Paignton Community & Sports Academy - Lesson Plan 2014/15
Name of Teacher: Jessica Hunter / Site/ Venue:W45 / Group:9Y3Date: 13/04/15 / Period: 3 / Ability: Mid-High
Number in class: 20 / Boys: 4 / Girls: 16
Content and evaluation of previous Lesson:
Pupils performed their. "Page to Stage" assessment at the end of last term.
By the end of the previous lesson:
Some pupils were able characterise from text using a variety of dramatic devices.(6b)
Most pupils understood how to interpret text to create a character. (5b)
All pupils knew the plot, structure and key characters within their selected text. (5c)
The assessment of drama in Year 9 is heavily focused on practical work due to the lack of time on TT for theory. Pupils are expected to demonstrate their level of theoretical knowledge and understanding through discussion work in lesson time. This is supported by homework. The summer term project is aimed at a higher level of analysis and creativity assessed, today moving on to using the GCSE Criteria for greater stretch and challenge.
Learning Focus/ Topic to be taught (with reference to the NC or Scheme of work as appropriate):
Devising With Music (see SOW). This able group will need to combine activities from lessons 1&2 of the scheme if they are to be challenged.
Differentiated Learning Objectives/ Outcomes:
Outcomes: By the end of the unit pupils will :
Explore a range of ideas, stimuli and devices for using music as the basis and foundation of devised work –Rather than something considered afterwards to compliment it. Pupils will explore how to devise both naturalistic and stylised drama, using music as a stimulus.
Objectives:By the end of the lesson:
Some pupils will understand how contrast can engage an audience (6a)
Most pupils will know how to apply the GCSE grading criteria to their performances (5a)
All pupils will be able to use movement and gesture for dramatic effect (5c)
Equipment & Resources and Health and Safety:
White board – objectives.
Key words for reference: CONTRAST, STYLISED, GESTURE
Speakers and iPod.
Green Target sheets on wall.
Grading Criteria on cards (differentiated prior)
Scenarios (differentiated) for specific groupings.
Pupils may not go near the curtains. Pupils must not touch the tech desk.
Reference to Assessment Criteria for GCSE English Speaking and Listening AO’s, PLTS and SMSC guidance in plan.
Lesson Plan/ Activities to include Teaching and Learning Strategies and HW
(* Revisit objectives/ check progress throughout Lesson*) (*Include times) / Teaching Points/ Key words related to objectives / Differentiation
Engage (6 mins)
Music stimuli playing on entry.
1)Self-starter: Find your assessment responsibility card. Read it. Find the person/people who have the matching card. Define its’ meaning together.
2)Share meaning as class – This is the top band success criteria for GCSE Drama performance, and what we will be aspiring to this term
3)Register (with grade & target) and ALL/MOST objective shared and clarified. How are we going to achieve all of this in one lesson? Through the use of music as a stimulus. / Set mood and atmosphere for lesson using light, space and sound.
Support understanding of criteria with peers.
Promote motivation for higher grades.
Consolidate current levels to build on. / Engage Aural and visual learners.
Cards matched by similar ability levels to promote quality discussion.
Allowing Mid p’s to aspire to higher levels.
Explore (18 mins)
4)Solo visualisation – Space on floor, eyes closed, listen. Consider thoughts/feelings/words/phrases/response to stimulus.
5)Thought track – Internal preparation then delivery. (AO9)
6)Still image – Match physical expression to thought track / Generating creative ideas to work from.
Responding to stimuli with physical and vocal expression. / Teacher led description with examples, plus preparation time for mid abilities.
Progress check
7)SPOTLIGHT ABLE (SD, HW or SS) – (Target mid) How has X interpreted the stimulus? (Target High) Using the criteria, how will you adjust for A Grade interpretation?
8)Back to board – ALL/MOST review. Key word: CONTRAST and progress check (AO8) / Clarify objs and assess level to which achieved so far before moving on.
