Name: Meghan McNamara

Subject(s): Drama
Lesson Title: Different Perspectives
Lesson Date: Wednesday, December 2, 2015

Grade: 2

Curriculum Connections
Curriculum Area: The Arts

Curriculum Area:

Overall Expectations:

Overall Expectations:

Specific Expectations:
B1.1 engage in dramatic play and role play with a focus on
exploring main ideas and central characters from diverse
communities, times, and places retell and enact a story
from different points of view, stop at a dramatic point in a
story and adopt the roles of the characters in the story,
enact a scene between characters in a fairy tale kingdom or
animals in the tundra

Specific Expectations:

Learning Goals:
Students will be able to:
Understand the idea of different perspectives that exist in stories
Demonstrate the ability to be in role
Retell the accounts of a story and describe the characteristics
Assessment & Evaluation
SUCCESS CRITERIA/HIGHLIGHTS &
ASSESSMENT STRATEGY:
SUMMARIES:
What will you focus your assessment on? Are you looking
at the product or process, metacognition skills etc.?
I will be able to understand different perspectives
o Assessment of
o Knowledge &
in fairy tales
learning
understanding
I will be able to show myself in the role of a
o
Assessment
for
o
Thinking
character
learning
o Communication
I will be able to retell a story in my own creative
o
Assessment
as
o Application
way
learning
ASSESSMENT TOOLS:
SOCIAL JUSTICE FRAMEWORK:
o Anecdotal
Key Elements:
N/A
o Rating Scale
o Checklist
o Rubric
o Other
Sample assessment tool MUST BE ATTACHED
BLOOMS TAXONOMY: PROBLEM SOLVING
MULTIPLE INTELLIGENCES:
o Remembering/Knowl PROCESSES IN MATH:
o Spatial/Visual
edge
o Reasoning &
o Linguistic/Verbal
o Understanding/
Proving
o Musical
ComprehensIon
o Reflecting
o Intrapersonal
o Applying/Application
o Representing
o Interpersonal
o Analyzing/Analysis
o
Selecting
Tools
o Logical/Math
o Evaluating/Synthesis
o
Computational
o Bodily Kinesthetic
o Creating/Evaluating
Strategies
o Naturalist
o Connecting
o Communicating
2014 Troy Fraser, Antonino Giambrone, Salima Kassam, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch

ACCOMODATIONS/ MODIFICATIONS:
o decreased workload
o peer tutoring
o increased time
o different mode of response
o visual aid/manipulatives
o use of a timer
o technology
o teacher assistance
o other

DIFFERENTIATION:
What to learn (content)
Ways of learning (process)
Ways of demonstrating learning (product)

Prior Learning
Prior to this lesson, students will have:
Been exposed to a different Beauty and the Beast fairy tale (Disney)
Expressed their ideas what perspective means
Begun to understand the ideas of getting in the role of a character and how to portray characters based on
descriptions
Materials and Resources
SMART Board
No Lie, I Acted Like A Beast! By Nancy Loewen
Chart Paper Elements of Fairy Tales
Actions Cards
Time

Steps/Activities

Pedagogical
Framework:

Minds On

Connections
to
Framework

Assessment
As/For/Of
Learning
Assessment
Opportunities

Review Disney version of Beauty and The Beast & the characters.
Read Aloud Introduce the idea of a fractured fairy tale and the
meaning.
Read No Lie! I Acted Like A Beast!
During read aloud, clarify ideas/words that may need attention
Prompts: Are there any differences between this version and Disney?
Action

Assessment
Opportunities

As a class, we will review the elements of fairy tales from the previous
lesson, and makes connections between the two versions of Beauty and
the Beast.
Students will be introduced to the idea of role play, and what it means to
be in role. Using action cards, students will move throughout the
classroom in accordance to the actions that are on their card. Each
action card contains a movement and character from Beauty and the
Beast.
2014 Troy Fraser, Antonino Giambrone, Salima Kassam, Vidya Shah
Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch

 2014 Troy Fraser, Antonino Giambrone, Salima Kassam, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student
Success/Learning to 18 Implementation, Training and Evaluation Branch