Sign Unit

Lesson
Title/Focus
Sign 1
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
2 days
Unit
Script
Teache
r
Miss Scott
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Theatre Studies # 1, 3, 4, 5, 9
Technical # 3, 4, 5, 9
Social Studies 8 # 8.S.8, 8.S.9
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
Social Studies 6 # 6.1.1, 6.1.2
LEARNING OBJECTIVES
Students will:
1. Work individually to learn sign for first page of Oh Canada.
2. Keep theyre signing with in rang of motion that is important when it comes to sign.
3. Be respectful of others when it comes to others during our activities.
4. Try to get back into the activity if they get kicked out.
ASSESSMENTS
Observations:
Students are trying to the first page of Oh Canada.
Students are remembering the range of motion that

applies to sign.
Students are working as individuals to remember the first

page.
Students are participating in the activity to their fullest.
Students are actively trying to get back into the game by

signing the first page.
Students are actively listing and participating.

Products/Performan
First page of Oh Canada.
ces:
A round of poison.
First and a bit of second page.

LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Mr.D From Toms Baines School.
Classroom
Jill Amin From Barnwell
Smart Board
Bell
PROCEDURE
Prior to lesson
-Have my technology hooked up and working.
Attention
Grabber
Assessment of
Prior
Knowledge
Expectations
for Learning
and Behaviour
Transition to
Body
Learning
Activity #1
Assessments/
Differentiation:
Learning
Activity #2
Assessments/
Differentiation
-Greet students at the door.

-Have space in the room for students to move around.
Introduction
-Today we are starting our new unit. We are going to be
working on a section of very important to me. This will be
part of our speech unit, but it wont be speech as we
traditionally see it.
-What that means is we are going to be actually be learning
some sign language.
-Our question of the day today is what are some different
ways that we communicate?
Time
-Question of the day with signing a part of Oh Canada.

-Signing the first section Oh Canada.
-Students will respect others thoughts and answers.
-Students will raise their hands when they have a question
or they shear an answer.
-Students will work as a collective to learn the different
signs that are needed.
-We are going to go over what sign section that we are
going to be learning.
-To start off today we are going to start off with some simple
different facts about sign and then we are going to start to
learn the sign that we will be presenting to the school.
Body
-All right today we are going to be learning the first section
of Oh Canada.
-A key part to keep in mind when we are learning sign
language is that there is a range of motion that we have to
keep in mind. This rang that we need to move in is the
width of our body, any movement that is outside that rang
would be considered yelling.
-So lets go nice and slow through this first sections.
-How is that feeling?
-I would like to hear how you each are thing this is going?
-All right we are going to take a brake for a bit and we are
going to play a round of poison.
-So dont forget this activity the point is to get another
person into the poison box. If you do enter the poison box
then you are out. If you get out you can only get back into
the game if you properly recite the first section of Oh
Canada that we have learns today.
-Are students able to safely participate in the activity?
-If students get out are the attempting to get back into the
activity?
Time
Learning
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
-Are students succeeding at getting back into the activity?

-All right for the last bit of class we are going to be going
over the first section of the Oh Canada again, till the bell
rings.
-Are students able to complete the first section of Oh
Canada?
-Are students able to successfully try to get the different
signs that are needed for Oh Canada?
Closure
Does anyone know any sign language?
Do you know anyone who does know sign language?
How is that feeling?
I would like to hear how you each are thing this is
going?
Are students able to safely participate in the
activity?
If students get out are the attempting to get back
into the activity?
Are students succeeding at getting back into the
activity?
Are students able to complete the first section of Oh
Canada?
Are students able to successfully try to get the
different signs that are needed for Oh Canada?
-How students think that they are doing at the first section
of sign?
-Verbal feedback throughout the activity.
-Next class we are going to be continuing on to the next
section of Oh Canada.
-This first section did take two days. In the first day there were a lot of
questions about other signs that I did not know the answers to. In the
end I told students that they would have to go and look that up on
their own time. For next time I hope that I will be able to know more
sign and be able to answer their questions about what is what when it
comes to sign. We ended up not doing any activity this day because
we really wanted to hammer home the first page of movements so that
when we continued on there would be fast learning and understanding
in later days. On the second day we re-visited what the first page was
and mostly everyone knew what it was and how it should look. We
were able to get to play the game. Notes on that would be if there is
more then one person out and they are waiting to sign for you then get
them to due it as a group but no more then three so that you can
watch each person and correct any movements that are not done
Time
correctly. By the end of two day students had the first page well
memorized and we were able to move forward before the end of class
to look at page two.
Lesson
Title/Focus
Sign 2
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
LEARNING OBJECTIVES
Students will:
5. Recite the first and second pages of sign.
6. Work with feedback when it is given to them.
7. Try and participate to their fullest ability.
8. Show that they have memorized the first and second pages of sign.
ASSESSMENTS
Observations:
Students are trying to the second page of Oh Canada.

applies to sign.
Students are working as individuals to remember the

second page.

signing the first and second pages.

