Lesson 1: Introduction

Teacher Candidate: Leslie Furlan

Subject: History/Drama
Grade/Class: 7
Duration: 40 min
Lesson Topic: War of 1812 Perspectives
CURRICULUM EXPECTATIONS:
Drama:
Creating and Presenting: apply the creative process (see pages 1922) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;
History:
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850
SPECIFIC EXPECTATIONS:
Drama:
B1.1 engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes, and relationships from a wide variety of sources and
diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure,
treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared
improvisation to communicate insights about life events and relationships; use thought tracking and
symbolic artefacts to present a persona associated with a past historical event)
B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to
generate ideas and explore multiple perspectives (e.g., In role: use thought tracking or writing in role to
explore the feelings and motivations of a character; introduce a new perspective during role play to
foster a sense of empathy with the character; Out of role: use a place mat activity to select ideas that
group members agree upon; use invented notation to explain the movement of the character) Teacher
prompts: How could you use the conventions of flashback and flash forward to examine turning points
and major decisions in your drama piece? How might you physically represent the different emotions
experienced by different characters in the drama?
History:
B2.1 formulate questions to guide investigations into perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850 (e.g., the War of 1812, cholera epidemics, increased immigration from Europe, heightened
class divisions in Upper and Lower Canada, rise of the Patriotes in Lower Canada, the Battle of SaintEustache, education reform) Sample questions: What was the reaction of different groups to the call to
arms in 1812? What view did members of the Family Compact have of William Lyon Mackenzie?
Was their view different from that of moderate Reformers? What view did different groups of people
have of the increasing number of Irish immigrants in Upper and Lower Canada?
B2.2 gather and organize information and evidence about perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians during this
period, using a variety of primary sources (e.g., diaries, excerpts from books that were popular at the

time, newspaper editorials, paintings or drawings from that period, petitions, speeches) and secondary
sources (e.g., poetry, songs, paintings, or drawings from after this historical period; historical fiction;
web resources and/or books on Canadian history) Sample questions: Would the letters of Richard
Pierpoint be a reliable source on the living conditions and concerns of African Canadians? What
sources could you consult to investigate other perspectives? Where might you find information about
the viewpoints of different individuals or groups on political issues leading up to the Rebellion in
Lower Canada?
LEARNING/TEACHER RESOURCES:
Group Folders
Graphic Organizers
1812 Reading Materials
Ipads
Groups List
LESSON SEQUENCE:
A) Introductory Activity:
1. Explain to students that we will be discussing the different perspectives of the War of 1812, ask
students what they remember learning about the War of 1812 thus far.
2. Tell students to keep an eye out for the different sides and key players as well as the that's being
shown in this advertisement.
3. Play youtube video: https://www.youtube.com/watch?v=s4i_qe9W6Dk
4. Discuss youtube video, including sides, key players, and perspective
B) Developmental Strategies:
1. Explain to students that they will each be given a different perspective from the War of 1812
and they must research their groups perspective, come up with a short skit that encompasses
their groups perspective. Today they will be researching their groups perspective from the war
of 1812.
2. Discuss possible drama techniques students can use
3. Divide students into even groups, pass out reading materials for each group to look at for
research as well as graphic organizers.
4. Explain to students that they will divide up the responsibilities among group members.
5. Put up tasks list: 1. Research group and perspective, 2. Discuss with your group how to portray
in a skit, 3. Write script for skit, 4. Rehearse skit
6. Walk around and observe students participation in their groups. Discuss with students what they
found about their groups perspective and how they're going to present that in a skit.
C) Differentiated Instructional Strategies:
Place students who need extra assistance with stronger students
Assign them roles in their group that match their individual talents
Allow students who need extra assistance to use assistant technology
D) Culminating Activity:
1. Give students 5 min warning
2. Ask students to put away their materials in their groups folder and to hand it in
3. Have students get ready for recess

