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PROVINCE OF THE EASTERN CAPE EDUCATION

DIRECTORATE:

CURRICULUM FET PROGRAMMES LESSON PLANS

DRAMATIC ARTS

GRADE 10

TERM 4 FOREWORD The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines. Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies. It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load. Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc). Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans. Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve Teaching, Learning and Assessment.

Dramatic Arts

Grade 10 Lesson plan Duration 8 Weeks

Teacher Activity Learner Activity Resources Assessment Date Completed South African theatre Strategies Happy days of Harrison Gumede LO Explain 1 difficult words and Read theLO play: 2 Scripts LO 3 Observation and oral LO 4 Personalconcepts as youDevelopment read with HaerisonCreate Gumedie make and represent Understand andquestions Analyse Reflect and Evaluate learners Group reading. Visualise and analyse ASTeacher 1 facilitates learners to Learnersx AS create 1 a table of the Pen and paperx AS 1 Peer assessment x AS 1 x createApply tablesempathy, with imagination,events of events inSelect the play. and use diverse Identify and analyse Identify and describe the thevisualisation play and sensory Individualdramatic or group elements, work generic principles and forms, styles, conventions and cultural perception to Who? techniques, elements of drama texts, and processes used in own interpret, create and present What? conventions and technologies performances and cultural and others` performances, a variety of dramatic Where? to explore a range of dramatic practices, including at least which may include: products When? and cultural forms and styles. one pan-African . live performance Why? performance form and two others: Facilitates development of Learners make notes and Text book  principles ofObservation drama and oral humanity – timeline and participate in discussion (dramatic structure,questions socio political background plot, character, dialogue, theme, style, History setting) Geographical location dramatic modes (genres Class discussion on the Learners create their own Blackboard / chalk Oral questions theme(s) of the play. mind map and script Mind map Mind map on the board. Meaning within context BCMAS South 2: African Theatre Learnersx and ASteacher 2: Handouts andx text bookAS 2: Reflection x AS 2: x HistoryDemonstrate personal, exchangeCreate views and discusssustain dramatic Describe the relationships Explain the choices in own Apartheidartistic and social discipline characters and roles using the between texts, their and others` drama in order to Teacherin creating discuss dramatic products In groupssubtext learners and discover context of Pen and paper performances andNotes their on staging identify the worldviews of the Stagingin collaboration with others and discusscharacters the staging and of situations print of New Realismhistorical, stage, social, political, creator and participants, acting style, conventions, Harrisonthrough Gumedie independent and script, cultural theatrical, economic focusing on possible technology, movement, collaborative work. theatre history notescontexts and purposes. instances of prejudice, bias, costumes, administration and Write short notes on staging stereotyping and bigotry. casting AS 3 x AS 3 x AS 3 x SelectProject and use verbal and Staging Create and original Pen and paper Teacher / rubric Describe how drama relates non-verballearners create communication a project on acting style,performance conventions, using playPrint of New Realism stage, Project to: techniquesthe staging of which Oedipus best match technology,building movement, techniques whichscript,  own personal the dramatic situation being costumes,reflect administration the skills andof: theatre history notes experiences explored. casting · problem solving Rubric  human commonality and · improvisation diversity Identify aspects of genre and Write short· notesensemble and class work Pen and paper, script, Observation / oral questions specific aspects of structure discussionscultural / group expression theatre history notes human experience Definitions of New Realism discussions blackboard / chalk and comedy AS 4 x AS 4 x Language. Improvise and creatively use Identify and share strengths Connection with primitive techniques and elements for and weaknesses of own theatre – rituals. dramatic presentation, work and the work of others, Test Harrisonincluding Gumedie Pen and paper Test, memo and rubrics and suggest, with respect . scenery and empathy, suitable SIGNATURES: ______TEACHER DATE HOD / SMT DATE