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DIFFERENTIATION IN THE DRAMA CLASS (PRE-ASSESSMENT: The Class is given TWO…
DIFFERENTIATION IN THE DRAMA CLASS
By: Nikola Milenkovski
M5-U4-A1
PRE-ASSESSMENT
: The Class is given TWO different activities to demonstrate different skills.
Mime and Motion
-
On their own, students are given random scenarios and actions to perform on stage without the use of their voice.
Example
: A student (Person A) is riding their bike to school. When they get to their class, they are late, and are scolded by the teacher (Person B) who is in the middle of gym class. The punishment is some fort of physical exercise like running laps or jumping jacks.
Purpose
: This gives students the opportunity to practice motion and movement as they demonstrate how to use their bodies to be expressive. Students will not need to stress over word memorization or using their voices.
Dialogue and Context
-
Put into groups of two or three, students practice a short exchange of dialogue. Students apply their own contextual ideas to what is happening in the exchange.
Example
: SAY SOMETHING A Well, are you going to say something? B What do you want me to say? A I don’t know, anything. B I have nothing to say. A Nothing? B That’s right. Macmillan Publishers Ltd 2003 Taken from the Speaking section in www.onestopenglish.com
Purpose
:Students are able to demonstrate how they work together as well as their creativity and application. Students use their voices and expressions to signify meaning.
After pre-assessment, students are divided as follows: 5 students who performed effectively and accurately (hereby referred to as
A
students), 12 students who performed some theatrical techniques effectively (
B
), and 5 students who struggle with ELL or are possibly Special Needs (ELL is
C1
and Special Needs
C2
).
These groups are mixed into
3 Groups of Differentiation
which are made up of three distinct activities.
MIMING
Targeted Students:
C1 and C2
Support Students:
A
C1
There are
3
ELL students and all 3 will be placed in one group. They will be given a vocabulary sheet with images of basic verbs and nouns in order to produce a scene. A list of simplified scenarios will be given to them as well.
C2
There are
2
individual students who may be considered for Special Needs. These students will be separated and given
individual
guidance by partnering with one
A
student each. They will also be given similar images and lists of basic vocabulary including emotions, verbs, and nouns as well as simplified scenarios. They will work under the leadership of their partners in order to observe and practice the movements and motions.
CONTEXT DIALOGUE
Targeted Students:
B
Support Students:
Option 1 - A, Option 2 - None
Option 1
Students are divided into
3 groups of 4
. Each group is given an
A
student to lead their group. This activity is a set of dialogue that is given no specific context. It is to practice vocal projection and interaction with other members by building on a scene.
Option 2
This is the same design as Option 1, however, the groups are
not
given an
A
student and are instead encouraged to work together to produce their own results. The groups can focus on all skills in a general sense rather than focusing on one or two.
SCENE STUDY
Targeted Students:
A
Support Students:
None
NOTE: This only applies if
Option 2
from
Context Dialogue
is followed.
A
students are given a higher-level, intensive scene study. A scene study is an extensive scene pulled from a well-known play or film. Students are assigned roles and rehearse, plan, and block their own performance.