Products/Performan
Signing first and second pages of Oh Canada.
ces:
Freeze tag.
Signing second page by its self.

Classroom
Smart Board
Prior to lesson
Attention
Grabber
Assessment of
Prior
Knowledge
Expectations
for Learning
and Behaviour
Transition to
Body
Learning
Activity #1
Assessments/
Differentiation:
Learning
Activity #2
Bell
PROCEDURE
Introduction
-Good morning today we are going to be moving forward
with Oh Canada.
-The question of the day today is more of an action
question, Sign one part of Oh Canada that we learnt last
class.
Time
-Does anyone know any sign language?

-Do you know anyone who does know sign language?
-We are going to go over what sign section that we are
going to be learning.
-We are going to be moving into the next section of sign
today. But before we do that we have to make sure we
remember the first section so we are going to get with a
partner and perform in for one another.
Body
-All right today we are going to be learning the second
-So lets go nice and slow through this first and second
sections.
-All right we are going to take a brake for a bit and we are
going to play a round of freeze tag.
-So today for freeze tag if you get tagged you will have to
freeze and then to get back in you will have to preform to
me the second section to Oh Canada. If you do it correctly
you get to join back into the game.
-We will be switching who will be it at least twice. (Most
four times)
Time
Assessments/
Differentiation
Learning
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
-Are students able to safely participate in the activity?

-If students get out are the attempting to get back into the
activity?
-Are students succeeding at getting back into the activity?
over the first and second sections of the Oh Canada again,
till the bell rings.
Canada?
Closure
going?
Are students able to safely participate in the
activity?
If students get out are the attempting to get back
into the activity?
Are students succeeding at getting back into the
activity?
Canada?
How would it feel if this was the main way that you
had to communicate?
-How students think that they are doing at the second
section of sign?
-How would it feel if this was the main way that you had to
communicate?
-Next class we are going to be continuing on to the third
This only took one and a half classes. Looking at page two at the end
of day one really help get them ready for the working more on this
page. We ended up running through the second page three of four
times before we had to due it with page one. Once page one got
entered in there was some who lost track. We ran through this around
three times as well. Freeze tag does not work as an activity. There was
to many people out to see at once. I would like that next time we
would play poison again or a different elimination game that is slower
and self-run. There needed to be a lot of one on one work with this
page to make correction maybe next time have everyone go in pairs
Time
and show each other then film each other so that they could watch
themselves perform and fix any mistakes that they see and then I can
even take a look at them at a later time to review who needs more one
on one work.
Lesson
Title/Focus
Sign 3/Scripts 1
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
LEARNING OBJECTIVES
Students will:
9. Work through the third section of sign.
10. Be working as a collective to assign different roles.
11. Inform me of their new characters.
12. Review the first second and third sections of Oh Canada.
ASSESSMENTS
Observations:
Students are trying to the third page of Oh Canada.

applies to sign.
Students are working as individuals to remember the third

page.

signing the first, second, and third pages.
Students are reading through their scripts.
Students have assigned different characters as a

collective.
Students have handed in their scripts and informed me on

which character they are going to be.
Products/Performan
Third page of sign.
ces:
Reading over scripts.

Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
-Today we are continuing with our sign unit. We will be
Grabber
working on the third section of Oh Canada.
-Our question of the day today is an action and that will be
just simply I would like you to sign one of the lines in the
second part of Oh Canada that we learn the other day.
Assessment of
Prior
Knowledge
-Can anyone sign section 1 and 2 so far of Oh Canada.
Expectations
for Learning
and Behaviour
Transition to
-We are going to go over what sign section 3 today.
Body
remember the first and second sections so we are going to
get with a partner and perform in for one another.
Body
Time
Learning
-All right today we are going to be learning the third section
Activity #1
of Oh Canada.
-So lets go nice and slow through this first and second
sections. Then we will try section three.
Assessments/
Differentiation:
Learning
-All right we are going to take a brake from sign to go over
Activity #2
what we will be doing for our last unit this year in Drama 8.
-The last unit that we are going to be doing is script work.
So we are actually going to getting a small script
Assessments/
Differentiation
Learning
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
memorizing it blocking it then performing it for the class.

