<p>Content overview : Six Power Point slides for Year 8 or 9 drama Verbatim theatre.<br />
Lesson 1 : Learning Outcomes -</p>
<p>Level 4 - You will be able to: understand what verbatim theatre is, when it should be used and what effect it is intended to have on the audience.</p>
<p>Level 5 -You should be able to: To identify and select appropriate subject for your devising work.</p>
<p>Level 6 - You could even: To begin structuring your work, discussing drama techniques, giving ideas and showing some leadership in regards to your groups creation.</p>
<p>Lesson 2 : Learning Outcomes -</p>
<p>Level 4 - You will be able to: To select relevant research material to help inform your audience of your groups creative intention.</p>
<p>Level 5 -You should be able to: To apply thought tracking to your Verbatim theatre creation.</p>
<p>Level 6 - You could even: To make a positive contribution to your group, sharing ideas, showing leadership, displaying cooperation, concentration and motivation</p>
<p>Lesson 3 : Learning Outcomes-</p>
<p>Level 4 - You will be able to: To understand the conventions of Epic Theatre</p>
<p>Level 5 - To apply Epic theatre convention to your Verbatim piece of theatre.</p>
<p>Level 6- To make a positive contribution to your group, sharing ideas, showing leadership, displaying cooperation, concentration and motivation</p>
<p>Lesson 4 : Learning Outcomes-</p>
<p>Level 4- You will be able to: You must rehearse your Verbatim Theatre creation using different drama techniques with reasonable confidence.</p>
<p>Level 5 - You should be able to: You must apply thought tracking and narration to your piece showing growing confidence and creativity.</p>
<p>Level 6 - You could even:To ensure narration and thought tracking is used with definite confidence and you consistently contribute ideas showing good leadership during the rehearsal process.</p>
<p>Lesson 5 : Learning Outcomes -</p>
<p>Level 4 - You must rehearse your Verbatim Theatre creation using different drama techniques with reasonable confidence.</p>
<p>Level 5 - You should be able to: You can perform characters that are different from themselves with growing confidence and originality.</p>
<p>Level 6 - You could even: To respond to feedback, making sure relevant conventions are applied to your performance making your piece convincing ,with the aim of achieving your creative intention.</p>
<p>Lesson 6 - Learning Outcomes-</p>
<p>Level 3 - You should be able to: To be able perform a piece of verbatim theatre applying limited drama conventions.</p>
<p>Level 4 -You will be able to: You must use a range of conventions Verbatim with reasonable confidence, performing a character that shows some thought and difference from yourself.</p>
<p>Level 5 - You should be able to:You understand your role and its context within the performance. Your character is communicated with focus and confidence.</p>
<p>Level 6 -</p>
<p>The resource consists of six Power Point Lessons:</p>
<p>Lesson 1 -To understand what a stereotype character.<br />
Lesson 2 - To understand interrogation and hot-seating.<br />
Lesson 3- To understand what cross-cutting is and how is it useful in drama.<br />
Lesson 4- To devise a clear plot within a performance.<br />
Lesson 5- Rehearsing your Murder Mystery.<br />
Lesson 6 - Assessment Performing your Murder Mystery.</p>
Content overview, 9 power point lesson slides, scheme of work ,script and written assessment for lesson 10.<br />
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Lesson 1: Objective: To identify elements of Greek Theatre and its history. (AO2)<br />
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Lesson 2 : Objective: To explore features of Greek Theatre and how <br />
chorus is used within Greek Theatre (AO2)<br />
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Lesson 3 : Objective: To understand the key features of comedy and tragedy in Greek Theatre. (AO2)<br />
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Lesson 4 : Objective: To develop physical awareness when performing using mask. (AO2)<br />
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Lesson 5 : Objective: To explore ARCHETYPES characters when performing wearing a Mask (AO2)<br />
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Lesson 6 : Objective: To demonstrates a clear interpretation of the text in performance using elements of Greek theatre (AO2) ( With adapted script)<br />
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Lesson 7 : Objective: To demonstrates a clear interpretation of text in a performance using elements of Greek theatre (AO2)<br />
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Lesson 8 : Objective: To demonstrates a clear interpretation of text in rehearsals using elements of Greek theatre (AO2)<br />
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Lesson 9 : Objective: To demonstrates a clear interpretation of text in a performance using elements of Greek theatre (AO2)<br />
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Lesson 10 : Written assessment to be sat in exam conditions for 1 hour.