E) On-Going Assessment/Evaluation:
1. Group Observations
2. Dramatic Performance Rubric
FOLLOW UP ACTIVITIES:
1. Writing Skit
2. Rehearsal of skit
3. Group Performance
4. Group Reflection/Evaluation

Lesson 2: Research
Teacher Candidate: Leslie Furlan
Subject: History/Drama
Grade/Class: 7
Duration: 40 min
Lesson Topic: War of 1812 Perspectives Cont.
CURRICULUM EXPECTATIONS:
Drama:
B1. Creating and Presenting: apply the creative process (see pages 1922) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;
History:
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850
SPECIFIC EXPECTATIONS:
Drama:
B1.1 engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes, and relationships from a wide variety of sources and
diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure,
treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared
improvisation to communicate insights about life events and relationships; use thought tracking and
symbolic artefacts to present a persona associated with a past historical event)
B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to
generate ideas and explore multiple perspectives (e.g., In role: use thought tracking or writing in role to
explore the feelings and motivations of a character; introduce a new perspective during role play to
foster a sense of empathy with the character; Out of role: use a place mat activity to select ideas that
group members agree upon; use invented notation to explain the movement of the character) Teacher
prompts: How could you use the conventions of flashback and flash forward to examine turning points
and major decisions in your drama piece? How might you physically represent the different emotions
experienced by different characters in the drama?
History:
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant
events, developments, or issues that affected Canada and/or Canadians during this period Sample
questions: What did you find out about the ways Mtis and First Nations viewed the growth in
settlement in Upper Canada? What did you learn about differences in the way various groups in
Lower Canada viewed the Rebellion of 1837? What accounts for the differences in perspective?
B2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels,
famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family
Compact, Chteau Clique, responsible government) and formats appropriate for specific CANADA,
18001850: CONFLICT AND CHALLENGES THE ONTARIO CURRICULUM | Social Studies,
Grades 1 to 6; History and Geography, Grades 7 and 8 144History audiences (e.g., a dual perspective

poem or story on western settlement written from the points of view of settlers and First Nations
people; a dramatic presentation on the lives of immigrants from different regions or classes; an
annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art
depicting the various groups involved in an event along with a write-up explaining their viewpoints)
Sample question: What might be the most effective way to explain the different perspectives on this
issue to your audience?
LEARNING/TEACHER RESOURCES:
Group Folders
1812 Reading Materials
Ipads
Groups List
LESSON SEQUENCE:
A) Introductory Activity:
1. Explain to students that we will be continuing creating to create and rehearse our skits.
2. Tell students to keep an eye out for perspective this video is showing.
3. Play youtube video: https://www.youtube.com/watch?v=ibvUUnFzAFg
4. Discuss youtube video and who's perspective is being displayed.
5. Hand out folders continuing work from previous lesson.
B) Developmental Strategies:
1. Ask students to get back into groups and continue with their script writing and rehearsal
2. Explain to students that today they will be focusing on finishing their scripts for their skits and
started to rehearse it.
3. Remind students of possible drama techniques students can use
4. Divide students into even groups, pass out reading materials for each group to look at for
research as well as graphic organizers.
5. Explain to students that they will divide up the responsibilities among group members.
6. Put up tasks list: 1. Write script for skit, 2. Rehearse skit
7. Walk around and observe students participation in their groups. Ensure all students are on task
with their scripts.
C) Differentiated Instructional Strategies:
Allow students who need extra assistance to use assistant technology
D) Culminating Activity:
1. Give students 5 min warning
2. Ask students to put away their materials in their groups folder and to hand it in
3. Have students get ready for recess
E) On-Going Assessment/Evaluation:
1. Group Observations
2. Dramatic Performance Rubric
FOLLOW UP ACTIVITIES:
1. Rehearsal of skit
2. Group Performance

