Overview Unit One: Drama in Context Time Frame: 18 - 22 weeks This unit focuses on choosing topics of interest with grade six students and then working within contextual dramas.
Foundational Objectives	Vocabulary and Concepts
The students will: demonstrate belief in a dramatic situation demonstrate belief in roles assumed within the dramatic situation work co-operatively within dramatic situations when shaping ideas toward collective creation develop an understanding of the processes and elements involved in creating works of dramatic art demonstrate the ability to reflect on the work of the group and on their individual contributions to it examine ways in which drama mirrors and influences individuals, societies and cultures, past and present	contextual drama episodes elements of theatre form: focus, tension, contrasts, symbol belief commitment negotiation drama strategies reflection perspectives
Common Essential Learnings	Resources
develop a positive disposition to life long learning (IL) develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) develop compassion, empathy and fairmindedness in order to make positive contributions to society as individuals and as members of groups (PSVS) use a wide range of language experiences to develop their ability to express their knowledge about interests and concerns (C) understand and use the language, structures and forms of expression which characterize dramatic art form (C).	current reports/articles dealing with topics and issues relevant to middle years students local media reports content from other curricular areas community, national and global events and issues drama/theatre (students' own dramas and plays they have seen) literature (stories, poems, myths, legends, plays, students' own stories) art works (paintings, drawings, sculpture, film, video, installations, photographs, artifacts, book illustrations) music and song lyrics dance (students' own dances and dances of others)
Instruction	Assessment
discussion questioning brainstorming selected drama strategies individual and pair work small and whole group work journal writing research	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the student's creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.