<p>The resource consists of 8 Pantomime power point lessons:</p>
<p>Power point 1- To understanding what Commedia Del’Arte is and a Stock Character.<br />
Power point 2- Stock Characters.<br />
Power point 3- To Understand what slapstick comedy is.<br />
Power point 4- To understand what audience participation is.<br />
Power point 5- Plot and Narration.<br />
Power point 6- Developing Pantomime.<br />
Power point 7- Scripted Performance.<br />
Power point 8- Filmed Assessment.l</p>
<p>The following SOW of work contains 9 PowerPoint lessons, which explore the following: 1. To understand what impact cross-cutting has on an audience and when it should be used to greatest effect, 2. Apply your understanding by creating a piece of drama with a clear, yet minimal use of staging and set, 3. To understand how to adapt your physicality to convey different emotions to your audience, 4. Apply your understanding and successfully convey a message or moral in a piece of drama, 5. Apply your understanding presenting contrast using cross-cutting to a piece of movement-based Drama, 6. Take part in the performance of your devised piece of Drama focusing on the story of Rosa Parks, 7. Apply your understanding, and begin to explore the script ahead of your performance assessment, 8. Evaluate how successfully somebody else has adapted their voice in performance and 9. Adapt your physicality successfully when performing your scripted extract.</p>
<p>Lesson 1 - How can we use cross cutting in a piece of Drama to create an effect.<br />
Lesson 2 - How can we use symbolic set and staging to communicate a setting.<br />
Lesson 3 -Is it possible to present emotions to an audience successfully focusing only on physicality.<br />
Lesson 4- Is theatre an important teaching tool? How can it be used to teach others.<br />
Lesson 5 - How can we extend using cross cutting in a piece of Drama to show contrast.<br />
Lesson 6 -What makes a good devising process? Was our process a good one?<br />
Lesson 7 - How should you first approach a text?<br />
Lesson 8-How do you want to adapt your voice? What are you trying to say?<br />
Lesson 9 - How do you want to adapt your Physicality? What are you trying to say?</p>
<p>Lesson 1- To develop an understanding of the play ‘An Inspector Calls’ by exploring context and the plot.</p>
<p>Lesson 2 -To develop an understanding of the play ‘An Inspector Calls’ by exploring staging.</p>
<p>Lesson 3 - To explore how Priestley presents the Birling family and Gerald Croft in Act 1.</p>
<p>Lesson 4 -To recognise and evaluate the importance of Inspector Goole’s entrance.</p>
<p>Lesson 5 -To recognise and evaluate the importance of Shelia Birling’s character.</p>
<p>Lesson 6 -To expand and develop your ability to ‘feed’ off one another’s dialogue and continue to develop your improvisational skills.</p>
<p>Lesson 7 - To draw on the knowledge gained over the previous lessons and create a piece of theatre.</p>
<p>Lesson 8 -To draw on the knowledge gained over the previous lessons and create a piece of theatre.</p>
<p>Lesson 9 - To consider and stage the Inspectors and Mr Birling’s speeches.</p>
<p>Lesson 10 - Assessment</p>
<p>L1-<br />
Discuss and evaluate different film genres using inference.<br />
Demonstrate your understanding of different genres by matching the correct genre to a movie image.<br />
To understand and list different film genres.</p>
<p>L2-<br />
To understand the meaning of symbolism.<br />
To identify the symbolism in images.<br />
To be able to evaluate the symbolism in film</p>
<p>L3-<br />
To understand the meaning of conventional and unconventional.<br />
To draw a spectrum of conventional to unconventional superhero’s.<br />
To compare and contrast your understanding of conventional and unconventional superheroes</p>
<p>L4-<br />
To understand what is meant by politics.<br />
To identify how politics is presented in the media and in texts.<br />
To be able to evaluate on the role and impact of a politics in the media and literature.</p>
<p>L5-<br />
To understand what is meant by stereotype.<br />
To identify how stereotypes are presented in the media.<br />
To be able to review the impacts of stereotyping</p>
<p>L6 -<br />