3. Group Reflection/Evaluation
Lesson 3: Rehearsal
Teacher Candidate: Leslie Furlan
Subject: History/Drama
Grade/Class: 7
Duration: 40 min
Lesson Topic: War of 1812 Perspectives
CURRICULUM EXPECTATIONS:
Drama:
B1. Creating and Presenting: apply the creative process (see pages 1922) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;
History:
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850
SPECIFIC EXPECTATIONS:
Drama:
B1.1 engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes, and relationships from a wide variety of sources and
diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure,
treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared
improvisation to communicate insights about life events and relationships; use thought tracking and
symbolic artefacts to present a persona associated with a past historical event)
B1.2 demonstrate an understanding of the elements of drama by selecting and combining several
elements and conventions to create dramatic effects (e.g., develop a drama presentation incorporating a
series of tableaux, a group soundscape, a movement piece, and a rap/song)
B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to
generate ideas and explore multiple perspectives (e.g., In role: use thought tracking or writing in role to
explore the feelings and motivations of a character; introduce a new perspective during role play to
foster a sense of empathy with the character; Out of role: use a place mat activity to select ideas that
group members agree upon; use invented notation to explain the movement of the character) Teacher
prompts: How could you use the conventions of flashback and flash forward to examine turning points
and major decisions in your drama piece? How might you physically represent the different emotions
experienced by different characters in the drama?
History:
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant
events, developments, or issues that affected Canada and/or Canadians during this period Sample
questions: What did you find out about the ways Mtis and First Nations viewed the growth in
settlement in Upper Canada? What did you learn about differences in the way various groups in
Lower Canada viewed the Rebellion of 1837? What accounts for the differences in perspective?

B2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels,
famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family
Compact, Chteau Clique, responsible government) and formats appropriate for specific CANADA,
18001850: CONFLICT AND CHALLENGES THE ONTARIO CURRICULUM | Social Studies,
Grades 1 to 6; History and Geography, Grades 7 and 8 144History audiences (e.g., a dual perspective
poem or story on western settlement written from the points of view of settlers and First Nations
people; a dramatic presentation on the lives of immigrants from different regions or classes; an
annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art
depicting the various groups involved in an event along with a write-up explaining their viewpoints)
Sample question: What might be the most effective way to explain the different perspectives on this
issue to your audience?
LEARNING/TEACHER RESOURCES:
Group Folders
Group Observations Sheet
LESSON SEQUENCE:
A) Introductory Activity:
1. Explain to students that they will continue to rehearse their skits and add dramatic techniques to
their skit.
2. Show video of 1812 skit, tell students to keep an eye out for their techniques,
https://www.youtube.com/watch?v=E5I8o7BYY9Y
3. Reflect on video and the techniques used by the actors and who's perspective is being shown.
B) Developmental Strategies:
1. Ask students to get into their groups, walk around and observe the groups and how they're
working together. Use the Group Observation sheet to mark them.
C) Differentiated Instructional Strategies:
Place students who need extra assistance with stronger students
Assign them roles in their group that match their individual talents
Allow students who need extra assistance to use assistant technology
D) Culminating Activity:
1. Give students 5 min warning
2. Ask students to put away their materials in their groups folder and to hand it in
3. Have students get ready for recess
E) On-Going Assessment/Evaluation:
1. Group Observations
2. Dramatic Performance Rubric
FOLLOW UP ACTIVITIES:
1. Group Performance
2. Group Reflection/Evaluation

