Miss M. Worrall Drama: Active Citizenship Year: 7 Weeks: 7 Aims and objectives of the scheme of work:

• For pupils to understand the importance of team work and working together. • To create a performance that will educate a year 6 audience about the transition between Primary and High school. • To understand what active citizenship is and the large part that they can play in it.

Starter

Main Plenary

Lesson 0ne

What is Citizenship? Ask the pupils what they think it is. Read a dictionary definition of what citizenship is and then ask the pupils to get into groups or pairs and re-write their own definition of it.

The pupils should read their definitions to the class. Q and A what is the difference between active citizenship and citizenship? Get the pupils to give their answers and then go through what it is with them if no one got it from questioning. Write citizenship and active citizenship on paper and compare and contrast them. Then ask the pupils to write in what they do that is active citizenship E.G. helping out at a local community centre, beginning a guide or scout etc.

Give each pair two different coloured post it notes. Write on one what they have learnt today and on the other something that they still need to understand further work on to improve.

Lesson 2 Post it note challenge. The pupils have 2 mins in which to write on their post it note as many worries or concerns as they can that

Q and A could anything have been done to help the transition form Primary to High school? Introduce the idea to the pupils that they will be creating a play for the new year 7’s that

Each group should then relay their ideas back to the rest of the class.

had about coming up to high school. Read some out.

will be shown on their inductions days to help them see that coming up to high school is not that scary. Explain that this is active citizenship. The play will be split into 3 sections. Section 1= The last day of primary school or the summer holidays before going up to high school. They should show their worries and concerns in this section. Section 2= Starting at High school the first week or two. This should show the pupils being worried but soon getting the hang of school, making new friends, meeting teachers etc. Section 3= The end of year 7 looking back on all they have achieved and how much they enjoy high school. The pupils should get into groups of about 4-5 and start to mind map their ideas for each scene/section.

Lesson 3 Re-cap last lesson by doing a Q and A of what they have been asked to do and why?

Begin to devise section/scene one. Introduce the key skills to performing:

1. Never turn your back to the audience.

2. Always speak up. 3. Make sure everyone has an equal

part. 4. Facial expression and body

language. Ask the pupils to include ‘thought tracks’ in their scene. This is when everyone on stage

Each group should perform their scene for the class. Introduce the ‘Golden rules’ of being in an audience:

1. Don’t talk. 2. Don’t laugh at one

another. 3. Always clap at the

end.

freezes and one character speaks to the audience and tells them what they are thinking E.G. They could be saying to their friends that they are looking forward to going to high school but when they do a ‘Thought Track’ they tell the audience they are actually scared about it.

Lesson 4 Mini quiz using the rules introduced last lesson. E.G What is a ‘Thought Track’? What are the ‘Golden rules” of an audience? Etc.

Devise scene/section 2 of their plays. Move round the class making sure that everyone is getting on well and helping out.

Perform scene/section 2 for the class.

Lesson 5 Q and A on any problems they may be having and how they can help each other out with their problems.

Devise scene/section 3. Perform section/scene 3 for the class.

Lesson 6 Introduce drama mediums to the class:

• Sound • Costume • Props. • Etc

Now give each group some paper and they must make a list of all the drama mediums they will

Rehearse the whole play. The pupils should make sure that they have a polished performance.

Tell the pupils that they will have their pieces filmed next lesson so they should bring in all the drama mediums hey need. Add ant final items to their drama mediums list.

need for their pieces. Lesson 7 Write a top tips list for the

new year 7’s on how to cope at school in the first few weeks. (Carry on with this while each group performs.

Filming each groups piece using all props, costumes and sound needed.

Evaluation, what have they learnt in this scheme of work and why Ws it important to take part in this scheme of work.

Active Citizenship

Learning Objectives

• To understand active citizenship.

• Understand how to create a film to help year 6 move up to high school.

Starter

• On the post it note you were given when you arrived write down 2 or 3 worries or concerns you had about coming up to high school.

• I’ll collect them in and read some out.

Freeze frame game

• Walk round the room and when I shout out a number get into that size group .

• Create a freeze frame of what I shout out.

• On your own worried about starting a new school.

• In 2’s. One of you a year 11 intimidating the other a year 7.

• In 4’s in the lunch queue.

• In 5’s one of you is having your head flushed down the toilet.

Q and A

• Could anything have been done to help your move from primary school up to high school?

Video

• You will create a film that will be sent to primary schools to show what coming high school is really like. Helping the year 6’s not to worry.

• This is active citizenship. Actively helping others.

• 3 scenes

Scenes

• 1= The last day of primary school or summer holidays. Talking about worries and concerns of going up to high school.

• 2= Your first day of high school.

• 3= How you are getting at high school now. Clubs you’ve joined, activities you joined in etc.

Examples

• Watch some of last year’s films to get an idea.

