Transcript the teep learning cycle

Time: 2 Hours
Topic: Macbeth – Three Witches
Underpinning Elements Resources
6. Review
– Step back and reflect on your learning
Students to consider the character they are taking on.
Each given a post-it note. Think about the descriptive
words they used earlier, try to come up with a new
adjective to describe the scene we are going to create as
a class. Then write one sentence that explains how you
are going to contribute to creating a dramatic scene (e.g. I
will work on my facial expressions so that I do not smile
during the performance, or, I will practice my lines
changing my voice.) Put post-it note on board next to
character/name, take a photo to refer to what each
student is working on ready for the next rehearsal.
AFL, Collaborative learning, Thinking for learning
Post-its, pens
5. Apply To Demonstrate Your New
Understanding
1. Prepare for Learning
Drama/dance studio lit in red, scary
background music on. Students
given a post-it note to respond to
the question written on the board as
they walk in ‘how does the
atmosphere make you feel?’
Share some of the ideas and ask
why.
Accelerated learning – VAK
Thinking for learning
Post-it notes, Music/CD Player,
Lighting desk/studio, whiteboard
THE TEEP
LEARNING
CYCLE
Students to work in small groups on the scene, making
decisions about how to say the words, who will take on
which character, and where on stage they will set it. Refer to
outcome of creating a dramatic scene and recap use of voice, control,
body language, expressions.
Groups to show to either the class if time, or another group. REVIEW. Were
they in control of their actions, was the scene dramatic? If so, why? What did
they do to make you feel scared/tense as an audience member? Look back at
outcomes/success criteria – how confident are we at using actions and words
to create a dramatic moment?
Auditions – class to decide what role they believe they can make dramatic and
be successful in – refer to success criteria. Speaking roles must learn some
lines, creatures must know when to enter the stage during the scene and how
to move. Hold auditions – allow students to agree on roles as ownership of the
performance.
Collaborative learning.
Music/CD player, scripts,
2. Agree Learning Outcomes
AFL
Whiteboard
By end of afternoon: Explore words/actions/sound/staging to
create dramatic moments.
Create and discuss success criteria throughout process e.g.
Being able to stay in control of all actions/words, making the
audience believe your character, creating an atmosphere that
makes your audience tense.
3. Present New Information Through All The
Senses
Keep lights red, play clip of three witches (hospital) but don’t
show the video, let students just listen and create using
imaginations.
Discuss how tension was created, refer to senses – what can
they hear/feel/see/smell? (burning of the dust on the lights!)
The three witches scene to be read (as class or individuals).
Students can have eyes open to follow or closed to imagine –
which parts felt the most dramatic/scary? Why? REVIEW
Accelerated learning – VAK, Use of ICT, Collaborative learning.
Video clip, Laptop/CD player, scripts, lighting desk
4. Construct
- Activity the search for meaning
Look back at outcomes/success criteria – so far can we
tick off staging? (use of lights/background music).
REVIEW
Now focus on actions. Go through the scene picking out any creatures. Each
student to be given a creature to be. How can you change into a creature?
Body language/facial expression, movement around the space. Read the scene
with students entering and exiting the stage as elements/creatures in the
cauldron. Freeze at appropriate moments to highlight good body language.
REVIEW
Students to pinpoint others who had good control, changed their body
language/expressions/movement so that their creature was clear. REVIEW
(Evaluate with reasons is level 4, evaluate with constructive ideas on how to
improve is level 5.)
Collaborative learning, Accelerated learning – try it!
Scripts, lighting desk music/CD player
D2.1 ~\TEEP\TEEP Cycle\Session Plan TEEP Cycle Template