Lesson 4: Rehearsal
Teacher Candidate: Leslie Furlan
Subject: History/Drama
Grade/Class: 7
Duration: 40 min
Lesson Topic: War of 1812 Perspectives
CURRICULUM EXPECTATIONS:
Drama:
B1. Creating and Presenting: apply the creative process (see pages 1922) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;
History:
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850
SPECIFIC EXPECTATIONS:
Drama:
B1.1 engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes, and relationships from a wide variety of sources and
diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure,
treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared
improvisation to communicate insights about life events and relationships; use thought tracking and
symbolic artefacts to present a persona associated with a past historical event)
B1.2 demonstrate an understanding of the elements of drama by selecting and combining several
elements and conventions to create dramatic effects (e.g., develop a drama presentation incorporating a
series of tableaux, a group soundscape, a movement piece, and a rap/song)
B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to
generate ideas and explore multiple perspectives (e.g., In role: use thought tracking or writing in role to
explore the feelings and motivations of a character; introduce a new perspective during role play to
foster a sense of empathy with the character; Out of role: use a place mat activity to select ideas that
group members agree upon; use invented notation to explain the movement of the character) Teacher
prompts: How could you use the conventions of flashback and flash forward to examine turning points
and major decisions in your drama piece? How might you physically represent the different emotions
experienced by different characters in the drama?
History:
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant
events, developments, or issues that affected Canada and/or Canadians during this period Sample
questions: What did you find out about the ways Mtis and First Nations viewed the growth in
settlement in Upper Canada? What did you learn about differences in the way various groups in
Lower Canada viewed the Rebellion of 1837? What accounts for the differences in perspective?

B2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels,
famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family
Compact, Chteau Clique, responsible government) and formats appropriate for specific CANADA,
18001850: CONFLICT AND CHALLENGES THE ONTARIO CURRICULUM | Social Studies,
Grades 1 to 6; History and Geography, Grades 7 and 8 144History audiences (e.g., a dual perspective
poem or story on western settlement written from the points of view of settlers and First Nations
people; a dramatic presentation on the lives of immigrants from different regions or classes; an
annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art
depicting the various groups involved in an event along with a write-up explaining their viewpoints)
Sample question: What might be the most effective way to explain the different perspectives on this
issue to your audience?
LEARNING/TEACHER RESOURCES:
Group Folders
Group Observations Sheet
LESSON SEQUENCE:
A) Introductory Activity:
1. Explain to students that they will continue to rehearse their skits and add dramatic techniques to
their skit.
B) Developmental Strategies:
1. Ask students to get into their groups, walk around and observe the groups and how they're
working together. Use the Group Observation sheet to mark them.
D) Culminating Activity:
1. Give students 5 min warning
2. Ask students to put away their materials in their groups folder and to hand it in
3. Have students get ready for recess
E) On-Going Assessment/Evaluation:
1. Group Observations
2. Dramatic Performance Rubric
FOLLOW UP ACTIVITIES:
1. Group Performance
2. Group Reflection/Evaluation

Lesson 5: Group Performance

Teacher Candidate: Leslie Furlan
Subject: History/Drama
Grade/Class: 7
Duration: 40 min
Lesson Topic: War of 1812 Perspectives
CURRICULUM EXPECTATIONS:
Drama:
B1. Creating and Presenting: apply the creative process (see pages 1922) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;
History:
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850
SPECIFIC EXPECTATIONS:
Drama:
B1.1 engage actively in drama exploration and role play, with a focus on examining multiple
perspectives related to current issues, themes, and relationships from a wide variety of sources and
diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure,
treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared
improvisation to communicate insights about life events and relationships; use thought tracking and
symbolic artefacts to present a persona associated with a past historical event)
B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to
generate ideas and explore multiple perspectives (e.g., In role: use thought tracking or writing in role to
explore the feelings and motivations of a character; introduce a new perspective during role play to
foster a sense of empathy with the character; Out of role: use a place mat activity to select ideas that
group members agree upon; use invented notation to explain the movement of the character) Teacher
prompts: How could you use the conventions of flashback and flash forward to examine turning points
and major decisions in your drama piece? How might you physically represent the different emotions
experienced by different characters in the drama?
History:
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant
events, developments, or issues that affected Canada and/or Canadians during this period Sample
questions: What did you find out about the ways Mtis and First Nations viewed the growth in
settlement in Upper Canada? What did you learn about differences in the way various groups in
Lower Canada viewed the Rebellion of 1837? What accounts for the differences in perspective?
B2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels,
famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family
Compact, Chteau Clique, responsible government) and formats appropriate for specific CANADA,