To identify how stereotypes are presented in the media.<br />
Compare the similarities and differences between the two film poster/trailers</p>
<p>L7-</p>
<p>To comment on the representation of other cultures within media outlets.<br />
To be able to examine the role and impact of diversity in the media</p>
<p>L8 -<br />
To compare the similar and differences between film generated heroes and modern day heroes.<br />
To be able to examine and evaluate the influence and necessity of superheroes.<br />
To be able to argue my view point in a debate.</p>
<p>L9-<br />
To be able to speak and listen effectively.<br />
To understand the set up of a formal debate.<br />
To be able to examine and evaluate the influence and necessity of superheroes.</p>
<p>L10-</p>
<p>To be able to speak and listen effectively.<br />
To understand other points of view<br />
To debate whether the English language is still relevant today.</p>
<p>L11-</p>
<p>To be able to speak and listen effectively.<br />
To understand other points of view.<br />
To understand the components of a speech</p>
<p>L12- Evaulation</p>
<p>Cambridge I GCSE English language letter writing Janet Street Porter. Responding to an article (Assignment 2) This consists of 7 Power point lessons preparing students for coursework.(Low ability)</p>
<p>L1 -<br />
To understand the expectation of Assignment 2.<br />
To understand DAFOREST language features.<br />
To Identify DAFOREST language features within an article.</p>
<p>L2 -<br />
To discuss, form and express an opinion about advertising and social media.<br />
To explain and describe a writers thoughts and feeling on an article.<br />
To interpret and deduce a writers thoughts and feelings.</p>
<p>L3-<br />
To understand an article.<br />
To respond and identify a writers purpose and intention of an article.</p>
<p>L4-<br />
To develop an understanding of your own viewpoint.<br />
To be able to express an opinion and viewpoint of images and texts.</p>
<p>L5-</p>
<p>To identify how to create a balanced argument.<br />
To recognise a counter – arguments within a debate.</p>
<p>L6-</p>
<p>To Identify Janet Street Porter’s main arguments from the article.<br />
To start to develop a counter argument based on the Janet Street Porter article.</p>
<p>L7 -<br />
To plan my ideas for a letter.<br />
To be able to correctly lay out a letter<br />
Responding to a writers ideas.</p>
Year 8 or 9 Augusto Boal ( Two lessons)<br />
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Lesson 1 :<br />
Learning Objective: An introduction to the theatre practitioner Augusto Boal.<br />
Learning Outcome: To understand the term ‘Theatre of the Oppressed’<br />
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Lesson 2 :<br />
Learning Objective: To demonstrate an understanding of forum theatre.<br />
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Learning Outcome: <br />
To devise and perform a piece of ‘Forum Theatre’.<br />
To take part and contribute in exercises created by Augusto Boal
Lesson 1: Learning Objective: An introduction to Augusto Boal the theatre practitioner.<br />
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Lesson 2: Learning Objective: To participate and contribute in forum theatre.
Year 9 or 10 drama (Discrimination) Two power point slides.<br />
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Lesson 1 <br />
Learning objective : An introduction the theme and issue of racism.<br />
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Learning outcome: <br />
To consider how it feels to be left out of a situation because of a colour.<br />
To use narration and thought tracking to explore the theme of racism. <br />
To apply drama mediums to contribute to the creation of a piece of theatre.<br />
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Lesson 2:<br />
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Learning objective : To use a stimulus to create a piece of theatre.<br />
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Learning outcome: <br />
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To use song lyrics to explore issues of racism.<br />
To devise a pieces of theatre using explorative strategies.<br />
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