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ytkyg

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I have started them on 'Humpty Dumpty' focusing on characterisation, freeze frame and role play.

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Did 1st lesson of The Island
All have characters/names /introductions to the group
Set ID badge for h/w

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discussed soundscapes / sound effects and read through Yallery Brown.
Worked in assessment groups briefly to begin to share some ideas on performance,
group1 - Harry, Emily, Giada, Tyler, Lister, Matt, Lois, Alex
group 2 - Kyle, Molly, Jasmine, Charlotte, Holly, Will , Frankie

next lesson is rehearsal lesson to perform for assessment

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Set up Genius hour - groups off researching and starting a padlet.

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Finished rehearsing & all did their performances

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Sam/ Will/ Andre/ Tommy
Lewis/ Damian/ Charlie/ Thomas
Chloe/ Victoria/ Ruby/ Siobhan
Tilly/ Sophie/ Pipa/ Lola/ Lucy

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Spent the lesson watching their performances. Next lesson they need to start Genius hour.

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Finished watching their performances and started the Genius hour project. Class in groups and started project.

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Cont rehearsing assessment piece

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Groups rehearsed their work. There was a lot of immature behaviour (tell on each other, needing the toilet....) but by and large they were good. Geoff's group will need extra time

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Started assessment 'The Visitor'. Planned and started getting up on their feet

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Started assessment in groups of 4. Did a big speech about working well in groups at the beginning of the lesson! Given the title of 'The Visitor' for the assessment

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Started their assessment. Planned for half the lesson. Given the title 'The Visitor' as a starting point for assessment.

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Rehearsed the performances ,then ran through ,altogether ,then individually -gave feedback and all discussed each scenario

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The accident - Flashback/Flash Forward and hot-seated characters from the various groups.
They were difficult and Jeff was scatty. they will need more work.

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Lots of people missing so didn't do performance of FF as no full groups.
Skipped role on the wall and hot-seating and did flashback/forward. They created their 3 freezes and had some time bringing it to life.
Next lesson they might need to- show their FF from you 11/01 lesson. Spend some time finishing their flashback scenes and then perform.

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Lesson 1 on FF and TT completed. Jeff was difficult and I made his group redo and perform at the beginning of lunchtime.

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Skipped role on the wall and hot-seating and did flashback/forward lesson. They need 10 minutes of next lesson to finish this and then perform to you. Then move onto the next lesson.

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Lesson 1 - FF and TT taught - Finton's groups excellent - Fire drill did not showback anything.

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All performed their assessments again for my benefit!

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Please can you do a work in progress performance on 14th Dec and put this on the spreadsheet in Shared. I'll use that data for the data this Friday. They can perform again on Monday with me.

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Watched a performance in progress for data reports. They need to perform properly next lesson. Please amend mark on excel spreadsheet if massively different

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Performed their assessment so I could do data input. Last lesson booklets and/or fun lesson.

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cont to plan and rehearse fairytale piece -most are working very well
Arturo a total pain -swore at the girl s and refused to participate at all ,just sulked

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Rehearsal of assessment - darling grace scene 2 and devised ending
ready for assessment next lesson

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Introduced assessment task (darling grace scene 2 and devise scene 3)
WiP assessment marks loaded onto marksheet
Mr Thompson to watch performances on Friday (cover for ALX)

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perform for assessment

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Assessment preparation - begun subverting their final performance

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melodrama assessment set up -
working on scene 2 the chase and devising their own ending.
Assessment due 14th Dec.
Next lesson = rehearsal

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perform assessment / WiP marks depending on level of rehearsal/preparedness

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rehearsing assessment

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set up ofassessment
scene 2 of darling grace - cliff top and ledge, they will devise a final scene and perform for assessment on 13/12

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plotting storyboard for subverted fairytale

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fairy tales 6 assessment rehearsal focus on character
To perform 11/12 and run over to 13/12 if required.

