Revolting Rhymes Poetry

Performance Unit.

NAME: ………………………………………………….. CLASS: 7………

TEACHER: ………………………………………………………………….

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 PROJECT SCHEDULE AND DEADLINES

Term Week Activity Deadline

Introduction to Revolting Rhymes Poetry Confirm groups with your teacher

unit.
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Get into groups and Read through and
select poems

7 Dividing script up between group

TERM 3

members & Practice

8 Elements, Conventions & Techniques.

Rehearsals, Blocking and planning

9 Rehearsals, Blocking and planning

Teacher meetings and walk-through

Term 4 Rehearsal & Peer assessment Complete and hand back peer
assessment
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2/3 Rehearsals & Performance Performances start in the second lesson

of week 2.
Reflection

Revolting Rhymes

Formative Assessment __________________________________

Performance Assessment ________________________________

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 You will learn to:

• Write script annotations.

Student Learning • Create your own performance using multirole.
Outcomes • Give constructive feedback on performance work of your peers.
• Reflect on your creativity and performance skills.
• Experiment with, and select how the drama techniques to create role.
• Experiment with and select drama conventions to create meaning in performance.

1. In small groups, choose a Rhyme to perform.

2. Allocate the lines in the Rhyme so that every group member has equal lines.
3. Mark your scripts – so you know who is speaking every single line.
4. Create your performance, experimenting (physically on your feet) with how drama
techniques and conventions can be used to create role and meaning. This needs to be
documented (what you have experimented with and then selected) for your C.
5. You will write detailed script annotations to show your understanding of the drama
techniques for A.
Outline of Learning 6. Your script annotations will also act as a dramatic intention for C.
Experiences 7. In every period, your performance skills should be strengthening. This is assessed
against your B. Your rehearsal time is worth as much as your performance, so you use
your time wisely.
8. Lines need to be learned off-by-heart even when you are playing the narrator.
9. Throughout your rehearsal period you will reflect on your skill development for D.
10. Formative assessment of your Rhyme will be made approximately halfway through
the rehearsal process and your teacher will give feedback.
11. The final performance of your Rhyme will be in front of your class and videoed for
assessment purposes.

• A – Knowing and Understanding – Script Annotations outlining dramatic intention

and use of drama techniques and conventions.

• B –Developing Skills- Your final Performance and development within the rehearsal
process.

Assessment Notes • C –Thinking Creatively-Documentation of your drama techniques and conventions

explored. It should show final selection.

• D - Responding- Your ongoing reflection of you skills development including your

formative assessment. All peer feedback given to others is also assessed.

• 60% Performance 40% written and class work

The objective of this unit is the characterisation of your various roles.

Evidence for Assessment must be shown over the whole course of this unit. You need to demonstrate
that you are thinking creatively over a period of time, give and receive feedback to strengthen your
work, show evidence of this in your own performance work developing, in order to achieve highly.
Assessment Notes
This means you must have your or folder in class for every period.
As our subject is a physical one, with a performance assessment, we will be recording your
performances for moderation purposes only.
It is understood that this material will be used in a legitimate manner internally, not to be shared with
any third parties and will be deleted at the conclusion of the marking process.

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 Drama Elements
Voice Pitch the highness or lowness of a sound

Pace the rate at which words are spoken

Pause where sound stops, how often and for how long

Projection enables audience to hear the voice

Volume how loudly/softly words are spoken

Emphasis when a certain word is stressed

Body Posture Stance

Gesture movement of any part of the body

Body awareness ability to select appropriate use of body

Eye contact with members of the group

Facial expressions using the face to show mood, emotion, feeling and
response
Movement Timing when you move
(as appropriate)

Direction where you are going

Energy how you move

Flow continuous or disjointed

Weight heavy/light

Space Levels low, medium, high

Group Awareness relationship between the members of group

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Working with a Script – Guiding questions.
Answer in detail the following questions and use key drama vocabulary where you can.

What are your thoughts on the scripts?