-So this means that we are going to make companies on
our own of about 4. You will have to fill out production
notes that will include; what your set is going to look like,
what your costumes are going to look like as well as a
simple character description.
-Right now we are just going to be simply getting our
groups written down as well as our scripts.
-Are students able to understand the next section of this
unit?
-Are students able to create companies that will work
cohesively?
-Are students able to assign characters within their
companies?
-Are students respectful of their scripts?
over the first, second and third sections of the Oh Canada
again, till the bell rings.
Canada?
Closure
going?
Canada?
had to communicate?
Are students able to understand the next section of
this unit?
Are students able to create companies that will work
cohesively?
Are students able to assign characters within their
companies?
Are students respectful of their scripts?
section of sign?
communicate?
-Next class we are going to be continuing on to the next
Time
Next Lesson
Students had to sign first and second pages to see if their remember
them. All did and were able to fly first two pages. We decided that
since the fourth page was a repeat of the third that we could get
through both. There were only 6 new signs that needed to be learnt.
Once we were able to get through page three pages four was very
simple. We ran through the whole thing three times before we got into
our actual performance group, and were able to film it so that when we
get back to school we can view the video and see where we need work
and then we can work on the different parts that need work. After we
were able to film groups were chosen for their scripts. There are some
groups that might have to be changed due to the fact of who is in
them. Students had till the end of class about 7min to read through
their scripts and decided which characters they are going to be. Before
the bell rang they had to bring their scripts back to me and tell me
witch character they were going to be. If I could change something it
would be that we could have had more time to read through the scripts
or just move it to next class so that we would have more time.
Lesson
Title/Focus
Sign 4/ Scripts 2
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
LEARNING OBJECTIVES
Students will:
13. Work individually to sign the last section of Oh Canada.
14. Work as a collective to read through their scripts.
15. Chose roles as a collective.
16. Inform me of which character they have chosen.
ASSESSMENTS
Observations:
Students are trying to the fourth page of Oh Canada.

applies to sign.
Students are working as individuals to remember the

fourth page.
Students have assigned different characters as a

collective.
Students have handed in their scripts and informed me on

which character they are going to be.
Students are working through their production notes.
Students have assigned different roles when it comes to

their production notes.
Products/Performan
Signing all of Oh Canada with music.
ces:
Production notes for their plays.
Assigning of different tasks for production notes.

Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
-Today we are continuing with our sign unit. We will be
Grabber
working on the fourth section/ all of Oh Canada.
-We are also going to due this to music.
-Our question of the day today is an action and that will be
just simply I would like you to sign one of the lines in the
third part of Oh Canada that we learn the other day.
Assessment of
Prior
Knowledge
-Can anyone sign section 1 and 2 so far of Oh Canada.
Expectations
for Learning
and Behaviour
Transition to
-We are going to go over what sign section 4 today.
Body
Learning
Activity #1
Assessments/
Differentiation:
Learning
Activity #2
Assessments/
Differentiation
Learning
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
remember the first and second and third sections so we are

going to get with a partner and perform in for one another.
Body
-All right today we are going to be learning the fourth
section/ all of Oh Canada.
-So lets go nice and slow through this first and second and
third sections. Then we will try section four.
-All right we are going to take a brake from sign to go over
to our scripts.
-For todays class you should each have a chance to read
through your script as a collective.
-After you have finished this you should start filling out
your productions notes. We are going to have about ten
minutes to read through and get started on your
production notes. Then we are going to get back together
and go over the fourth section again for Oh Canada and
then the whole thing as well.
-Are students able to understand the next section of this
unit?
-Are students able to create companies that will work
cohesively?
-Are students able to assign characters within their
companies?
-Are students respectful of their scripts?
-Are students able to start or their production notes?
-Are students able to divide up the workload to make this
go by faster?
over the first, second and third and fourth sections of the
Oh Canada again, till the bell rings.
Canada?
Closure
going?
Time
Time
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson

