Using Pre-Assessments to Form Differentiation Strategies
[Drama 1-Unit 1 Acting Exercises -- Middle School
2--Developing [Plan for the twelve students who scored at a two in one or more of the acting areas assessed]
3 -- Mastery [The five students who were assessed at a three in one of the acting areas accessed.]
Differentiated Pre-Assessment Tool [To ensure that the needs of all students, including English language learners and students with special needs are met]
Differentiated Instruction Strategies
Differentiated Assessment Strategies
Memorization: Students will be given different sets of memory tasks that they should try to complete in an allotted amount of time. Students can then in pairs or just as a small group test each other on what they were supposed to remember. Students will also perform activities such as creating their own memorization strategies, and making plans on how they will coach and assist others.
Articulation: Much like the activities provided for projection, students have the option of designing a game and or lesson for teaching about articulation. Students will also be given videos where they will be asked to compare and contrast different productions of the same theater production and the level of articulation from the actors.
For example: Students should watch each of these three videos of the song "Modern Major-General" from "The Pirates of Penzaze" and compare them,
[Projection:]Students who have already shown some level of mastery in this area will be asked to perform enrichment activities such as designing their own projection activity and or lesson. These types of task will not only strengthen their own understanding of projection, but also give them the opportunity to work and help with their peers.
Posture: Students will work in stations, and begin to learn about basic movement techniques for actors. Since these students have already demonstrated that they have basic public speaking posture awareness, giving them a preview of what may come in the later movement exercises will help strengthen this skill that they possess. Students in this category will watch videos and read articles on Anne Bogart's View Points as well as pieces from the Alexander Technique.
I will also take some time to teach students as a small group portions of these techniques, and simple exercises that go with them.
Differentiated Instruction Strategies
Differentiated Assessment Strategies
Projection: Students will have group discussions on the difficulties of projection in theater, and we as a group will try to tackle each of those problems. Students will begin by learning simple breathing techniques, to playing different projection games with each other and myself.
Articulation: Students will be given lists of tongue twisters for them to practice by themselves or in pairs. Students also will be given short activities, articles, and videos that they can watch/work on independently during class.
Posture: Students will work at stations with their partners to practice basic public speaking posture techniques/exercises. They will watch videos on the topic and participate in basic physical games to get them to understand their bodies and have better control while on stage.
Memorization: Students will engage in different memory stations throughout the classroom where they try to test and work their memory. They will also have group memory games where they can compete for points.
For each of the following areas students will be given both formative and summative assessments. Formative Assessments: Throughout the unit students will be given multiple entrance/exit tickets where they will be asked to exhibit their ability in one of the areas. Students will also be asked to keep logs of their work, either written or videos where they show how they have practiced the techniques that they are exposed to. Summative Assessment: Students will be asked to give a presentation at the end of the unit. As they are students who can take on more difficult performing restraints,depending on which area they excel at, they will be given longer texts for memorization, perform in the actual auditorium for articulation/projection, and incorporate movements into their presentation for posture.
For each of the following areas students will be given both formative and summative assessments. Formative Assessments: Students will be given entrance/exit tickets throughout the unit so that their progress may be monitored. Impromptu presentations will be given over he three weeks of the unit, where students will have time to practice each of the areas. Feedback will be given to students in both written in verbal form. Summative Assessment: Students will be asked to give a presentation at the end of the unit. I will reassess their on stage abilities based on the criteria I set for them. Some students may have shorter texts depending on their level of memorization, and their ability to project/articulate. For this group, I would be mostly looking for eye contact, some expression/hand gestures in regards to posture.
3--Beginning [Plan for the five students who scored at a one in one or more of the acting areas assessed]
Differentiated Instruction Strategies
Differentiated Assessment Strategies
Articulation: Because many students in this area might actually struggle due to English not being their first language or perhaps because of a learning difficulty/delay, then we will have basic face and tongue exercises everyday day for a couple of minutes to help strengthen those areas of the mouth. I also will give these students two-three tongue twisters that they should try to practice at home as well as during the day.
Memorization: Students will be given very short/simple texts, and or just lists of individual words to remember each day as a task to try to train their brain and get use to memorizing. Students will also have time to work on different memorization games/exercises through online games such as on MindGames. https://www.mindgames.com/Memory+Games
Posture: Students will work with me on both a small group basis and an individual basis to go over basic stage presence and postures. Students will also be given small beginning guided videos to actors that discusses posture in a simple manner.
Projection: Students first be an audience member and try to distinguish different words at different volumes. They will also partake in simple breathing exercises and projection activities to try to teach them how to maintain good volume for short texts/speeches.
English Language Learners
Students with Special Needs
-Students will be allowed to write down what they wish while they are talking with their partner during the pre-assessment.
- Students will be allowed to state their preference of either being on the first to present or one of the last
- Students may be given extra time with their partner to ask for clarification on their facts to ensure comprehension.
- As students are at times nervous speaking in a language that isn't their first, they may choose to go through the assessment on a one to one basis without the rest of the class watching.
-Students may choose to only give five out of the seven facts. -Student can try to assess each area (articulation, posture, projection, and memorization) as separate entities as opposed to doing it during one pre-assessment.
- Students will be allowed more time if they desire/need it.
-Students may have the instructions to the activity written down for them, or repeated to them verbally one on one
For each of the following areas students will be given both formative and summative assessments. Formative Assessments: Students will be given entrance/exit tickets throughout the unit so that their progress may be monitored. Students also should try to write in one journal entry per week, or alternatively record a short 1-2 minute video of them practicing/performing an exercise. Summative Assessment: Students will be asked to give a presentation at the end of the unit. I will reassess their on stage abilities based on the criteria I set for them. Students in this group will likely have short texts, that they can write themselves or have chosen for them. These students also will be given their texts earlier on in the unit so that they may get a head start on preparing for their final performance.