Curriculum Development Group Assignment
Erin Ashton, Annie Catallo, Natalie Courville
Grade Two
Fearless Jake by Margaret Haffner & Mark Thurman. Scholastic Canada Ltd.
Grade
Two Drama Curriculum Development
BOOK: Fearless Jake by Margaret Haffner & Mark Thurman. Scholastic Canada Ltd.
Ministry Guidelines Covered
-Use vocabulary, tone of voice, and movement appropriate to the character played.
-Demonstrate sequences of movement.
-Speak in role, assuming appropriate attitudes and gestures of their characters.
-Move and control their bodies.
-Participate in group discussions, demonstrating a sense of when of speak, when to listen, and how to say. (Language Arts)
-Use appropriate gestures, and tone of voice, as well as natural speech rhythms, when speaking. (Language Arts).
-Use speech appropriately for various purposes.
DAY 1
Ministry Guidelines
-Distinguish between reality and fiction.
-Move and control their bodies.
-Demonstrate sequences of movement.
Materials Needed
-Pictures of things that are real, and those that are pretend (such as cartoons, real people)
-Book: Fearless Jake
Introduction (15 mins)
-Discuss the difference between reality and fiction. (Tell things that are real, tell me things that are pretend). The teacher can show pictures of things that are real and pretend.
-Ask students to pay attention to what is real and what is pretend. We will talk about it at the end.
-Read entire book to students.
-Ask students what they thought was pretend in the book and the real parts in the book. How did you know that as real, or pretend. Ask them to compare to their own experiences with the pretend experiences.
Application (20 mins)
-Non-Locomotion Movements - Locomotion movements (Element of Movement).
-Teacher asks students to clear desks and chairs in the room (to edges).
-Once the space is clear, students are asked to find their own space in the room (where they cannot touch another person with arms stretched out).
-Establish your signals for stopping and listening (ie. Two claps mean stop, look and listen).
-Thinking back to the story, imagine you are ____________ (insert character/action here). Students will be asked to pretend they are a character in the book and will move accordingly. (For instance, on a motorcycle, riding a log, wolf, snake).
First, they will be asked to do a non-locomotive still movement (riding a motorcycle). The teacher will demonstrate this. Ask students to demonstrate a noise that would be associated with the action (for a motorcycle, start your engines...vroom vroom). Then students will do a non-locomotive moving action (bouncing on motorcycle). The teacher will explain various levels of movement (high, medium, low). Students will follow and do movements from their action in the levels. Teacher will introduce locomotion movements. Students will move through the room (moving in different directions) according to the action. Also, tempo (fast, moderate, slow) and line (straight, crooked) can be incorporated depending on action and time frame.
DAY 2
Ministry Guidelines
-Move and control their bodies.
-Participate in group discussions, demonstrating a sense of when of speak, when to listen, and how to say. (Language Arts)
Materials
-Book: Fearless Jake
-Handout with definition and purpose of Tableau.
-Handout with elements and rules of Tableaus.
Introduction (5 mins)
-Teacher will explain to children what a tableau is and describe the appropriate elements of a tableau. The teacher will then review three separate scenes from the book that will be used to create three separate tableaus.
Application (30 mins)
-Students will be placed in groups of 3. Once in groups, the teacher will go over each scene at its turn, and children will be expected to create a tableau. Children will rotate roles in each scene, so that each child has the opportunity to play the main character.
-Children will initially create a rough draft, without attending to any rules. The first edit will have the students edit their rough draft according to the rules for communicating meaning. Next, students will edit their tableau according to different levels and actions. Lastly, have students practice their tableau one more time with all rules incorporated before final product.
-This process will be completed two more times for the remaining two scenes.
-* If time will allow, have the children present their scenes to the class.
DAY 3
Ministry Guidelines
-Use vocabulary, tone of voice, and movement appropriate to the character played.
-Speak in role, assuming appropriate attitudes and gestures of their characters.
-Participate in group discussions, demonstrating a sense of when of speak, when to listen, and how to say. (Language Arts)
-Use appropriate gestures, and tone of voice, as well as natural speech rhythms, when speaking. (Language Arts).
-Use speech appropriately for various purposes.
Materials
-Book: Fearless Jake
Introduction (5 mins)
-Review scene from book which will be used (pg. 13 & 14).
-Group discussion about the characteristics displayed by character in the book. How was he able to defeat his obstacles?
Application (30 mins)
"Get in, Do Something, Get Out"
-Assign students in groups of three.
-Explain to students that in this activity they will be expected to work as a unit to develop a chant with movement.
-Explain to students that the purpose of the activity will be based on scaring the wolf away. They will all work together in their group to get in the scene, do something and get out as the main character.
-“Get In”: Students will work together as a team to approach the wolf. They will be able to use elements of levels (high, medium, and low) and tempo (fast, medium, and slow). Students actions will be different depending if they want to scare, sneak up on, or intimidate the wolf. (Example: Students can march across the room in a V shape in unison, with hands on hips in an attempt to intimidate the wolf). This should take students approximately 7 mins. The teacher can allow the children to create their “Get In”, and then give them time to practice it two or three times.
-“Do Something”: Students have now reached the wolf, and will have to work together to create a spell or chant to scare the wolf away. Students should incorporate loud/soft, and fast/slow voice effects. Teacher can use a sample chant to help children think of their own. An example: Get out of here wolf (soft, slow), Get out of here Wolf (loud, slow). It’s time for you to go home (soft, fast), It’s time for you to go home (loud, fast). This should take students approximately 7 mins. The teacher can allow the children to create their “Do Something”, and then give them time to practice it two or three times.
-“Get Out”: Students will have to figure out, working together, a way to get out of the scene. Again, elements of tempo and levels should be incorporated, but must be different from the way they "Got In". (For example, they may want to walk out in a straight line, heads high, arms crossed as though they are proud). This should take students approximately 7 mins. The teacher can allow the children to create their “Get Out”, and then give them time to practice it two or three times.
-Once the students have completed all three above steps, they can practice their entire scene once.
-Each group will then be able to show the class their own “Get In, Do Something, Get Out” Scene they created.