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Partner activity: Students will work in partners to illustrate, describe, or act out this list of character traits. This will work as an enrichment activity for students who do not understand different traits or emotions, and help ELL students develop word knowledge.

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Class discussion: Students will use their working knowledge to brainstorm ideas of elements which differ between the Harry Potter books and their dramatization. This will prove student understanding of book elements and gauge their knowledge of the elements of drama.

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Class activity: Using masking tape, students will work as a class to map out stage directions on the emptied classroom floor. They will then respond to teacher all outs of different directions by moving to the respective spot in the room.

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Class discussion/lecture: Utilizing the Harry Potter movies, the teacher will diagram an anchor chart on the board and students will discuss various elements/examples with which to fill in the below categories.

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Individual assignment: Students will mark up a small script selection, utilizing the below color code.

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Individual assignment: Students will create a flip grid like below, with drama terms and their definitions below the flap. ELL will be given the terms in their native language and they must match the words to the English definition.

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Individual activity: Students will be shown a very short clip from a familiar Disney movie. They will then be given the below list and must fill in as many elements as they can. There will be no pressure for correct answers, as this is an assessment.
* Setting
* Characters
* Props
* Plot- what is happening?

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Class activity: At the end of the week, a student will be chosen to bring an example of an oral story or performance from their family's heritage. This does not need to be in English. They can act it out (including help from classmates) or share a video performance. Students will then brainstorm ideas as to how elements from the performance fit into the elements of a drama.

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Students will be given the option to present their knowledge through different mediums. Although this is a drama unit, they may elect to not perform or present in front of the class. Written and illustrated responses will be accepted, along with representing their ideas through found images or videos.

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There will be activities involving movement that can be achieved by students of most ability levels. Those who are still unable to participate- with the stage direction activity, for example- can play along by taking the role of "teacher." They can call out directions, command students where to stand, and direct the skits.

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Students requiring additional emotional support with have the option to work alone or in groups, depending on their needs. They can also choose their own drama source to be more comfortable with the content.

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Class discussion: Students will brainstorm ideas of their favorite movies, shows, or plays to elect a "class favorite"- every student needs to have seen it. They will then share their favorite parts of the drama and the teacher will guide discussion to put that part in the correct dramatic element. ("So you like Sadness from Inside Out. Now, what category does she fit into?")

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Individual activity: All students will be given the assignment to fill out an anchor chart at home by watching their favorite movie or show. This will solidify concepts from the unit and benefits those who need remediation. Results will be shared and discussed the next day.

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Individual activity: This is a last resort scenario activity. If the majority of the class shows signs they did not understand the content, they will follow the below link to take a very basic Google quiz. This will give the teacher an indication of which concepts are not being grasped and need to be reviewed.

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Looks like it's time to brush up on your magical drama skills. Finish this form to the best of your ability- for every correct answer, you will receive a sock. If you get all four socks, you shall be as free as Dobby! (That is, you have no homework tonight!)

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Class activity: Utilizing the video clip from the assessment activity, students will be assigned roles and will attempt to act out the scene. They will be given time to quickly prepare and establish a setting/assemble props/plan dialogue. During the performance, the audience must identify the elements of drama they observe. At the end, the teacher will facilitate a class discussion about what elements were shown.