Some ideas for introducing hotseating, freeze frames and soundscapes in the junior classroom

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Information about Some ideas for introducing hotseating, freeze frames and soundscapes in...

Published on March 2, 2014

Author: RuthLemon



Drama is a powerful tool that can strengthen literacy.

N E W T O N C E N T R A L S C H O O L THE ARTS UNIT PLAN Drama - Levels One and Two Term: 1 Year: 0-2 Class:Wh ānau Nohinohi Duration: 9-11 weeks Context / Topic: Reading/writing tumble integrated activities ELEMENTS: TECHNIQUES: Role Voice Time Tension Gesture Movement STRANDS AND ACHIEVEMENT OBJECTIVES - Level 1 Action Facial Expression Students will: Focus Space STRANDS AND ACHIEVEMENT OBJECTIVES - Level 2 Students will: UC: UNDERSTANDING DRAMA IN CONTEXT UC: UNDERSTANDING DRAMA IN CONTEXT - Demonstrate awareness that drama serves a variety of purposes in their lives and in - Identify and describe how drama serves a variety of purposes in their lives and in their communities. their communities. PK: DEVELOPING PRACTICAL KNOWLEDGE PK: DEVELOPING PRACTICAL KNOWLEDGE - Explore the elements of role, focus, action, tension, time, and space through dramatic - Explore and use elements of drama for different purposes. play. DI: DEVELOPING IDEAS DI: DEVELOPING IDEAS - Develop and sustain ideas in drama, based on personal experience and imagination. - Contribute and develop ideas in drama, using personal experience and imagination. CI: COMMUNICATING AND INTERPRETING CI: COMMUNICATING AND INTERPRETING - Share drama through informal presentation and respond to elements of drama in - Share drama through informal presentation and respond to ways in which drama tells their own and others’ work. stories and conveys ideas in their own and others’ work. SPECIFIC LEARNING INTENTIONS ACTIVITIES/RESOURCES SUCCESS CRITERIA (What will I do to help my students achieve this? SPECIFIC LEARNING INTENTION/S: Strategies/activities linked to Key Competencies to help students achieve) Introduction of hot-seating convention: WALT use hot-seating in our reading and 1. Through WOW words/spelling/word of the day. writing. 2. Through big/shared book or poem and teacher modelling. ie) The use of a prop to ‘put on’ your character for a hot-seating interview. - Lesson plan for The Gruffalo - hotseating. SUCCESS CRITERIA: Students are able to: 3. - Play the hot-seating game Through ‘reading to’ accompanied by either ‘teacher in role’ modelling, or turntaking whole-class. 4. - Use the term hot-seating in conversation Through practise as “Star of the Day” – maybe the oral language component will be modelled by teacher as their favourite story character and then Star of the Days take turns being interviewed for the article of the day. For new entrants (or - Demonstrate comprehension / empathy for as appropriate), could be scaffolded by starting with interviewing each Star of the a character by the answers given when Day – “What is your favourite…?” being interviewed in the hot-seat 5. Through student models on Youtube or Teaching Channel. * Class read “Red Riding Hood” and then played a game where they sat on the - Practise asking questions to the person in ‘hot seat’ and the teacher asked them questions: the hot-seat * Year 6-7 where a student is a Victorian Workhouse boy (questions prepared in advance) - * Example of teacher in role (closely related to hotseating) where teacher gets a letter, class travel to Storyland, maths integrated - * Example of collaborative writing of a legend using drama * Year 7-9 interviewing a historical figure (from 9 minutes in). Done in groups of 3 with a reporter. Although it’s quite a senior example, I like the idea of having a reporter to strengthen listening. Possible extension – press conference?

Hotseating In whole class reading / writing and small group writing: - As a class, either as part of reading to/shared big book/poem, to stop the story at - Practise asking questions, not a specific point and for the teacher to model hot-seating. Goals could be to sharing comments: refer to classroom support prediction, comprehension, open and closed questions or developing question chart – who, what, when, /practising framing and asking questions – what would you want to know from the where, why and how? big bad wolf if he came to visit our class? - Could use these questions to write a short piece of modelled or shared writing (maybe after the big bad wolf has left, if you would like to re-visit by getting him - Practise using some of the following back in – to find out what he thinks of the story that the class has written – (ie) to question starters: support and enhance editing skills). "Why did you...?" - "What did you mean by...?" "How did you feel when...?" It could be used to develop the ideas of character and narrative – How would the story be different if Grandma told the story? The woodcutter? Red Riding Hood? - On a small-group level, this technique could be used for topic: interviewing a bee "Isn't it true that...?" that almost stung a giant 4 year old – their narrow escape and how scary it was… "When did you...?" or the bee that almost drowned in a puddle/the swimming pool and how it felt to "Are you proud of...?" be saved. "How did you react to...?" - With a buddy, to choose to tell their news from another character’s perspective (ie. Larry the Listening Monkey’s news, vs Ruthylu’s news from when she got to take Larry home, or Mum had fun on the weekend, as opposed to Ruthylu had fun with her Mum on the weekend). In group reading: - Initially, might want to focus on the difference between a question and a comment, then extend to open vs closed questions. * Can be used to develop engagement with/comprehension of a text. Could be framed as a competition – at group level, choose the best pair and put them forward to hot-seat in front of the whole class. - Hot-seating could be recorded (voice or video) or the pairs could choose their best question and answer and either write it in their books to share at the next group session with teacher, or share their best question during the plenary at the end of the reading session. Freeze frames – Using freeze frame to think about the things that Goldilocks saw during the story. – Nice example of senior rehearsed freeze frame. Might want to watch this as a teacher to develop ideas about this technique. Year 1 class: might be doing a read to and clap your hands at a spot as a sign that class is going to show that part of the story. Starting with everyone freezing to share the emotion that the character is feeling. As part of group reading, could use freeze frame to get the group to think about an alternative ending to the story, or to think about how characters are feeling at different parts of the story. It could be used for re-telling the story, or for thinking about what could have been happening before the story started. The group could also use it to share their favourite part of the story, whether this is with the teacher, with another group, or back to the whole class. With writing, could get a small group to pretend to be playing and then freeze. When they freeze, class looks closely and use the freeze frame to start the writing – “What does it look like they are doing?” Or could freeze and use to motivate vocabulary – brainstorm adjectives, wow words to use in writing.

Soundscape – Closely related to freeze frame (with a focus on the audio). Example here is senior example of students’ soundscape after studying WWII. With regards to junior literacy integration, there are group readers or books where this technique can be used successfully, but it would be easiest to use as part of shared/collaborative writing process. Example: trip to the zoo. Brainstorm the sounds at the zoo (we’re aiming for a moment in time). Share out the SFX. Set your volume control mechanism (fingers close=quiet/ fingers apart=loud) and then teacher can move through the zoo, with SFX fading in and out. If you’re brave, you can then let everyone have their turn at the same time. Helps with thinking about other senses when writing. GROUPS – CATERING FOR A RANGE OF INDIVIDUAL NEEDS AND ABILITIES (based on diagnostic assessment prior to unit): FORMATIVE NOTES ASSESSMENT APPROACH (How will I assess the Success Criteria? How can learning achievement be measured? Remember to include Formative Assessment) BEFORE THE UNIT DURING THE UNIT AFTER THE UNIT UNIT EVALUATION (Consider: Planning and preparation; catering to individual students’ needs; challenging all students; use of class time; overall delivery; success of unit based on assessment and anecdotal observations; areas for future improvement – what would have worked better) CHILDREN’S LEARNING PERSONAL TEACHINGS ASSESSMENT FOR FUTURE PLANNING For these students: For teaching students in the future:

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