Guide
Name
Dramatic Presentation/Role Play
Description
Drama is a form of language and literature that tells a story through the actions and speech of characters. Drama (also known as role-play) is a powerful tool that can stimulate creative and critical thinking through a variety of intelligences and develop language and literacy. > Dramatizations are often collaborative in nature and are intended to be shared with a broader audience. In planning dramatizations, students consider how the structure of the presentation will effectively communicate new information to their intended audience. Drama provides opportunities for students to make connections between their personal experiences and the lives of others, to explore diverse perspectives or points of view, and to develop empathy and enrich their social consciousness. Resources Role Play Scenarios support/ela/8/rpscenarios.html TI
Purposes Specific Learning Outcomes LICT Descriptors How To Do Related Information
The context and roles should be clearly defined, while allowing some latitude for spontaneity and creativity on the part of the students. Determine a designated time frame for the presentation. When topics are controversial or require solutions, encourage students to consider diverse perspectives and alternative solutions, to use language appropriately, and to take a position and reach a conclusion or resolution. Provide students time to prepare and to access any preparatory information they need. Role descriptions should provide enough information to help students "enter into" the character they are to portray (general characteristics, beliefs, and values) but should not follow a pre-determined script. Students may complete a character outline to help them prepare. Encourage appropriate use of props and costumes. Discuss with students the effectiveness of realism versus fantasy scenarios, the need to be mindful of anachronisms, oversimplifications, and the indiscriminate use of stereotypes. If there are not enough roles for everyone in the group, one student could be assigned the task of being a witness or observer who "thinks out loud" to the audience without disrupting the action. Students could be asked to reverse roles or switch points of view in a second role-play. A narrator or series of narrators may be named to help set the scene and expand on what is happening. Allow time for a group debriefing, including the audience, after the presentation.
Variations
Puppetry - Link Reader's Theatre - Link Character Interview - Link
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Guide
Assessment / Think Abouts
Focus assessment on a manageable number of outcomes/students. Construct student-generated assessment criteria (e.g., what does a quality dramatization/role-play look/sound like? Why?). Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to file Offer descriptive feedback and conference with students throughout the process. Record focused observations during the planning and presentations of dramatizations.An Observation Checklist for Speaking and Listening Skills blm/ela/g/elablm95 TBLM Assessing Active Listening blm/ela/g/elablm54 TBLMFocused Observation Form blm/ela/g/blm_5 TBLM Orally guide/facilitate reflection with the Reflection Metacognition Y-chart Reflection link to file
References Keywords
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