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fairy tales 5 - set up of assessment. All groups working on subverting their stories.
Next lesson is rehearsal with focus on character

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Rehearsed will year 11 students watching and giving feedback. I think they would be ready for performance next lesson.??

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Set them up on their assessment. Spent the lesson planning/rehearsing

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Played two warm up's then they continued to rehearse. Peer assessment at end.

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Several absent-made decision to rehearse narration scene and perform and start l3 next time
The narration in particular was v good

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melodrama 4 -applying working knowledge of melodrama to 'the terrible fate of darling grace'

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Melodrama 4-applying working knowledge of melodrama to 'the terrible fate of darling grace'
perform next lesson before being assigned assessment groups and set up assessment task.

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Melodrama 3 -  taught stage fighting

NEXT LESSON - perform scenarios from below and add stagefighting

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Act 1 of melodrama script. Do script 2 of melodrama script in next lesson- Students have the lesson to work through this, may perform bits.

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melodrama 3 - stage fighting

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melodrama 3 - stage fighting (slap, ear grab, hair pull, kick to the face)
Taught through modelling and pair work for AfL.
Once all moves learned, they had to choreograph a sequence with focus on reactions - but not dialogue.

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Melodrama 3 - stage fighting.

(slap, ear grab, hair pull, kick to the face)

very good understanding, and demonstrating through fight sequence. all performed.

Class haven't yet had feedback/targets from stimulus module

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Fairy tales 4 - characterisation and Prince cinders.
watched youtube and focused on physicality of prince and his brothers - incl. voice skills
2 groups didn't perform but all used cat to add narration to support the story- all demonstrated secure understanding.
Ready to move onto assessment planning.

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Fairy tales 3 - introduced thought tracking with the paperbag princess.
Added thought tracking as I read the story aloud. V.good understanding of technique.
They added thought tracking to their own scenes from the paper bag princess - spotlight to review.

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Fairy tales 4 - building on characterisation
watched 'Prince Cinders' and focused on prince and his step brothers - building strong characters.
All groups performed.
Next lesson they will move onto assessment planning.

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Started assessment planning. Students are choosing between the below;
1. Creating their own fairy tale
2. Taking elements and storylines from lots of different FT and putting them together
3. choosing a FT and reverts the conventions

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Fairy tales 3 - thought tracking with the paperbag princess...
will need to revisit next lesson to check for understanding - I overcomplicated.
Next lesson focus on characterisation and subverting

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Melodrama 2 - Handed out scenario sheets and pupils had to use the stock frame to act our their own scenario. Will perform to you for the first part of next lesson.

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Lesson 2 Fairy Tales- Watched Prince Cinders & worked on narration performance. Perform these next lesson and move onto lesson 3.

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Took in booklets
L1 fairytales
covered stock characters
talked about conventions
practised lots of expressions and then did 5 freeze frames

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Fairy Tales 2 - Watched Prince Cinders instead of Paper Bag Princess. They did some scenes based on the characters and the twisted format

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Lesson 2 melodrama. Taught stock plot lesson. Gave out prizes for best front covers

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Fairy tales 2 - subverting stories
Alternative endings / paperbag princess

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Melodrama 2 - structure (recap characters)

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Melodrama 1 - historical /social context, stock characters and example dialogue, introduction to exaggerated gestures

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Melodrama 2 - recap characters/ language and teach stock plot (format)

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Melodrama 1

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Fairy tales 2 - discussed subversion of fairy tales and read 'the paper bag' princess as a class.
They worked in the same groups as Monday - Andre and Tilly's groups performed their versions of the paper bag princess. They included narrator !!!
All the class have performed this week.

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Fairy tales 2
subverting the stories - talking directly to the audience. Planned to read paper bag princess but we ran out of time.

