Ses Lesson Plan
Ses Lesson Plan
Ses Lesson Plan
Miss Martin
Prior Knowledge
Needed
-proper blocking/
staging techniques
-proper stretching
techniques
-indicators of mood
LEARNING GOALS:
Learning Goal
-Students should be able to
effectively warm up their bodies.
-Students should be able to
communicate throughout movement
only to highlight multiple
perspectives on the given issue
-Students should be able to actively
think and be aware about the SES
diversity within their own
communities and understand their
role within.
Coded Expectation
C3.1 identify and follow safe and
ethical practices in all drama
activities
B1.2 analyse drama works to
determine how they
communicate ideas about issues,
culture, and
society
B3.2 analyse their use of the creative
process in
drama activities, and explain what
they learned
from it and how that learning can be
applied in
work and other social contexts
B2.3 identify ways in which drama
can influence
the broader community
B2.2 identify ways in which drama
can influence
personal growth, relationships with
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Miss Martin
2014
others, and
aesthetic judgement
LEARNING SKILLS:
Responsibility
Self-regulation
Collaboration
Initiative
Organization
Notes: Students must have access to two empty spaces for this activity to
allow the groups to effectively experiment with their own movement
pieces. Music can be used if the students ask to incorporate it, but it is
not necessary.
BRIEF DESCRIPTION
OF
OVERALL LESSON:
Segment
Description
Resources
Hook
-labelled
section of the
room for each
group number
Assessment for
Learning:
Delivery of New
Ideas:
Miss Martin
-Students will watch the video
found on BLM 1.1
-Assign group one the depicted
privileged school
-Assign group two the
underprivileged school
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-laptop and
projector with
a screen or
blank wall to
project onto.
-Youtube video
found in BLM
1.1
10
-Now the teacher will instruct
the students to switch the
schools they were focusing on
and they must create a new
movement piece to expose the
-Two spaces
for the groups
to work in (if
you only have
access to one
space just
have them
work on
opposite sides
of the room.)
Miss Martin
essence of what attending that
other school would be like.
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Instructional
Strategies:
Notes on
Assessment as
Learning:
-notebook and
pen if
handwritten
notes are
preferred to
mental ones
Assessment of
Learning:
Miss Martin
2014
Wrap Up/End of
class:
DIFFERENTIATED INSTRUCTION
AND/OR
-stats. if you
find them
helpful
ACCOMMODATIONS:
Adjust the complexity of the task and the level of support provided
Adjust the assessment criteria or type of assessment for the task
Provide alternate medium or location for student to demonstrate
learning
REFLECTION/NOTES:
Miss Martin
BLM 1.1
YOUTUBE
VIDEO LINK
HTTPS://WWW.YOUTUBE.COM/WATCH?V=5XDFVAPVV9A
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Miss Martin
2014
CRITICAL REFLECTION
I believe that this lesson will allow students to truly connect on a deeper
level to an aspect of the experiences students in both privileged and underprivileged schools. Bayridge strikes a balance between the two schools in the
video, so through channeling the essence of the impact of funding through their
bodies and really working to express emotionally I hope this lesson allows the
students to experience another perspective. One of the most effective tools of
understanding the whole picture is to comprehend all involved perspectives and
to then challenge the ideas presented to them.
If this lesson hits home with some of the students then the lesson has been
successful. It is through creating people who are actively aware of the issues in
society that we can begin to make changes. If people dont understand what is
wrong, in this case with socio-economic equity issues, then they are not driven to
make change. Hopefully the lesson impacts the students to want to notice these
issues in their own school and community, or at least to become aware that this
is an issue that is faced by many within the educational systems.
This lesson could be enhanced through integration into the community, or
by visiting schools similar to the ones in the video. Interviews could be
conducted so getting to understand the real students views on their educational
experience first-hand could be really powerful. On a more practical level though
students could record where they notice socio-economic dichotomies around
their community and discuss these discoveries with the class. This way they