Canada?
had to communicate?
Are students able to understand the next section of
this unit?
Are students able to create companies that will work
cohesively?
Are students able to assign characters within their
companies?
Are students respectful of their scripts?
Are students able to start or their production notes?
Are students able to divide up the workload to make
this go by faster?
section of sign?
communicate?
-Next class we are going to be going over all of Oh Canada.
Today was interesting; it was a Tuesday after a four-day weekend. Only

four kind of five remembered all of Oh Canada. Today turned from a
script planning and Oh Canada day into just Oh Canada. From the way
everyone is doing there are three kind of four that are just not getting
it. This is starting to make me think maybe we should not have those
ones perform for it will looks wired but at the same time I dont want
anyone to be left out. I feel that if we can get the black lights by
Monday and film with those and the gloves they will get excited again
and they will all be doing really well. I am going to talk to my T.A and
see what they think about maybe all of this because I am not sure still.
For sure need to take some time on this one. I feel that if we just go
through it at the start of each class we can get it for sure. I will also
have to talk to my T.A about what the celebration it self will look like
and will we will have some type of bleachers to stand on. Today we
tried things out with a slower version of Oh Canada that they were
able to keep up with. I am also going to have to ask if the band will be
playing Oh Canada or if we can use a recording. We will have to see.
Lesson
Title/Focus
Sign 5 / Scripts 3
Date
Subject/Gra
de Level
Unit
Grade 8
Time
Duratio
n
1-2 days
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
LEARNING OBJECTIVES
Students will:
17.
Sign all of Oh Canada.
18. Work with their collective on their production notes.
19. Assign different parts of the production notes each person in their collective.
ASSESSMENTS
Observations:
Students are trying all of Oh Canada.

applies to sign.
Students are working as individuals to remember all of Oh

Canada.
Students are working collaboratively to fill out each

section of their production notes.
Students have split up the workload for their planner.
Students have started walking through their blocking if

they have gotten most of their planner done.
Products/Performan
Signing all of Oh Canada
ces:
Production notes.
Some basic blocking.

Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Attention
Grabber
Assessment of
Prior
Knowledge
Expectations
for Learning
and Behaviour
Transition to
Body
Learning
Activity #1
Assessments/
Differentiation:
Learning
Activity #2
Assessments/
Differentiation

Introduction
-Today we are going to start with signing all of Oh Canada
as a class. We are going to be doing this along with the
music so that we can have our timing right.
Time
-Signing all of Oh Canada as a whole.

-Students will work with their collective to create clear
characters.
-Today with your company you are going to get your scripts
back again and I would like you to be working through your
production notes.
-For the production notes you will need to split up the
workload each person is in charge of one section. In the
group of threes case as a group you will complete one of
the sections. You must put your name with the section that
you completed.
Body
-Students will start working on each section of the planner.
Students must make sure that they are responsible for their
own sections. You are more then welcome to put this
information on separate pages but when it comes time for
them to be handed in I would like them all together in a
duotang with a title page of you production.
-You have todays class to work on this as well as the next
two. This will only be handed in on the day we present.
-Students are working on their production note.
-Are students dividing the work up equally between each
other?
-Are students able to start on planning out what their show
will visually look like?
-If you feel like you have a good start on your blocking as
well as organizing any sets that you might need.
-As well you should try to work on your memorization of
your lines. For your production you will need to be
memorized.
-Are students using their time wisely to get working on
their blocking?
Time
Learning
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
-Are students note so far full and have all the information
needed?
-Ares students notes clear and readable?
-Before we go today I would like to take another run
through our performance for Oh Canada.
-Are students able to remember each part of Oh Canada?
-Are students able to sign all at the same time?
Closure
Students are working on their production note.
Are students dividing the work up equally between
each other?
Are students able to start on planning out what their
show will visually look like?
Are students using their time wisely to get working
on their blocking?
Are students note so far full and have all the
information needed?
Are students notes clear and readable?
Are students able to remember each part of Oh
Canada?
Are students able to sign all at the same time?
-Students production notes.
-Daily rehearsal notes on how they are doing and what they
have done.
-Next class we are going to be working on our actual
characters and what makes them that character.
Today we started off class as signing Oh Canada as a whole and it

looked a lot better. I feel that everyone should be able to preform now
will they all get the best marks no but I think that they can handle it
better now. We started our production notes today one thing that I saw
that I was really proud of was that they were reading through their
scripts again to see what they needed and to remember the story
again. When we were reading through the production notes it was
simple enough that there was not a lot of question but I did forget to
add in the fact that each person was responsible for their own section
meaning they have to bring this in and set it up and make sure it is
here when the show starts. The best part of today was the fact that
Josh was able to Skype in. This was really great, I felt that it brought
the kids back to the fact this is why we are doing this. We ended up
presenting Oh Canada for Josh and that was awesome he thought we
looked really good and so did I they did a lot better then even the start
of class. Josh did have a couple words of wisdom that the kids really
got. He really left them off with a feeling of pride almost where they
Time
were left feeling proud of what they were doing. I feel like this will
really help them when it comes to present. I might get Josh to send the
good luck note of sorts to bring them together and make them feel
that no matter what we are impressed and proud of them.
Lesson
Title/Focus
Scripts 4 and Sign 6
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
3-4 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
LEARNING OBJECTIVES
Students will:
20. Determine what their character will physically look like.
21. Create different character movements.
22. Work with their character movements and their blocking.
ASSESSMENTS
Observations:
Students are trying to sign all of Oh Canada.