Introduce key words linked to objs. / Able p’s model success for mids.
Mid p’s mirror assessment language used by teacher to develop confidence and understanding.
9)PAIRS– Combine your still image and thought track to devise a movement sequence- thirty second STYLISED piece through music / Use of key words to consolidate.
Begin to reflect on audience response. / Matched similar ability to allow High to explore and evaluate, and Mid to develop ideas.
Progress check:
10)SPOTLIGHT MID (KM,MC, CM) – (Target High) What effect does two actors in the space have on audience? See SOME objective. How could we develop this for greater impact on audience? Key word: GESTURE (AO9) / P’s asked to relate practical examples to criteria and objs. / Deeper questioning for challenge of Highs.
Highs encouraged to use GCSE language to model for Mids.
Transform (16 mins)
11)Groups of 4 – Find mind map for group
12)Listen to extract in silence. Write your responses onto mind map.
13)Share MID responses as class. Introduction of CONTRAST. (Target High) Why is contrast important in our drama? (AO8)
14)Groups – Devise simple sequence using 8 gestures representing everyday life (pre assigned). Consider grading criteria and how you will meet it. / Beginning to explore concept of CONTRAST in relation to new music example.
P’s explore possibilities for gesture in relation to new music. / Mixed ability two high lead discussion for two mid.
Mids use new language while Highs develop it through articulation of audience response.
15)SPOTLIGHT ABLE – How has the group achieved a STYLISED piece? Look at criteria - How will they maximize grade now we have two contrasting gesture sequences? SOME obj: IMPACT on AUDIENCE (AO8) / Linking practical examples to criteria and objs. Familiarisation with new vocab. / High model success for Mid to follow from. High asked to stretch quality to meet A grade criteria.
Extend (12 mins)
16)Teacher led forum – Piece together groups of four using music to devise whole class performance for assessment putting key words into practice.
17)Freeze – music switch, able pair insert original sequence in contrast.
18)Freeze – Return to whole class sequence. (AO7)
19)IF TIME ALLOWS – Return to groups to devise and therefore consolidate own contrasting sequence with reference to “imagination and creativity…” within success criteria / Consolidate new vocabulary.
Demonstrate ability to use gesture effectively.
Model stylised piece as a class.
Familiarity with success criteria through A grade exemplar. / Teacher model for Mids and assign responsibility for High. High expectation for all to meet criteria means Mids more likely to achieve above level of progress.
Final Plenary (8 mins)
(Spotlights and progress checks have taken place throughout
20)Pairs - Using the key words STYLISED, GESTURE and CONTRAST, give an example of how a peer met your area of the grading criteria today. (AO8)
21)Model examples where necessary using mid p’s.
22)Homework reminder- instrumental music to support a naturalistic tragedy. This will be the stimulus for next week according to the dept SOW. / P’s demonstrate ability to use new vocabulary in relation to success criteria. / High expected to discuss 6a contrast questions.
Mid to use vocabulary from grading criteria by applying to evaluation of others.
Assessment:
See AQA assessment criteria:
Aspirational approach using A-A* success criteria / Use of AOTT/LSA:
N/A
SMSC:
Cultural – contrasting music genres to represent various groups
Spiritual – Emotional interpretation of music, expressive and creative responses.
Social – Groups represented through use of gesture to depict lifestyle.
Moral – Supportive audience response to peer work using success criteria. / PLTS:
Creative Thinking: interpretation of brief and success criteria to meet A grade band.
Effective Participation: Group collaboration to meet deadline and criteria.
Reflective Learning: Assessing peers and self using GCSE criteria to promote understanding of what A grade looks like. / ICT: Music technology, lights, recording using iPad.
LITERACY: Linked to iGCSE Speaking and Listening Criteria throughout:
● AO7 – Demonstrate presentation skills in a formal setting
● AO8 – Listen and respond appropriately to spoken language, including to questions and feedback to presentations
● AO9 – Use spoken Standard English effectively in speeches and presentations
NUMERACY: Time management of tasks, prioritizing tasks in groups, use of rhythm and musicality to choreograph movement, judgment of space and shape for performance.