18001850: CONFLICT AND CHALLENGES THE ONTARIO CURRICULUM | Social Studies,

Grades 1 to 6; History and Geography, Grades 7 and 8 144History audiences (e.g., a dual perspective
poem or story on western settlement written from the points of view of settlers and First Nations
people; a dramatic presentation on the lives of immigrants from different regions or classes; an
annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art
depicting the various groups involved in an event along with a write-up explaining their viewpoints)
Sample question: What might be the most effective way to explain the different perspectives on this
issue to your audience?
LEARNING/TEACHER RESOURCES:
Group Folders
Dramatic Performance Rubric
LESSON SEQUENCE:
A) Introductory Activity:
1. Explain to students that today they'll be presenting their skits to the entire class, before we begin
though, they'll have 10 minutes to get themselves organized and rehearse. Hand out their group
folders.
B) Developmental Strategies:
1. Put up expectations for the plays on the board.
2. Ask students what it means to be a good audience member. Explain to students that good
audience members will get bonus marks to their presentation mark.
3. Ask if any groups would like to present first, ask for their script.
4. Allow each group a chance to perform their skit.
D) Culminating Activity:
1. Congratulate students on a job well done. Ask students for any thoughts they have.
2. Ask students to put away their materials in their groups folder and to hand it in
3. Have students get ready for recess
E) On-Going Assessment/Evaluation:
1. Dramatic Performance Rubric
FOLLOW UP ACTIVITIES:
1. Group Reflection/Evaluation

Lesson 6: Group Reflection

Teacher Candidate: Leslie Furlan
Subject: History/Drama
Grade/Class: 7
Duration: 40 min
Lesson Topic: War of 1812 Perspectives
CURRICULUM EXPECTATIONS:
Drama:
B1. Creating and Presenting: apply the creative process (see pages 1922) to process drama and the
development of drama works, using the elements and conventions of drama to communicate feelings,
ideas, and multiple perspectives;
History:
B2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some
significant events, developments, and/or issues that affected Canada and/or Canadians between 1800
and 1850
SPECIFIC EXPECTATIONS:
Drama:
B2.2 analyse and describe, using drama terminology, how drama elements are used to communicate
meaning in a variety of drama works and shared drama experiences (e.g., compare and contrast how the
director of a play and the director of a film might use body positioning and sound to communicate a
characters feelings to the audience)
B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama
creators, performers, and audience members (e.g., create a chart listing strengths and areas for
improvement; highlight an area to work on in their next drama production; write a report on their
learning in drama for a school newsletter)
History:
B2.5 evaluate evidence and draw conclusions about perspectives of different groups on significant
events, developments, or issues that affected Canada and/or Canadians during this period Sample
questions: What did you find out about the ways Mtis and First Nations viewed the growth in
settlement in Upper Canada? What did you learn about differences in the way various groups in
Lower Canada viewed the Rebellion of 1837? What accounts for the differences in perspective?
B2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., immigrant, rebels,
famine, Loyalist, Reformer, Patriote, British North America, Upper Canada, Lower Canada, Family
Compact, Chteau Clique, responsible government) and formats appropriate for specific CANADA,
18001850: CONFLICT AND CHALLENGES THE ONTARIO CURRICULUM | Social Studies,
Grades 1 to 6; History and Geography, Grades 7 and 8 144History audiences (e.g., a dual perspective
poem or story on western settlement written from the points of view of settlers and First Nations
people; a dramatic presentation on the lives of immigrants from different regions or classes; an
annotated map explaining the impact of the Rebellions of 1837 on various groups; a work of art
depicting the various groups involved in an event along with a write-up explaining their viewpoints)

