Learning Goals

By the end of this lesson, students will be able to:

  • use the creative process to design and develop drama works inspired by Greek myths, both individually and collaboratively.
  • apply the elements and conventions of drama to create effective works (e.g., choral speaking, tableau, gesture, improvisation, writing in role, role play, etc.)
  • use presentation techniques (e.g., tableau, choral speaking) and production tools (like lighting, sound, props and/or costumes, as available) to strengthen the impact of my myth-based drama work for a specific audience
  • reflect on and evaluate both my own and others’ interpretations of Greek myths using the critical analysis process
  • demonstrate my understanding of drama forms, elements, conventions, and techniques, and use accurate drama terminology when discussing and creating my myth-based piece
  • work safely, ethically, and respectfully when collaborating with others to explore and perform our pieces
Materials
  • Appendix 5 Summative Evaluation
  • PDF #1 Performance Rubric
  • PDF #2 Writing in Role Rubric

Minds On

Whole Class > Introducing the Summative

  • Introduce final summative assignment to the class using Appendix 5 Summative Evaluation.
  • Brainstorm success criteria with students and co-create an assessment tool based on PDF #1 Performance Rubric and PDF #2 Writing in Role Rubric.

Action

Small Groups > Preparing the Performance

  • Give students time in small groups to prepare their performance.

Individual > Writing in Role

  • Give students time to prepare their writing in role.

Consolidation

Whole Class > Sharing & Reflecting

  • Small groups share their presentations.
  • Encourage feedback from peers using strategies like Two Stars and a Wish.
Assessment for Learning (AfL)

Suggestions:

  • Side coaching, critical questions
  • Assessing drafts of writing, if applicable
  • Anecdotal records about Learning Skills related to use of rehearsal time (responsibility, organization, self-regulation, collaboration, independent work, initiative)
  • Anecdotal records about safe and ethical collaboration expectations
Assessment as Learning (AaL)

Suggestions:

  • Co-creating success criteria
  • Rehearsal journal
  • Peer feedback through Two Stars and a Wish strategy, for example
Assessment of Learning (AoL)

Suggestions:

  • PDF #1 Performance Rubric
  • PDF #2 Writing in Role Rubric

Note: You can modify based on co-creation of criteria with students and in relation to the learning goals/curriculum expectations you wish to target.