applies to sign.
Students are working as individuals to remember all of Oh

Canada.
Students are working collaboratively to fill out each

section of their production notes.
Students have split up the workload for their planner.
Students have started walking through their blocking if

they have gotten most of their planner done.
Students are working individually on what their characters

will look/sound like.
Students are starting to create physical traits for their

characters.
Products/Performan
All of Oh Canada.
ces:
Production notes.
Character development.
Character walk.
Blocking.
Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
-Today we are going to be moving into more work with
Grabber
creating a character that is well rounded and defined. But
first our question of the day is what would you say your
characters favourite colour is?
Assessment of
-What are some different things that your character can
Prior
have to make them different?
Knowledge
-What can you do to make them look different?
Expectations
for Learning
and Behaviour
characters.
Transition to
-We are going to warm up our bodies today by doing an
Body
emotion walk.
-After we are done our emotion walk walks we are going to
try out a body part leading activity.
Body
Time
Learning
-We are going to start off with think about what our
Activity #1
character will look like. No not their costume, but more of
their age, or class, or how they walk, how they hold
themselves, what they physically look like etc.
-Right now everyone will figure out what age they think
their character is, what class they belong too?
Assessments/
-Are students able to start to picture their character as a
Differentiation:
real person?
-Are students able to pick an age that their character might
Learning
Activity #2
Assessments/
Differentiation
Learning
Activity #3
Assessments/
Differentiation
Learning
Activity #4
Assessments/
Differentiation
Assessment of
Learning:
be?
-Are students able to decide the wealth of their character?
-Now we are going to get up and walk around. How do you
think your character walks? Do they have a good posture,
do they have a limp, and do they lead their bodies around
based off a body part? Youre your character have any
certain type of mannerisms? So they have any things that
they are always doing no matter what. These are all key
things to think of when you are trying to create your
character walk.
-Are students able to move around the space and slowly
start to walk like they think their character would?
-Are students able to create different mannerisms?
-Are students able to focus on their own work and
movements not others?
-Ok now we are going to get back with your companies and
bring these different ideas into our scripts. I would like you
to for the rest of class start walking through your production
and locking in some ideas of how you would like it to look
by the end of the performance.
-Are students able to stand and start playing with the
different movements with their scripts?
-Are students able to add character movements and voices
using tone to the script?
-If there is a couple minutes left at the end of class we are
going to run through all of Oh Canada just so that we still
remember it. With the use of music.
-Have students been able to remember the whole signing
of Oh Canada?
Closure
Are students able to start to picture their character as
a real person?
Are students able to pick an age that their character
might be?
Are students able to decide the wealth of their
character?
Are students able to move around the space and
slowly start to walk like they think their character
would?
Are students able to create different mannerisms?
Are students able to focus on their own work and
movements not others?
Are students able to stand and start playing with the
different movements with their scripts?
Are students able to add character movements and
Time
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
voices using tone to the script?