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collect IL
Melodrama 1 - intro to style and stock characters

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Fairy tales 1 - conventions of a fairy tale and fairy tale freeze frames

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Melodrama 1 - intro to melodrama and stock characters

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Gave out booklets and set IL
Did lesson 1 of fairy tales - please can Andre's grp and Tilly's group show their freeze frames at the beginning of next lesson and then move onto lesson 2.

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Gave in booklets and did lesson 1 of fairy tales.
Aidan Morgan didn't have his booklet- he is giving his in tomorrow or it's a DT

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Given booklets out and set IL (front cover) IL due in to Boby in next lesson. Then did Mime lesson.
NEXT lesson - spend beginning 10 minutes giving back baseline assessment results and checking IL. The onto Fairy tales.

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Lesson 5
control/concentration
entrance & exit

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rehearsed and performed their pieces

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already familiar with About his person - looked at text and set into groups last lesson.
Used this lesson to continue rehearsing - ready to perform for assessment on Friday 20/10/17

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Performed their stimulus assessment  - About his person.
Ready to start Autumn 2 SoW

IL - 7/11Evaluation and front cover of drama booklet

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Performed and gave out IL. Giving in front cover IL in ALX lesson on 2/11. Start Melodrama with ALX next lesson.

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Mime lesson today. We went off the grid an did a burglary mime. Booklets next week.

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Performed their assessment. Next lesson mine and/or booklet IL set

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Performed their assessment.
Next lesson mine and/or booklet IL set.

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Intro to assessment task

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Rehearsed and performed start/finish activity
worked pretty well

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Performed work. Need to do the next lesson on mine with BOB

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They rehearsed in their last lesson. Ready for assessment this week

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They rehearsed in their last lesson. Ready for assessment this week

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Lesson was covered. They drew their plays out on a storyboard (on my desk).

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Lesson was covered. They drew their plays out on a storyboard (on my desk).

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Most of the group rehearsed really well
Ready to perform on Friday

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Started assessment. Choosing their own song and using as a stimulus. Adding narration if needed but no talking otherwise. Rehearsal next lesson. Perform to CRA 16/10

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Lesson colapsed as so many were doing tours of the school.

Can you do a starting and finishing line with them.
Start: Put that back, you are going to get us in trouble.

Finish: Well thank goodness you managed to get out of that one!

I will do Poem stimulus and analyse 'About his Person'  next lesson and then they can perform to you

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Stimulus  TEXT- About His person.
They have been shown the poem, spent a long time analysing it and they have now started devising.
Please can they perform their work to you for the next lesson.

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Linkin Park
Music stimulus
Yes-poem next

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Chasing Cars
stimulus
I will move on to Poem next lesson.

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Had the whole lesson to rehearse. Perform their baseline assessments to BAK
next lesson.

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Set up 'baseline - CRA played the music and read the poem.
We allocated groups - but their planning and practical will happen next lesson. 1 lesson with BAk next time of rehearsal and then the lesson after 9/10 to perform.
GROUP 1 - Jeff, TIlly, Charlie, Ruby, Chloe
GROUP2 - Andre, Pippa, Ebony, WIll, Alicia
GROUP 3 - Sophie (sick today), Molly, Tommy, Lola, Sam
GROUP 4 Victoria- Lewis, Rose, Thomas
GROUP 5 - Lucy, Damien, Robert, Siobhan

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had the lesson to rehearse. Will probably need one more rehearse with BOB and then can perform to me the week after.

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Lesson 3 - Class had some time to work practically on their pieces. Two groups showed a moment from the piece. They will need more time to devise in the next lesson.

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Planned out their drama on sugar paper ready to rehearse next time

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lesson 1 completed. do snow patrol stimulus next lesson

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7 Pupils missing (combination of Ill and rugby). Played some focus and concentration games so did not start baseline today. Can you launch it next time you see them pls? H

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Lesson 2 - started baseline. Class into groups. Started planning - had about 10 mins planning time. Planning sheets are in the baseline draw in HUB 2. Next lesson they will need a little more planning before getting up to devise.