Mind Map

• Write out ideas for your films

Moving to high school

Scene 1

Dream of going to school.

Playing football with your friends acting like you don’t care.

Scene 2

Trying to put your uniform on.

Learning ObjectivesActive Citizenship L2

• Learn to create a scene for film rather than stage

• Learn to use cross-cutting effectively to show a change in time, or progression of time

• Learn to work together as a team, and listen to one another carefully

Task 1

• Focus exercise: Why do we need to do this before working in a group?

• Traffic Lights.

• 1= The last day of primary school or summer holidays. Talking about worries and concerns of going up to high school.

• 2= Your first day of high school.

• 3= How you are getting at high school now. Clubs you’ve joined, activities you joined in etc.

Homework

• You must now create scene 3, you must meet with your group over the coming week and devise this scene, ready to run though all scenes for next week.

• The scenes will only be filmed if they are polished

Plenary

• Why is it important to focus and concentrate when starting a piece of drama?

• Why is it important to work politely as a team when devising?

Learning Objectives

• Learn the Golden Rules of Performing

• Learn the Golden Rules of being an Audience member

• Learn to Use thought tracking in your performance

Golden Rules of Performance

1. Never turn your back to the audience

2. Always speak up

3. Make sure everyone has an equal part

4. Use Facial Expression and Body Language

In One of your scenes…• Include a moment of Thought Tracking

• What is this?

• When everyone on stage freezes and one character speaks to the audience, telling them what they are thinking.

• E.G They could be saying in the scene (role play) that they are looking forward to going to High School, yet in the thought track, they are telling the audience that they are actually scared.

Golden Rules for an Audience

1. Don’t talk during the performance

2. Don’t laugh at one another

3. Always applaud at the end

Plenary

• What have you learnt so far in this scheme of work?

Year 7

To produce a performance which is appropriate to the brief

To allow ideas to flow with all members of the group

To ensure the Year 6 Pupils feel safe and excited about coming to Rainhill High School

You have 5 minutes to alter your performance based on the feedback you were given last week:

Example: You were told to think about the content of your piece more, or you may have had a not to use more explorative strategies in the piece.

We will now film the groups that have actually taken the direction given.

If groups have not done anything to alter their pieces from last week, we will not video you.

What have you learnt from this scheme of work?

What will you do next lesson to improve on the piece?

Active Citizenship 3

Homework

• Write this in your planner:

• Bring in the props and costumes that you need to do your assessment next week,

• Remember in the level 3 criteria it says you can use simple props and costume so make sure you do.

Quiz• What is cross cutting and write an

example of how you could use it?

• What is naturalistic theatre?

• What is active citizenship?

Learning Objectives

• To understand the importance of the rehearsal process.

• To understand how to peer assess one another.

Task• Devise scene 3.

• How are you getting on at high school now.

• Joining clubs, making friends, new subjects etc.

• We need to let year 6 know that school is good.

Peer assessment

• What is peer assessment?

• Why is it important?

• Write down what you liked about a groups performance and targets for the future.

•One red card comment and one green crad comment.

Plenary

• Write out what peer assessment is and why we do it.

ACTIVE CITIZENSHIP 2009 YEAR 7 MIND-MAP

Worries about moving to secondary school

Active Citizenship 6

Starter• Look at the mark you got for your

“Bullying” scheme of work.

• Now read levels 3 and 4 from the marking criteria that is in your drama books.

• Start looking at what you need to do to get to the next level.

Learning Objectives

What we will learn:

1. How to predict myself a grade using the marking criteria.

2. How to set myself targets using the marking criteria to help me move up to the next level.

Marking Criteria questions• Which level uses simple props and costumes to

make your piece better?

• Which level asks you to control your voice and movement so that the audience know how you are feeling?

• Which level asks you to use all of the drama space when performing?

• Which level asks you to suggest ways to improve your work and the work of others?

Predictions…

• Now predict yourself a level for the “Active Citizenship” scheme of work that you think you will get in today's assessment.

• Set yourself targets to make sure that you get the mark you have predicted. USE THE MARKING CRITERIA to help with your targets.

Rehearse

• You have time to rehearse using the drama mediums that you have brought in.

• Make sure you keep looking at the targets you have set yourself for today to move your rehearsal forward.

• Look at your targets:• What are they?• How are you making sure you’re hitting them?

Perform and Evaluate

•Perform your scenes for assessment.

•Audience: Red and Green card evaluations.

•Write down one green card comment and one red card comment for each group.

Self-evaluation:

Fill in your self-evaluation sheet.

Answer all the questions.

Write a self evaluation about how you think you did in your assessment.

Evaluation Name: Class:

Self evaluation: What did you do well? Why?

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Did you reach the targets that you set yourself for today’s lesson? Why was it important to set targets?

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What can you do next time to achieve a higher mark? (Use the marking criteria to help with this question)

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