of dramatic techniques (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To use skills to help to maintain and develop a role (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To be able to work in role and understand why skills are used (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To use voice, gesture and movement in role (N.C En1 4a, 4b and D.O.B Yr 8 SL13)Learning Outcomes: All pupils will have learned: To effectively explore characters and work in role using a variety of dramatic techniques (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To develop conscious control of voice, gesture/movement and facial expressions when working in role (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To recognise strengths and weaknesses in their own work in role and others working in role (N.C En1 4c and D.O.B Yr 8 SL13)Most pupils will have learned: To effectively explore characters and work in role using a variety of techniques to enable further development (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To effectively develop conscious control of voice, gesture/movement and facial expressions when working in role and understand the techniques used to do so (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To analyse strengths and weaknesses in their own work in role and others working in role (N.C En1 4c and D.O.B Yr 8 SL13)Some pupils will have learned: To competently explore and develop characters and work in role using, and understanding, a variety of skills and techniques (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To competently develop conscious control of voice, gesture/movement and facial expressions when working in role and understand and reflect upon the techniques used (N.C En1 4a, 4b and D.O.B Yr 8 SL13) To analyse and evaluate strengths and weaknesses in their own work in role and others working in role (N.C En1 4c and D.O.B Yr 8 SL13) Stage/ Week/ LessonOutline PlanAssessmentOpportunities / Links Inclusion; KS3 literacy & numeracy; Key Skills; ICT; Citizenship, etc.Resources1Introduction: Introduce project- 4 weeks on character development To day we will be looking at facial expressions Emotions: At the same time they must demonstrate the emotion called out by facial expressions Next say a line to accompany the emotion Q: Why were these effective? Discussion: Q: How can facial expressions be used in Drama? Q: Why is it important to show a characters facial expression whilst on stage? Q: Why is it important to stay in role even when youre not speaking? (show these by teacher modelling) Stimulus: Photo of person smiling broadly Q: What do you think is the primary emotion that person is feeling? Pupils to individually take on the facial expression and stance of the person in the photo Walk around the room as if you were that person Think about your facial expressions and how you would greet someone Differentiation: Auditory and KinaestheticPicture stimulus, paper and pens1 Draw Pictures: Individually draw a picture of a face that shows a dominant emotion In pairs, swap pictures and as above Tableau: In groups of 4 discuss what the different characters are feeling Create a tableau of what you interpret from the pictures Share work Analyse different facial expressions Give each character one line to say Share work Analyse how the lines affect the facial expressions Evaluation: Q: Do facial expressions affect the way an audience might see us? Q: How can they add to a role? 2 Re-cap from last lesson: Q: Why are facial expressions important when in role? Today: Looking at gesture and movement S.O.S: Pupils are told that they are trying to communicate with an aeroplane flying overhead but they can only use their bodies to do so. They are given a message to create  Informal formative Literacy: Key words and first exercise Differentiation: Auditory and Kinaesthetic Task cards for S.O.S 2 Adverb Exercise: One pupil goes out of the room and decides on an action he/she will ask the group to do (eg brushing teeth) Meanwhile the rest of the group will perform the actions they are asked to do in the manner of an adverb (eg energetically) The pupil who left the room has to guess the adverb. Controlled Movement: In pairs, pupils sit on the floor opposite each other. A controls B only by use of hands, head and eyes Lift: Pupils are to imagine they are in a lift Q: How does it affect their movement? Q: Would they behave differently in a large space? Discussion: Q: Why are gesture/movement important when in role? Q: How can gesture/movement enhance a role? (show these by teacher modelling) Stereotypes: Name stereotypes (explain what stereotypes are and that they are mainly use din Drama a lot usually for comedy) Pupils to choose one character and try out gestures In groups of 4, pupils to keep stereotype they have been working2 on to create a scene set in an everyday setting Need to focus on gestures and facial expressions to develop character Share Work: Evaluate what worked and why Re-cap on lesson: One person from each group tell me something about gesture and movement3 Re-cap from last lesson: Q: Why are facial expressions important when in role? Q: Why are gesture/movement important when in role? Today: Looking at voice Discussion: Q: Why is the effective use of voice important when in role? Q: How the use of voice can enhance a role? (show these by teacher modelling) One Word, Many Ways: Give one word to the group All to say it in a different way- think about tone, volume etc. Tongue Twister: Everyone to try a tongue twister Peter Piper. Importance of pronunciation  Informal formative Inclusion: Pupils with SpLD literacy and EAL students although they may find it difficult to read the exact words due to the nature of the exercise it will not affect their learning. Other group members to help Differentiation: Auditory and Kinaesthetic Literacy: Use of Karawane Copies of Karawane3 Short Conversation: In pairs, given short piece of dialogue hello, hello, what, now, yes, no, ok Pupils can use the words however they want. Try it in different voices, tones etc. Share some work and analyse what worked and why Q: How did the meaning of the words Discuss: Q: How can language can show different types of character (eg. Social class) Opposites: Two volunteers- give pupils opposite characters (eg. Teacher/pupil etc.) to act out Improvise a scene taking on these roles, think about what sort of language and voice they would use Analyse what worked and why Karawane: In groups of 5/6, pupils to read poem through Discuss in groups the context of the poem, possible characters Pupils to cast the lines accordingly Rehearse the scene, lines must be spoken in order, situation and characters must be clear Share work and analyse what worked and why Re-cap on lesson: Q: How can the use of voice be effective whilst working in role? 4 Re-cap on last few lessons: Q: How can the use of voice be effective whilst working in role? Q: How can gesture/movement enhance a role? Q: Why is it important to show a characters facial expression whilst on stage? Warm-up: Please, thank you? Extract: In groups of 4 pupils are to act out scene Pupils to take on everything they have learned and to show definite contrasting types of character Feedback Friends: Groups to pair up and individuals in paired groups to form feedback friends Share Work: To fill in feedback friends forms commenting on each others performance Feedback Friends: To feedback to each other Re-cap on Project: Each pupil to give one tip about working in role AFL- Formative Assessment: I will use the performance indicators shown in the KS3 National Strategy Drama Objectives Bank- Always, Sometimes, Rarely to see where the pupils are in relation to the learning outcomes of the project 1) Can pupils develop characters through a variety of dramatic techniques? 2) Can pupils use voice, gesture/movement and facial expressions whilst working in role? 3) Can pupils maintain character whilst working in role? These will be recorded on a matrix noting down whether a pupil achieves each of these criteria always, sometimes or rarely Literacy: Use of extract Inclusion: Pupils with SpLD in Literacy and EAL may struggle with the reading of the extract but they will be in working with others who can help. 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