Lesson
Title/Focus
Class #2: An Exploration of FREJ
in Ancient Athens, Acting, Filming
and Editing
Duration of lesson: 6 one hour
periods
Course
Grade
Six CTF
and
Drama
PROGRAM OF STUDY OUTCOMES
GLO: CTF 2.5: I create products, performances or services in response
to challenges.
GLO: CTF 2.6: I appraise the skills, knowledge, and technologies used
to respond to challenges.
GLO: CTF 3.3: I collaborate to achieve common goals.
SLO: Drama 5.1: develop the following vocal skills: speak clearly (5.1.2),
speak with ease (5.1.3),
speak expressively (5.1.4), speak with energy (5.1.5).
SLO: Drama 5.2: develop the following interpretive skills: explore natural
rhythm (5.2.3), phrase for meaning
(5.2.4), colour individual words (5.2.5).
SLO: Drama 5.2.6: Develop skills of presentation by becoming aware of
the importance of face, voice and body.
SLO Drama 12.1: develop the ability to make decisions in a group:
accept self as part of a group (12.1.1), listen to ideas of another (12.1.2),
offer own ideas (12.1.3) and become aware of and accept the group
purpose (12.1.4).
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1.
Collaborate with group members using digital technology (iPad, iMovie)
to film footage that is based off of their storyboard and script (Applying,
Evaluating, Creating)
2.
Communicate their ideas from the script effectively using the listed
presentational dramatic elements (Applying)
3.
Work collectively and cooperatively to finish the iMovie, and understand
how to work towards a common goal is reflective of democratic practices
(Understanding, Applying)
MATERIALS AND EQUIPMENT
6 iPads
6 iMacs in classroom
SMART board
iMacs in library or computer lab
iMovie
Story boards sheets/descriptions
Scripts
Pre-selected props and costumes
PREPARATION AND LOGISTICAL CONSIDERATIONS
Make sure you are at least somewhat literate with the iPads/iMovie
editing software in order to respond to students questions and concerns
Ensure that all the iPads are charged before the start of the lesson
Technological glitches/errors can likely occur (prepare backup
worksheets)
Make sure all 6 iMac computers are running properly and turned on for
the day
Group members may disagree or argue. Time spent mediating will take
away from helping students with the filming (or editing) process. If it is
possible, have an aid or tech expert help to facilitate the classroom.
PROCEDURE
Introduction
Guide students to sit in their assigned film groups. The
groups will be written on the side whiteboard as a reminder.
Outline the plans for the day, and write the list on the board
and clarify any questions.
Body
Time
5 min, All
Days
Time
Topic
Splat
(Warm up
game)
To ease into the lesson, the class will play
Splat.
Instructions: 1) All players stand in a circle;
one person is nominated as "splatter" and
stands in the middle. The person in the
middle then randomly points at someone
and shouts "Splat!" 2) The person they
pointed at must duck, then the two people
either side of the one who ducked must
"splat" each other, by pointing the other
and yelling, "Splat!" 3) The last one to do
so is out, this continues until there are only
two active people left in the circle. When
you are out, you stay in the circle, but do
not play. This is part of the challenge for
the remaining players. 4) It gets harder
with less numbers, because it is more
difficult to determine who is next to you.
The numbers deplete, but the circle size
remains. 5) Once you are down to two
people remaining active in the circle, they
stand back to back duel style. Then the
person who was in the middle counts from
1 - 20. With each number the 2 remaining
competitors must take a step away from
one another. At any random point between
one and twenty, if the counter shouts
Splat! instead of a number, the
contestants will quick draw on each other,
and whoever is first to correctly draw wins
the game.
10 min,
Day One
Topic
Developing
Presentational
Hand out and go over the objectives on
the Presentational Elements Checklist.
Interactively involve students in the class,
asking them to demonstrate good and bad
examples of each element on the list.
Explain and enforce what good examples
of each item is. Ask them questions (ie.
how does having good posture effect our
speaking?) and hear out student
responses. Show the class student
exemplars for each item. Therefore, the
entire class has a collective understanding
of what effective examples of
presentational elements are. This
workshop should be building upon their
previous understanding.
Ask film groups to gather/prepare their
materials required for the filming process
(iPads, scripts, storyboards, chosen
costumes and props).
Skills
Topic
Filming
o Check each groups storyboard
before assigning the group an iPad.
Before going off to film, the teacher will
emphasize the importance of steady
camera work and non-blurry footage.
The students will film. The teacher and
any other assistants will circulate the film
groups and observe the process, and
respond to any
45 min,
Day One
55 min,
Day TwoFour
questions/concerns/difficulties.
Topic
If groups finish early, they can upload their
footage to their student profiles on their
iMacs and free read.
The class will transition to the library.
If they have not already done so, the
groups will upload their footage onto the
computers.
As the students start editing the teacher
will emphasize the importance of concise
editing (i.e. dont include filler time/random
seconds before the important content).
The groups will edit their footage, and
compile it into a film. The program of
iMovie is straightforward/accessible to
someone who is not literate in it, but as
per usual, the teacher will circulate the
room, make observations, and help
groups who need it.
Editing
Conclusion
The groups will save their final movie, and send it to the
teacher via email, transfer with a memory stick, or Moodle.
55
minutes,
Class
Five
and
35
minutes,
Class Six
Time
10 min,
Class Six
Assessment
Actively participating in group Developing Presentational Skills mini-lesson
(learning objective #1 & #3) - Formative
Completion of handwritten storyboard (learning objective #1) - Formative
Observations from filming process (learning objective #1) - Formative
Collaborating with group members to use storyboard and script (Learning
objective #1) - Formative
Understanding basic use of iPad and iMovie. (Learning objective #1)
Formative
Presentational Elements Checklist:
I speak clearly, with ease,
expressively, and with
energy every time I talk.
My speech has a natural
rhythm.
I phrase and colour
important keywords when I
introduce them, so I can
emphasize their meaning.
I am always facing who I
am speaking to.
My body is open to who I
am speaking to.
My face is readable, and
expressive when
appropriate.
I have good posture.
When we improvise
characters (i.e. old man,
tiger) I can embody their
character traits.
I do not fidget.
Ed Tech Rationale
How will technology enhance student learning?
In the second lesson of our mini unit, students film footage in iMovie on iPads, and then
edit the material on iMacs: ultimately creating a 5-7 minute movie as their performance
task. The lesson was created with CTF, Drama and Social Studies outcomes. Using the
modality of iMovie, students can show their knowledge and understanding about the
democratic principles of freedom, representation, justice and equality (Social Studies),
act and practice their presentational skills (Drama), and learn about new technologies that
could influence their future career choice (CTF). The medium of a film can be beneficial
because it is less nerve-wracking than a presentation, can be refined to only include
relevant information, can still show a students work/understanding if they are away from
class/their group for the specific presentation day, and can be reviewed for assessment as
many times as the teacher needs.
What are the important considerations when integrating this technology?
Students should have an understanding of how to use/film on an iPad.
Each group will need an iPad.
Each group should be given a uninterrupted space to film their movies.
Each group will have a story board that they will consult, so that they can make
the most of their filming periods, and not have to re-film or edit more than they
need to.
The film footage should be backed up!
Describe any potential downsides or cautions to using the technology.
It is crucial that the iPads are fully charged.
Students may argue about who gets to film.
Even with instruction and guidance, students may encounter difficulty using
iMovie.
It is possible that the iPad/iMac could glitch, or even that work could be randomly
deleted if the iPad or iMac were to crash.
Background noise may be picked up during the recording process.