Which
script is
your
favorite
and why?

What are the key words you could use to perform this poem? (look for verbs and actions)

Think of 5 ways you could add physical action into the performance- Write the action and give quotes to show where you would
add them.

1.)

2.)

3.)

4.)

5.)

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Discuss 5 ways you could use your voice DIFFERENTLY and where? - use the
techniques we have been discussing. - give quotes to show where.

1.)

2.)

3.)

4.)

5.)

Discuss 5 gestures you could add in and where? give quotes to show where.

1.)

2.)

3.)

4.)

5.)

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Discuss how you could use space 2 different ways (where you are in the room) and explain how they
would be effective. (Levels, general space, architecture, proximity)

1.)

2.)

Tell me about the overall effect for your performance. What do you want the audience to
feel/appreciate from the performance?

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Some questions to think about:

Why do we annotate our scripts?

Why use movement and space?

Why change our voices?

How do you SHOW character?

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 Assessment of the key elements and how we are using them in
performance- Exemplar

1. During your rehearsal process, describe three aspects of your performance that were
effective and explain why. Use the template provided.

I noticed that I used Body effectively. An example of this is when

I was being Goldilocks and the Narrator said ”She looks around. She quickly notes three bowls
brimful of porridge oats.”
To show this I look around the room with my eyes and head, when I see the porridge ,I stop
moving my head suddenly, smile and use the gesture of rubbing my tummy at the same I lick
my lips.
It was effective because the audience could see my facial expressions, showing I was excited
by the food and that I am hungry.

I noticed that I used Voice effectively. An example of this was when

I was being Big Bear and said ”Then go upstairs. Your porridge is upon the bed”
To show I was the Big Daddy Bear, I lowered by pitch and slowed my pace to sound more
‘manly’. I projected my voice to show I was an adult rather than a child. I increased my volume
as Baby Bear was crying and I needed to be heard above it.
It was effective because the audience could hear the deepness in my voice and the change in
pace showed I was caring for Baby Bear who was upset.

I noticed that I used Movement effectively. An example of this was when I was the
Narrator and said ”This famous wicked little tale should never have been put on sale”
To show I was the Narrator, I did not move and stood in the same place the whole time.
It was effective because the audience I stood out from the other actors on stage who were
acting out the Goldilocks and the Bears beside me. I gave the effect of a storybook ‘popping out’
and that I was the one tell the story rather than being a character in it.

I noticed that I used Space effectively. An example of this was when

I was Baby Bear and said “Oh Daddy!”
To show a small her bear, I hunched over to make sure my physical level was smaller than Big
Bear who was should be taller than me. I also showed good use of group awareness by being
downstage of Big Bear so that the audience could see me.
It was effective because the audience could see I was the smallest bear on stage and in order to
see me, I had to ensure as I was not blocked by other roles on stage

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 Key Elements and how I am using them.
Final checks before Performing- Have I used the elements well?

1.) I feel that I use VOICE

effectively.

An example of this is when…

This shows…

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2.) I feel that I use BODY effectively.

An example of this is when…

This shows…

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3.) I feel that I use MOVEMENT effectively.

An example of this is when…

This shows…

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4.) I feel that I use SPACE effectively.

An example of this is when…

This shows…

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 Reflection for Revolting Rhymes unit.
This is to be completed AFTER your performance assessment. It is important in speech & drama to be able
to articulate your process while using the key terminology. You will be working through the following
reflection going into as much detail as you can and using the key terms we have used in class and from the
table below.

Words you should use in your answers.

Voice Body Movement Space

Pitch Posture Timing Levels

Pace Gesture Direction Group Awareness

Pause Body Awareness Energy

Projection Eye Contact Flow

Volume Facial Expression Weight

Emphasis

What 3 specific things could you have done to improve your final group
performance? Use the starter sentence below.

