Behavioural Objective:
Students will be able to use a
variety of instruments to imitate
sounds from every day life
experiences as described to them.
Maracas
Triangle
Finger cymbals
Xylophone
tambourine
Activate:
Talk about music used from the dance lesson and the way it sounds and how it's used
in combination of the movements to create art.
Show images of Northern climates, places, etc, and talk about what it would sound like.
Acquire:
Talk about different instruments, and sounds in every day life.
Ask: What do you hear at home? The phone ringing? What does that sound like?
(emulate it with an instrument). Video games playing? Dinner cooking?
What do you hear when you're walking down the street? Wind? Cars? Foot steps? Dogs
barking?
Apply:
In class/groups will work through different winter scenarios or perform with the
art/drama performances. Use the images to prompt them if needed.
Adaptations:
Allow students to create scenarios.
Assessment:
Observation - see if the students can create scenarios and/or use at least 2 instruments
to add to a given scenario.
Informal
Formative
Additions:
Record the song for the students and make a class CD.
Adapt:
Give options for moves as it may be challenging for some: hoop dancing, or simple
steps, etc.
Apply:
Perform in class with the drama lesson final assignment, or at a school events, parent,
teacher etc. Make it fun and record their dances to put on a CD.
Assessment:
With the story at the back of the book students will write a mini bio and outline their
three favourite types of art (ie, literary, drama, dance, painting, sculptures, music, etc)
Summative (at the end of the unit when the book is done)
Observational (during the dance)
Informal (discussion)
Subject: Drama
Grade Level: Grade 2
Time Frame: 1 period/ 30 minutes
Materials Needed:
Milk Jug Igloo
Igloo making tools
Dog sled (miniature)
animal carving tools
Tools used on animal furs
Different types of animal furs
SLO:
2 DR-Cl.4 Create and experiment with costumes, props, and sets for specific play
experiences.
Behavioural Objective:
Students will be able to use props for their designed purpose and interact in an
appropriate manner based on the given imaginary circumstances/story.
Activate:
Create stage names, and play a quick name game throw the ball to someone and say
their stage name.
Review other SLO's from the PE curriculum to ensure a positive atmosphere for
students to be silly and express themselves.
Example of topics covered in PE: recognize that everyone is unique and able to
succeed. Development of self-monitoring skills. Discuss social factors that affect
groups. Identify responsible and respectful behaviours, positive communication
skills, and situations where friends may be helpful and show appreciation.
Acquire:
Quick explanation of how to act> no back to audience, project voice etc.
Videos, books, and explanations on things from the North: ie, dog sleds, igloo building,
so they have ideas on how to play and communicate in the scenes.
Give students time in groups to do some improv with the items, and do quick switches
(1 minute each, then switch-maybe pairs/threes, etc) to get ideas going. Then break
into groups to discuss what they'd like to do for their drama assignment.
Adaptations:
Allow shy children the option to create stories using all the props/materials and just
narrate as the others in the group act it out.
Offer musically inclined students the often to create music with traditional items to go
with the scenes.
If limited on time, only do the improv once, or skip the improv and have students work
to write/create scenes.
Apply:
each group of 5 create and performs a 3-5 minute scene focused around a particular
item: ie, ice breakers, igloo building, animal hunting, etc.
Assessment:
Peer assessment in their groups
Observational
Informal
Formative
See attached.
Participated
some of the
time, wasn't
always open to
others
opinions/respe
ctful
2
Fully
participated,
contributed
ideas, listens
to others
suggestions,
was pleasant
to work with.
4