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TIME: 50mins
AIM: (From ACARA, or Desired Student Outcome from SACSA) Use voice, facial expression,
movement and space to imagine and establish role and situation (ACADRM028)
LESSON OUTCOMES: (These should relate to both the topic and to the curriculum link)
Students will understand emotions and its role in drama.
Be able to identify between emotions.
Use emotions to influence their actions, movement and expressions.
REFERENCES & RESOURCES: Emotion cue cards. ACARA
Australian
Curriculum, Year 4, The Australian Curriculum: Drama.
http://cherishinghopesanddreams.com/2013/04/busy-bubbersemotion-flash-cards.html
STUDENT ASSESSMENT:
Formative: Anecdotal noes on student participation, questioning and performance.
Summative: Access students ability to portray emotions through pantomime, their
understanding of the emotion and use of body language/facial expressions will be marked.
SELF ASSESSMENT:
TEACHING PROCEDURE:
TIME
STEPS
COMMENTS
-
5min
25min
3 EXPLORATION/PRACTICE(group/individual)
Hand out emotion cards to pairs. They must use their
entire body to display this emotion. Think about actions
and facial expressions. They must additionally brainstorm
a scenario that was the cause of this emotion.
5min 4
List on board
NOTE: This planning format is available for students to download from FLO and is planned to
cover two A4 pages when used. The Comments column can be used for adaptations for
children with learning difficulties or for planned extension activities.