1. I noticed that I …

It would have enhanced my performance if I …

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 2. I noticed that I …

It would have enhanced my performance if I …

3. I noticed that I …

It would have enhanced my performance if I …

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 Comment on your overall progress in this unit. Please discuss:

a) What did you find challenging and how did you overcome it?

b) What did you did you find less challenging and why?

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 Describe how your group worked during this unit.
a) How did you work as a group? Please mention your group
members by name and how/what they contributed to the
process and performance.

b) How did you sort out conflicting ideas with people in your group? (give 2-3 examples)

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c. What did you do to ensure you remained on task? (give 2-3 examples)

d. How did you learn your lines? (Explain your

strategy)

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NOTES:

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Knowing, Understanding, Responding, Developing Skills
& Thinking Creatively

Name ………………………………………………………………………. Class………………………………

Descriptor Indicators

4 The student: ▪ Performance skills improved significantly in every

period, and you have worked with diligence by
45-60 ▪ Demonstrates excellent awareness of how the actively leading your group, always giving creative
drama techniques can be used to perform a ideas and experimenting with the ideas of others.
Rhyme, including excellent use of appropriate
drama terminology. ▪ Performance is original and your use of voice, body,
▪ Demonstrates excellent awareness of the links movement, and space is effective, energetic,
between the knowledge acquired and the purposeful and fully capturing the audience. Within
performance created. class, you often lead group discussions, trying ideas
of others to create a group performance.

3 The student:
▪ Performance skills have mostly improved over the
35-40 ▪ Demonstrates substantial awareness of how the unit, and you have worked with your group, often
drama techniques can be used to perform a giving creative ideas and experimenting with the
Rhyme, including substantial use of appropriate ideas of others.
drama terminology.
▪ Demonstrates substantial awareness of the ▪ Performance uses purposeful voice, body,
links between the knowledge acquired and the movement and space, with moments of impact
performance created. capturing the audience. Within class, you need
teacher support to share your ideas and
sometimes trying ideas of others and to create a
group performance.

2 The student:
▪ Performance skills have showed some
25-30 ▪ Demonstrates adequate awareness of how the improvement over the unit, and you have worked
drama techniques can be used to perform a with your group, occasionally sharing a creative
Rhyme, including adequate use of appropriate idea and trying the ideas of others.
drama terminology.
▪ Demonstrates adequate awareness of the links ▪ Performance has moments of purposeful voice,
between the knowledge acquired and the body, movement, and space.
performance created.

1 The student:
▪ Performance skills have showed slight
15-20 ▪ Demonstrates limited awareness of how the improvement over the unit, and you have
drama techniques can be used to perform a reluctantly exploring a creative idea.
Rhyme, including limited use of appropriate
drama terminology. ▪ Performance includes some use of voice, body,
▪ Demonstrates limited awareness of the links movement, and space
between the knowledge acquired and the
performance created.

0 The student does not reach a standard described The student has not developed any performance skills nor
by any of the descriptors above. performed their Rhyme. Within class, you need extensive
0-10 teacher support to share your ideas and not ideas of others
and to create a group performance.

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 Written work (booklet)

4 ▪ Independently written, labelled the use of the Drama Techniques of Body, Voice, Movement and Space
correctly.
40 ▪ Annotations are thorough and enable any person to perform as planned using appropriate using drama
words.

3
▪ Have labelled the use of the Drama Techniques of Body, Voice, Movement and Space correctly.
30 ▪ Annotations are detailed and enable any person to perform most of the performance as planned and
appropriate often using drama words.

2
▪ Have labelled the use of the Drama Techniques of Body, Voice, Movement and Space generally
20 correctly.
▪ Identify Roles for both speaking and non-speaking for their roles/decisions for their performance have
changed over time and uses some drama words.

1
▪ Students have highlighted their speaking lines
10 ▪ Have incorrectly labelled the use of the Drama Techniques of Body, Voice, Movement and Space.
▪ Limited feedback and evaluation of your performance with little identification of where improvements
could be made.

0-5 Script annotations not completed. No Feedback or evaluation of Rhyme in performance.

Notes:

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