Lesson will lead on to:
See lesson three in SOW - developing narrative through music. Naturalism in contrast to this lessons’ stylised performance.
-SIMs Data (to include interventions) to be attached to the Lesson Plan
ADDITIONAL INFORMATION
DfETeachers’Standards 2012 - Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; work with parents in the best interests of their pupils.
Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standards for conduct throughout a teacher’s career.
•Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school
otreating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
ohaving regard for the need to safeguard pupils’well-being, in accordance with statutory provisions
oshowing tolerance of and respect for the rights of others
onot undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
oensuring that personal beliefs are not expressed in ways which exploit pupils’vulnerability or might lead them to break the law
•Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
•Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities
Teaching
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
•establish a safe and stimulating environment for pupils, rooted in mutual respect
•set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
•demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
2 Promote good progress and outcomes by pupils
•be accountable for pupils’attainment, progress and outcomes
•plan teaching to build on pupils' capabilities and prior knowledge
•guide pupils to reflect on the progress they have made and their emerging needs
•demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
•encourage pupils to take a responsible and conscientious attitude to their own work and study
3 Demonstrate good subject and curriculum knowledge
•have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’interest in the subject, and address misunderstandings
•demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
•demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
•If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
•If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
4 Plan and teach well structured lessons
•impart knowledge and develop understanding through effective use of lesson time
•promote a love of learning and children’s intellectual curiosity
•set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
•reflect systematically on the effectiveness of lessons and approaches to teaching
•contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
5 Adapt teaching to respond to the strengths and needs of all pupils
•know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
•have a secure understanding of how a range of factors can inhibit pupils’ability to learn, and how best to overcome these
•demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’education at different stages of development
•have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
6 Make accurate and productive use of assessment
•know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
•make use of formative and summative assessment to secure pupils’progress
•use relevant data to monitor progress, set targets, and plan subsequent lessons
•give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
7 Manage behaviour effectively to ensure a good and safe learning environment
•have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
•have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
•manage classes effectively, using approaches which are appropriate to pupils’needs in order to involve and motivate them
•maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
8 Fulfil wider professional responsibilities
•make a positive contribution to the wider life and ethos of the school
•develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
•deploy support staff effectively
•take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
•communicate effectively with parents with regard to pupils’achievements and well-being
Grade descriptors –Quality of teaching in the school(Sept 2013)
Outstanding (1)
■Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, are making rapid and sustained progress.
■All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.
■Teachers systematically and effectively check pupils’understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
■The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.
■Teachers and other adults authoratively impart knowledge to ensure students are engaged in learning, and generate high levels of commitment to learning across the school.
■Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains.
■Teachers use well-judged and often imaginative teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. / Good (2)
■Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, make good progress and achieve well over time.
■Teachers have high expectations. They plan and teach lessons that deepen pupils’knowledge and understanding and enable them to develop a range of skills across the curriculum.
■Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
■Reading, writing, communication and mathematics are taught effectively.
■Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
■Teachers assess pupils’learning and progress regularly and accurately at all key stages, including in the Early Years Foundation Stage. They ensure that pupils know how well they have done and what they need to do to improve.
■Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’individual needs, including those most and least able, so that pupils learn well in lessons.
Requires improvement (3)
■Teaching requires improvement as it is not good. / Inadequate (4)
Teaching is likely to be inadequate where any of the following apply:
■As a result of weak teaching over time, pupils or particular groups of pupils, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, are making inadequate progress.
■Pupils cannot communicate, read, write, or apply mathematics as well as they should.
■Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs.
■Learning activities are not sufficiently well matched to the needs of pupils.
* These grade descriptors describe the quality of teaching in the school as a whole, taking account of evidence over time. While they include some characteristics of individual lessons, they are not designed to be used to judge individual lessons