Have students been able to remember the whole
signing of Oh Canada?
-Students are on task and able to start picturing what their
character will physically look like.
-Students have picked out key character traits.
-Students have determined the age of their character.
-On the different movements that they make or their
character.
-On how they are walking through the show, is their back to
the audience, are they blocking someone else are they
speaking loud and clear.
-Next class we are going to start with signing all of Oh
Canada.
-Next class you must bring in your black cloths for our
production! On Tuesday.
This time Monday went well we only had to run through Oh Canada
twice. They were able to pretty much at the same time through out the
performance. When is came to them finishing their planner several
groups struggled with time management. There was only one
collective that had a poster to go with their planner. There were
several groups that only one or two people where doing all the
planning and the other where not. This was noted to that it would
reflect on their individual mark when it comes to the planning section.
All groups did hand in a planner at the end of class.
On Tuesday we were able to sign all of Oh Canada. After that we were
able to get right into our scripts and some blocking all groups were
able to hand in their script planner on Monday. Today was about
reading through their script and starting to stand up and get their
blocking done. There were some groups that got a lot of blocking done
and some of their memorization. Some other groups spent most of the
class not paying attention and just reading through instead of doing
their blocking.
On Wednesday there was more productive work being done. There
were several people missing so some group had to merge together, so
that they would not be left out at all. All of the groups were able to get
a lot of their blocking done. I was able to talk to some groups about
their sight lines and their cheating. A lot of the groups and basic
blocking looked really good.
Thursday we were able to go and practice Oh Canada with the band so
that we would be performing at the same time. This went well they
were nervous the first time we did it but the second and third time
they were a lot more relaxed. We were able to get a recording of the
band playing so that when we went back to the room we were able to
practice with the black light and the gloves. This looked really good the
only thing was that a lot of them kept looking into the lights and it
gave them a bit of a head ach. This did slow us down a little so when
we come back to class on Monday we will know not to look right into
the light. The other thing that we figured out was that we are actually
going to record us performing first and get the best take and we will
then get to edit the video so that some parts really stand out so that
we can then just project it onto the screen during the calibration, and
they wont have to be up there all alone to perform. This did look and
feel to them that there was less stress and pressure on them to
perform. This also allowed them to be able to do their best
performance. I am looking forward to the final project I think that with
the end in sight a lot of them are getting excited to be done and then
see it up on the big screen and have others to see it. I also like the fact
that this way everyone see them wont so that the few that are afraid
and nervous will be more confidence.
Lesson
Title/Focus
Scripts 5/Sign 7
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
1-2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
Social Studies 7 # 7.1.1, 7.1.2, 7.1.4, 7.1.6
LEARNING OBJECTIVES
Students will:
23. Work as a collective to fully Sign all of Oh Canada.
24. Make sure that each sign is clear and understandable.
25. Sign with the recording of the band that we have.
ASSESSMENTS
Observations:
Students are working as a collective to sign all of Oh

Canada.
Students are able to assess themselves as well as the
group on our performance.

Students are respecting the classroom and the borrowed
lights that we have.
Students have their black clothes for our performance
tomorrow.
Students are making sure their signs are clear.
Students are able to sign with the block light.
Students are in sync with others.
Students are not looking right at the black light.
Signing all of Oh Canada with the black lights.
Products/Performan
ces:
Prior to lesson
Attention
Grabber
Assessment of
Prior
Knowledge
Expectations
for Learning
and Behaviour
Transition to
Body
Learning
Activity #1

Classroom
Smart Board
Bell
PROCEDURE
Introduction
Time
-Today we are going to focus more on our sign because we
will be presenting very soon.
-We are going to be running through with our music.
-We need to make sure that we are all in unison as well not
forgetting any of our signs.
-Signing all of Oh Canada with the music.
characters.
-Students will get into our positions for Oh Canada and will
be standing at the ready.
-We will be running through this at least four to fives times.
Body
-Running through Oh Canada without music once. To get
warmed up for next rounds with music.
-The first time through we will go as slow as we can.
-Second time through we are going to try to go as fast as
we can.
Time
Assessments/
Differentiation:
Learning
Activity #2
Assessments/
Differentiation
Learning
Activity #3
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
-Are students able to run through the whole of Oh Canada?

-Are students able to run through Oh Canada at a very slow
speed?
-Are students able to run through Oh Canada at a very fast
speed?
-Are students able to run through Oh Canada at a normal
speed?
-Now we are going to start running through with music.
-We will do this once and it will be filmed.
-We are going to watch the video to see if we are missing
anything or if anyone is out of time.
-Are students assessing what they look like as a whole?
-Are students taking this feedback and using it to fix any
problems?
-Are students able to work as a giant collective to fix any
problems?
-We are going to keep running through till the bell.
-This is one/our last class.
-Are students willing to run through the show till the bell?
-Are students able to work as a collective?
Closure
Are students able to run through the whole of Oh
Canada?
Are students able to run through Oh Canada at a
very slow speed?
very fast speed?
normal speed?
Are students assessing what they look like as a
whole?
Are students taking this feedback and using it to fix
any problems?
Are students able to work as a giant collective to fix
any problems?
Are students willing to run through the show till the
bell?
Are students able to work as a collective?
-Students feedback after watching performance.
-Fixing anyone whos off on his or her signs.
-Any feedback from watching video.
-We are presenting to the school tomorrow you must ware
all black!
Time
This lesson changed a lot. First we came up with a new plan all
together. We are no longer performing this live. For two reasons, first
the band will be playing and if we turn off the lights they cannot see
their music so with talking it would sound like we wound be seen and
that was not ok for some students. Second a lot of these students
suffer from anxiety and having them now preform in front of about 700
people and being seen is way to much for them to handle. So we
changed it today we actually recorded them preforming in the drama
room so that when it comes time for the calibration we can actually
watch ourselves and not have to stand in front of the whole school to
preform.
This went really well I made sure I got a lot of different takes so that I
could edit them all together. In the end I did have to edit any together
they were able to get it in one take, but I did have to sing which was
slightly embarrassing so the final video that others will see will no have
my voice but an overlay of the band playing Oh Canada.
I did send the link of the video to all the students so that they can
watch it I think that when I am done I will take all the videos that we
did and make a little montage for them with all the different times it
was done. I think that I will also add any other videos we take so that it
is more special for them.
In the end I am very happy with what they did and even if others dont
like it I think that we did awesome and are super bad a**.
Lesson
Title/Focus
Scripts 6
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
1-2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
LEARNING OBJECTIVES
Students will:
26. Create an audience.
27. Check their sight lines
28. Run through their whole production.
ASSESSMENTS
Observations:
Students are running through their blocking.
Students are working with their collective.

