Sharee Wright

Year Group Year 9

4205769
Day Wed Week 1 Lesson 2
Duration 100 mins

LESSON PLAN 1 & 2

Topic

Aims

VELS: Strands, Domain, Foci and Standards

Exploring cultural identity (Intercultural Understanding).

Using the e5 model, this lesson engages students into our unit of work, they complete a mini assignment based on how the main assignment will run. The main aim of this lesson is for students to use each others cultural identity to create a short play or dance phrase and share this with the class.

Australian Curriculum students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that create connections with others and cultivate mutual respect. http://www.australiancurriculum.edu.au The Arts - Within and across specific arts disciplines and arts forms, students experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes and a variety of media, materials, equipment and technologies drawn from a range of contexts. http://ausvels.vcaa.vic.edu.au

Location / Setting

Organisation / Student Groups

Formative assessment

In-Class Out in the school yard

As a class In pairs or groups of 3

The performance will be used as formative assessment what needs to be learnt before the unit on Aborigional & Torres Strait Islander continues. Students will complete a reflection at the end of the lesson to assist them in building their knowledge of intercultural understanding and of the unit we will be beginning.

Key Vocabulary Cultural Identity, Storytelling, Collaborating, Performing, Rehearsal.

Materials, Resources and Equipment

References/Sources

Students will need to bring their book and pens to write down performance ideas Whiteboard, markers Props and costumes if needed

Students personal experience and identity stories

Sharee Wright

4205769 INTRODUCTION Connecting, Engaging and Modelling Inquiry

LESSON PLAN 1 & 2 Duration

5min

Welcome students, mark the roll

Write the learning intention on the board Use each others cultural identity to create a short play or dance phrase and perform this at the end of this class. 5min Explain todays activity through the learning intention Get into pairs or groups of three and choose one cultural identity story you were sharing on Monday. Use this to create an outdoor performance, tell us the story through acting or dancing. Recap over what happened in Mondays lesson (Sarahs 1st lesson plan) MAIN BODY Guiding Inquiry and Practise
5min

Duration

Group students and ask them to decide on one persons cultural story take them out to the oval to give them a different 5min scenery for their story, some can use the bushes or trees around the oval, others can use the nearby playground if they wish (all in sight and able to monitor with two teachers) Ask students to know use the story chosen to develop a performance Start planning what you are going to do then practice it Prompts (to promote students higher order thinking skills) 30min Use the nature and setting around you You can be as creative as youd like, you can have images, gestures, no dialogue, movement, props etc. Pretend that you are presenting this in front of people you have never met before, what do you think they need to know to help them understand what your intention is? Do you want them to not understand until later explained? What are many different ways you can represent that idea? If you were an audience member would you know whats happening or being presented? Remember the many different theatrical styles you can use and your performance skills previously learned.

Sharee Wright

4205769 CONCLUSION Sharing, Explaining and Reviewing Inquiry

LESSON PLAN 1 & 2 Duration

Present students work in front of class (film their work so students can watch their own work and reflect on their performance) Walk back indoors Class discussion on performances to boost higher order thinking on the completed task How different or similar they were? What made them interesting? Did they need more rehearsal time? Ask students to answer these in their books (write them on board) What they learnt today Was the lesson valuable to me? Why do/dont I believe its important? What they thought they knew or did really well What they think they can improve on for next time Use students reflections and filmed presentations to inform the new area of this unit!

30min

10min

10min Total 100min

Sharee Wright
Year Group Year 9

4205769
Duration 50 mins

LESSON PLAN 1 & 2

Day Mon Week 4 Lesson 10

Aims Topic

VELS: Strands, Domain, Foci and Standards Australian Curriculum based on Aboriginal and Torres Strait Islander Peoples unique sense of Identity and culture http://www.australiancurriculum.edu.au The Arts - Within and across specific arts disciplines and arts forms, students experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes and a variety of media, materials, equipment and technologies drawn from a range of contexts. http://ausvels.vcaa.vic.edu.au Formative assessment

How to use the inquiry information gathered on Weebly, about Aboriginal and Torres Strait Islanders culture, to develop a performance through acting or dancing. (Cross Curriculum Priority).

Using the e5 model, this lesson evaluates students understanding of the inquiry unit as they demonstrate their comprehension skills by creating a dance or drama film based on an aspect they have learnt this unit. This lesson students should reflect on their findings posted on Weebly and start creating ideas of how to present this through dance or acting on the application iMovie.

Location / Setting

Organisation / Student Groups

In-Class

As a class In pairs or groups of 4-5

Assessing students planning of their performance and imovie storyboard to ensure students are on track with the unit and assist in any decisions to alter the unit or instructions. Students will complete a reflection at the end of the lesson to assist them in planning their performance and help me make decisions to differentiate my teaching approach.

Key Vocabulary Aboriginal & Torres Strait Islander, Storytelling, Weebly, iMovie, Storyboard, Planning and Rehearsing.

Materials, Resources and Equipment Story board sheet, Books and pens Laptops with internet and iMovie access Cameras Whiteboard, markers

References/Sources Bangarra dance theatre company http://www.youtube.com/watch?v=_YLJOyjhBTM uploaded by benitezja Information students have found and put on their Weebly page

Sharee Wright

4205769

LESSON PLAN 1 & 2

INTRODUCTION
Connecting, Engaging and Modelling Inquiry

Duration

Welcome students, mark the roll Write and explain the learning intention on the board Starting to work on assignment 2 by planning a dance or drama film based on an aspect youve learnt from the Aboriginal and Torres Strait Islander inquiry.

3min

Explain to the students that the Bangarra Dance Theatre Company is coming into our school to give the students a presentation of their work. Explain to the students that this is a dance company that focuses on telling indigenous culture, traditions and stories through 15min their movement. show a short clip so they have an idea (http://www.youtube.com/watch?v=_YLJOyjhBTM) For our assignment 2 we will be working in our inquiry groups to do the same thing over the next two weeks except we will be filming and editing ours on imovie. Gather your group together and have a look through your finished Weebly Page on your laptops, decide on an aspect youd like to use to base your dance or drama film. (This process is where students self-evaluate their understanding of this unit and can begin to apply and create promoting their higher order thinking)
Guiding Inquiry and Practise

MAIN BODY

Duration

Students are now to start planning their performance using storyboards to help plan the use of iMovie edits and a book to plan what they are going to physically do to express their intention. Prompts (Promote higher order thinking, aids students that may be struggling and helps students evaluate their finished assignment) 12min List down all the different ways you can represent your idea? Picture yourself sitting in the audience watching your performance. What do/dont you want them to see? How can you use all your group members in your piece Are you thinking of using a different setting? Props? Costumes? Do you have all the information you needed to represent that idea?

Sharee Wright

4205769

LESSON PLAN 1 & 2

Students film an idea using provided cameras and then upload it to iMovie to visually and creatively help students in their 15min planning.
CONCLUSION
Sharing, Explaining and Reviewing Inquiry

Duration

Self-Evaluation/reflection Ask students to answer these in their books (write them on board) then hand their books in What I learnt today Was the lesson valuable to me? My group has an idea to do a performance on (Using dance/drama) From looking at our Weebly page I have noticed Next lesson I hope to work on Use students reflections and documented planning as formative assessment to inform further lessons

5min

Total 50min