Lesson Step/
Drama Phase | Learning Experiences | Roles | Use of space (S)
Resources (R) |
Preliminary discussion 5 mins | Students enter drama space. Make drama circle (boy, girl, boy, girl) Good morning greeting. Students predictions of what will happen in the drama discussed. Which were the best predictions from students that were made throughout the week? Students give three examples of predictions that were made in class during the week. The teacher prepares the students to see her in role as a village elder - shows students "Amara" the village elder's costume. Teacher describes Amara: "She is the midwife who delivers the babies and Amara has delivered every one of you. She is a respected elder who is 60 years old and one of the oldest in the clan. She is shown great respect and is known by everyone. Everyone shows great respect for the elder." Put all your artefacts to the side and lie on the floor. | Students out of role | Drama circle (S) Amara costume (R) |
Ravensbourne chapter three reading 8 mins | Lie in your own space. Eyes closed - cover your eyes if you are easily distracted. Let the images come into your mind's eye. Summary of previous chapters by teacher. Story read. When you sit up you will be in role as one of the villagers who has lost the sun. Raven's song played twice as teacher dons costume. As you rise you will be in role and will come to the village meeting. As you come you may collect your artefact to bring to the meeting.
Think about how your character walks, talks, their attitudes and thoughts. | Students out of role | Students lying on floor (S) Ravensbourne story (R) Raven's song (R) |
Teacher and students in role at village meeting 12 mins | Teacher in role says: "Welcome everyone to our village meeting. Thank you for coming. As you know the sun has been taken. You have all heard the song of the Raven. What are we going to do about this problem?" Students are passed the talking stick to discuss the problem of the Raven taking the sun and solutions to appease the Raven. What is sympathy?
What is compassion? Review of the suggestions students have made in the role circle 5 - 4- 3- 2 1 - cut (Teacher takes the students out of role) Teacher praises students for their work in role. Students are directed to go back and lie down ready to listen to chapter four of the story. | Students and teacher in role | Students and teacher in role circle conducting meeting (S) Amara costume (R) Student artefacts (R) Talking stick (R) |
Chapter four of Ravensbourne story 3 mins | Chapter four of the story read. When you sit up, you will go back to the village meeting in role. (Count backwards from 10 to get the students into the meeting space and in role) | Students out of role listening to story | Chapter four of Ravensbourne story (R) Students lying in space (S) |
Teacher and students in role as village meeting 10 mins | Teacher and students back in role. "Welcome everyone. We have now heard what the other villages are doing to appease the Raven. What can we do in our village to show sympathy and compassion?" Students use the talking stick to discuss their suggestions. Teacher keeps directing the students back to showing sympathy and compassion and the things that didn't work for the other villages. 3 - 2 - 1 - out of role. Students complimented for their work in role and for their ideas in the process. Unzip your character and put it on the ground (giving the students a chance to leave their character behind). | Students and teacher in role and villagers. | Students in role in circle for meeting. (S) Amara costume (R) Student artefacts (R) Talking stick (R) |
Forming task revealed 4 mins | Students move to the whiteboard to have the task revealed. Introduction of the forming task. Groups of 4/5 Students are to show the Raven compassion and sympathy as they devise their scenario. In your group, choose one of the situations below or make one of your own (check with teachers first) Context of scene: - Context of scene:
- when someone dies
- when someone is hurt
- when someone has a baby
- when someone has an argument
- when crops fail
- when someone needs our help
- when we build a house
- own choice (check with teacher)
Your scene should incorporate: - a problem (what's up factor) - what's the solution?
- use narration
- use a freeze
- use levels
Film and upload Friday week Students work on these for the rest of the lesson. | Students out of role | Students seated in front of the whiteboard (S) Forming task on whiteboard (R) |
Students start to form the task 15 mins | Students are put into groups and move to the rehearsal space to start to form the task. | Students in and out of role, discussing and forming | Rehearsal space inside and outside (S) Artefacts (R) |
Conclusion 3 mins | Revision of the task. Students have to show a problem and possible solution and also have to show compassion and sympathy in their chosen scenario. Next week will look at the scenes the groups have devised and give suggestions for improvements. Star of the week Thanks for participation. | Students out of role | Students seated in the drama space. (S) |