Students are working as a collective to create their
audience.
Students are making note of their audience and their sight

lines.
Students are having a chance to work on their stage for

their final performance.
Students are not distracting other collectives.

Products/Performan
Blocking
ces:
Creating an Audience
Cheating out to Audience

Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
-Question of the day, How did you feel out performance
Grabber
went?
Assessment of
-With the question of the day.
Prior
-Taking the first part of class to go over our Remembrance
Knowledge
day performance.
Expectations
for Learning
and Behaviour
characters.
-Students will work as a collective to create blocking.
-Students will work as a collective to create a performance
that has flow.
-Students will have their lines memorized.
Transition to
-Today we are going to be working with our blocking and
Body
locking in what our show is going to look like, where our
audience will be, how we will enter and exit etc.
Body
Time
Learning
-All right today we are locking in the rest of our blocking. So
Activity #1
today I will be walking around taking notes of what I see
and give each group some individual feedbacks.
-I want each group to keep in mind where they are standing
and if it makes sense with their script.
Assessments/
-Taking notes of what students are doing.
Differentiation:
Learning
Activity #2
Assessments/
Differentiation
Learning
Activity #3
Assessments/
Differentiation
-Are they on task?

-Do they have all their lines memorized?
-Are they walking through their blocking?
-Do they have their blocking locked in?
-All right can everyone just comes in I would like go over
what we would like our audience to look like. We are going
to be sitting in chairs so you can organise them in any way
that you want. I would like to just go over first sight lines
when it comes to our performances.
-Can anyone tell me what sight lines are?
-Sightlines are where the audience can and cannot see. So
if you are sanding off stage in the wing you have to stand a
certain distance back so the audience cannot see you
before you enter.
-So with this information in mind how do we want our
audience to look like? Each class we are going to have time
to see two shows and one did will just be one show.
-So with that in mind I would like Death Takes a Train and
Stung to work together to create what type of audience
they would like for their performances. Looks Get in The
Way, and Worrying About the Future to get together as well
as plan what they would like their audience to look like.
That means the Trojan war you are performing on your own
so you will have to design your own audience.
-Make sure that you keep in mind your sight lines.
-Are students using their time to set up their audience so
that their sight lines are good?
-Are students on task?
-Are students able to run through a bit of their show to
make sure that everyone can see them?
-If you are not the group in the groups that are creating
their audience then you are running through our lines and
blocking. One group will be in here the other will be in the
hall.
-Death groups will go first to set up what they would like the
seats to look like.
-Looks groups will be running through their lines in the
classroom waiting for their turn to create their audience.
-Trojan you will be in the hall running through your blocking,
making sure that you know when to move and where to
move.
-Are students running through their lines making sure that
they know them?
-Are students using this time to run through their shows?
-Are students on task?
Closure
Time
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
Taking notes of what students are doing.

Are they on task?
Do they have all their lines memorized?
Are they walking through their blocking?
Do they have their blocking locked in?
Are students using their time to set up their
audience so that their sight lines are good?
Are students on task?
Are students able to run through a bit of their show
to make sure that everyone can see them?
Are students running through their lines making
sure that they know them?
Are students using this time to run through their
shows?
Are students on task?
-Students will give other groups verbal feedback on how
their shows looked.
-Daily marks and notes on their rehearsal.

-Next class we are going to be doing a round robin type
performance and getting group based feedback from me.
Lesson
Title/Focus
Scripts 7
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
1-2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
LEARNING OBJECTIVES
Students will:
29. Completely run through their show.
30. Have clear blocking.
31. Work with feedback given to improve performance.
ASSESSMENTS
Observations:
Students are able to fully run through their show without

stopping.
Students have a clear and loud voice.