Sample question: What might be the most effective way to explain the different perspectives on this
issue to your audience?
LEARNING/TEACHER RESOURCES:
Group Folders
Drama Reflection Sheet
Group Evaluation Checklist
LESSON SEQUENCE:
A) Introductory Activity:
1. Explain to students that today we'll be reflecting on the plays from the previous day. Ask
students which skits they liked and what about it made them like it. Ask students what the
message was from each skit.
B) Developmental Strategies:
1. Explain to students that we they be summarizing for the class their findings on their groups
perspective.
2. Ask students to get into their groups and start on their summary. Explain to divide the tasks up
evenly. Walk around and make sure all group members are participating.
3. Ask groups to send up one group member to read off their summary.
4. Explain to students that they will be doing a reflection on their own skit not that they've seen all
of them and their own acting skills. Hand out drama reflection sheet.
5. Explain to students that now they'll evaluate their group and how well they worked together.
Hand out Group Evaluation Sheet
D) Culminating Activity:
1. Have students hand in both of their sheets, and add their summary to their folder and hand it in.
2. Have students get ready for recess
E) On-Going Assessment/Evaluation:
1. Drama Reflection Sheet
2. Group Evaluation Checklist

1812 Role-Play Perspectives Rubric

Grade 7- History and Drama
Categories

Level 1

Level 2

Level 3

Level 4

Knowledge and
Understanding

Demonstrates little
understanding of
their sides
perspective,
reflects a low
degree of research

Demonstrates
some
understanding of
their sides
perspective,
reflects a moderate
amount of research

Demonstrates
considerable
understanding of
their sides
perspective,
reflects a fair
amount of research

Demonstrates
thorough
understanding of
their sides
perspective,
reflects a high
degree of research

Script
demonstrates a low
degree of thought
and consideration ,
and very little
creativity

Script
demonstrates a
moderate degree of
thought and
consideration as
well as creativity

Script
demonstrates a
fair degree of
thought and
consideration as
well as creativity

Script
demonstrates a
high degree of
thought and
consideration as
well as creativity.

Displays a low
degree of active
participation in
group work and is
able to
communicate
findings with little
effectiveness.

Displays a
moderate amount
of active
participation in
group work and is
able to
communicate
findings with some
effectiveness.

Displays a fair
amount of active
participation in
group work and is
able to
communicate
findings with
considerable
effectiveness.

Displays a high
degree of active
participation in
group work and is
able to
communicate
findings
effectively.

Demonstrates
thorough
understanding of
drama techniques
and a high degree
of skill

Demonstrates
thorough
understanding of
drama techniques
and a high degree
of skill

Demonstrates
thorough
understanding of
drama techniques
and a high degree
of skill

Demonstrates
thorough
understanding of
drama techniques
and a high degree
of skill

History: B2.1,
B2.5

Thinking
History B.2.2

Communication
Drama B1.1
History: B2.6

Application
Drama B1.3

Grade 8 Drama: Personal Reflection

Name: __________________________

Date: ___________________________

1. Two aspects of my work that I did well during this unit:

2. I need to improve:

3. What strengths do I have that empower me to be an effective performer?

4. What skills would I need to develop in order to be a more effective advertiser/performer?

5. How am I going to develop these skills?

6. Any other comments you would like to make about your group experience:

GROUP EVALUATION CHECKLIST

INSTRUCTIONS:
Carefully consider the following criteria to be assessed. Check the statement which most closely
reflects your assessment of your groups work. Try to keep your personal feelings out of your
feedback; be as objective as possible.
Name: _______________________________________
Group Members: ____________________________________________________________________
Use of time:
Class time was used effectively to rehearse and plan
Class time was used to plan or rehearse
Class time was used to organize
Class time was used to work individually
Improvement:
Run-throughs of the presentation improved something each time
Run-throughs had stops and pauses
Run-throughs had frequent stops
Run-throughs did not happen
Technical work:
Detailed attention was paid to costume, lights, sound, props which added to meaning
Costumes, lights, sound, props are appropriate and added some meaning
Lights, sound, appropriate costumes created atmosphere
Technical work was minimal or non-existent
Dialogue:
Lines were said with appropriate gestures, pace, tone.
Few errors, but mistakes were covered, rhythm was unbroken
Obvious errors, speech was disrupted
Speech was disrupted, gestures were missing or inappropriate
Effect in Audience:
Presentation provoked thought, emotion, reflection
Presentation provoked thought and discussion
Presentation was entertaining
Presentation was unclear