Day 10 – Reflection

National Standards:
TH:Re8.1.II.b. Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.
TH:Re9.1.III.c. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

Other National Standards Met But Not Assessed:

TH:Cn10.1.II. Choose and interpret a drama/theatre work to reflect or question personal beliefs. TH:Re8.1.II.c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
TH:Re8.1.III.b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.

TH:Re9.1.II.c. Verify how a drama/theatre work communicates for a specific purpose and audience.

State Standards:

Standard L2.T.CO.1: Choose and interpret a drama/theatre work to reflect or question personal beliefs.
Standard L3.T.R.3: Compare and debate the connection between a drama/theatre work and contemporary issues that may affect audiences.

Standard L2/L3.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.

Other State Standards Met But Not Assessed:

Standard L2/L3.T.R.2: Evaluate/Articulate responses based on personal experiences when participating in or observing a drama/theatre work.

Enduring Understandings:

1. Students will understand that reflection is an important part of performance.
2. Students will understand that there are multiple ways to approach contemporary issues.
3. Students will understand that education can make a difference in their lives.
4. Students will understand that they are capable of analyzing theatre.

Essential Questions:

1. How do we relate fiction to our lives?
2. Why do we perform?
3. What is the importance of exploring contemporary themes/issues?
4. What is the value of reflection?
5. How do we analyze theatre?

Objective:

Students will compare, debate, and reflect on the connection between contemporary issues and their contemporary scenes through discussing their personal responses to their scenes and this unit.

Materials:

1. D2/3 - CS Brainstorm
2. Large empty space
3. Drama 2/3 Daily Question
4.Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor

Instructions:
Hook 1 – Daily Question (10 minutes)

1. Put the Drama 2/3 Daily Question up on the board and have the students scan the code and add their answer.
2. Read off answers and have the student attached to each answer raise their hand and give us a brief reason why they said that.

a. Suggested Question: What are you most proud of from this unit? Instruction (10 minutes)

1. Explain to the students that today we’re going to focus on reflection. Again, reflection is an important, but often forgotten, aspect of any creative process.

a. You need to know what went well and why so you can repeat that process, and you need to know what didn’t work and why so you can avoid that mistake in the future.

2. Before beginning our activities today, remind students that their reflection responses are due by midnight tonight!

a. NOTE: if they did not have time to work on it last class, it may be beneficial to adjust and give time here. Or it can just be homework.

3. Now explain that we’ll be doing some different reflection activities.

4. First, pull up the D2/3 - CS Brainstorm from the first and second class of the unit and

   project it on the screen. Look over the list of contemporary themes/issues/ideas.

5. Then explain that we’ll be discussing what we learned about these contemporary issues from this unit! “BUT instead of discussing what you learned about the issue you focused on in your scene, you’ll be picking a different issue to focus on for our in-class discussion

   today.”

6. Next, assign each theme an area of the classroom. Give the students 50 seconds to pick

   which theme they’re going to focus on.

7. After the 50 seconds, each student should have picked a theme, but if someone hasn’t,

   quickly help them pick one.

a. NOTE: If certain themes only have one person, recruit at least one buddy from another group.

8. Then have students form groups of 2-5 people within a theme, encouraging them to try their best to be in a group that doesn’t have people they worked with during this unit.

9. Now write a few discussion questions on the bottom of the D2/3 - CS Brainstorm document:

   1. What did you learn about this theme/issue?
   2. What was surprising about this theme/issue?
   3. What scenes do you feel explored this theme/issue? What did they teach?
   4. How can you apply the lessons about this theme/issue in your life?
10. Explain to the students these are questions they can focus on in their discussion, or they can pick other questions to focus on, but they should discuss their theme/issue in depth and connect it to the performances they watched last class.

Discussion Time 1 (15-20 minutes)

1. During this discussion time, I will walk around to hear what each group has to share.

2. After about 10-15 minutes, call attention back. Have each group share any important

   insights they discovered.

3. Once each group has shared, if there were things overheard during discussion time that

   the teacher would like to introduce, bring that up here.

Tableaux Activity Again! (15-20 minutes)

1. Now, explain that each group is going to create a tableau or “frozen picture” that represents their theme/idea/issue. We did these at the beginning of the unit, but now we’re going to see what’s different! This doesn’t have to be a realistic picture, it can be metaphorical.
2. After a few minutes, check to see how much more time they’ll need to finish their tableaux. Give them probably a few more minutes.
3. Once time is up/everyone is ready, have each group show their tableaux to the class. After each tableaux, have a few audience members give the tableaux a caption/title (e.g. “the breath of connection”, “i’m sorry”, etc.), then applaud for the group.
4. Once each group has gone, have everyone give one more round of applause.

Final Discussion/Conclusion (15-20 minutes)

1. Explain that now we’re going to have another discussion, this time about the whole unit. Gather the students in a semicircle, and encourage them to bounce off each other’s ideas. I want to hear their thoughts so I know what to do differently when I teach this unit again. Potential questions include:

1. How did our understanding of these contemporary themes/issues change throughout the unit?
2. What is the importance of exploring contemporary themes/issues?
3. What do you think is the most important thing you learned in this unit?
4. Are there activities you wish we had done in this unit?

5. What did you love doing in this unit?
6. How did you grow because of this unit?
7. How will you approach theatre differently in the future because of this unit?
8. What do you want to remember about this unit?

2. When there’s a few minutes left in class, wrap up the discussion. Invite them to share any other responses they have in an email to me, and I’ll be sure to read their comments.
3. Once again, thank the students for their work and remind them their reflection responses are due tonight!

Reflection Rubric (for assessing Reflection Responses):