Students have clear intentions and blocking.
Students are not physically blocking anyone else.
Students are cheating out to the audience.
Students are fully memorized.
Students are working with feedback given.
Students are doing a final dress rehearsal.

Products/Performan
Run troughs.
ces:
Feedback.
Dress rehearsal.
Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
-Today you are going to be performing what you have for
Grabber
me in a round robin style.
-So there is five stages set up I am going to be in the center
and I will be moving around watching all your performances.
Assessment of
-All group performances. Everyone will preform at the same
Prior
time.
Knowledge
Expectations
for Learning
and Behaviour
characters.
that has flow.
Transition to
-All right everyone go to your stage and get set up to go on
Body
and perform. When I say go everyone will start his or her
shows at the same time, and keep going till you reach the
end of your performance.
Body
Time
Learning
-All right when we start you dont stop till you are done.
Activity #1
When you are done sit down on your stage and wait for the
other groups to finish.
-For this you have to make sure that I can hear you so make
sure you are using all the volume that you have so that I
Assessments/
Differentiation:
Learning
Activity #2
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
can hear you.

-Are students running through their shows and not getting
distracted by others?
-Are students able to not stop performing?
-Are students speaking clearly so that I can hear what they
are saying?
-Are students not blocking anyone in their performance?
-All right I am going to just give some general feedback.
-When I am doing giving feed back I would like everyone to
keep running through your shows on your own stage
maybe have one person from your group sit and watch so
that you can see what is going on and if everything looks
good.
-Are students using the feedback that I am giving them
and adding it to their performances?
-Are students able to do full runs of their show after I have
given them feedback?
-Are students watching their own show to make sure that
there are not blocking anyone else?
-Do students have all their props and set?
Closure
Are students running through their shows and not
getting distracted by others?
Are students able to not stop performing?
Are students speaking clearly so that I can hear what
they are saying?
Are students not blocking anyone in their
performance?
Are students using the feedback that I am giving
them and adding it to their performances?
Are students able to do full runs of their show after I
have given them feedback?
Are students watching their own show to make sure
that there are not blocking anyone else?
Do students have all their props and set?
-Students feedback will be based on how their
performances are looking after their have gotten my
feedback.
-Have they taken what I have told them and used it to add
to their show?
-This will be written feedback that I have taken during their
performance.
-Next class we will be doing our performances. On Monday
we will have Looks get in the Way and Worrying about the
Future perform. Make sure you have all your props and set
Time
here for your performance.

Lesson
Title/Focus
Scripts 8
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
1-2 days
Unit
Script (PRESENTATIONS)
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
LEARNING OBJECTIVES
Students will:
32. Create their set and audience.
33. Perform their productions.
34. Give effective feedback.
35. Strike their set and audience.
ASSESSMENTS
Observations:
Students are able to create their set and audience.
Students are able to check and have proper sight lines.
Students have all their sets and props.
Students have their lines memorized.
Students are able to give effective feedback.
Students are able to properly strike their set and audience.
Students are able to fill out a self-assessment.

Products/Performan
Final performance of productions.
ces:
Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
- Today is presentation day.
Grabber
- QofD: What was one thing you did this past weekend?
Assessment of
-Do students remember their audience?
Prior
Knowledge
Expectations
for Learning
and Behaviour
Transition to
Body
Learning
Activity #1
Assessments/
Differentiation:
Learning
Activity #2
Assessments/
Differentiation
Assessment of
Learning:
-Do students have their set figured out and set up?
-Do students have their sight lines right?
-Do students have all their sets and props?
-Do students have their lines memorized?
characters.
that has flow.
-All right today we are going to be having our presentation.
As an audience we are going to show we are ready by being
silent. I will introduce the production and there will be
applause. When it dies down the actors will enter and start
of their production.
Body
-After the first company is done the audience will give
applause and the actors will come back out and bow.
-Once they have given their bows we will get feedback from
the audience in the form of two stars and a wish.
-Awesome I would now like the next company to start to set
up their stage and the previous company will come and sit
in the audience.
-Are students able to meet the different standards on their
assessment sheet?
-Are the stars and wishes effective?
-Once the second company is finished we will also give
feedback in the form of two stars and a wish.
-After we are done giving feedback I would like all the
performers to come and fill out their self-evaluation.
Everyone else I would like you to strike the set and the
audience. Once you are done come and sit back in our
circle.
assessment sheet?
-Are students able to work as a collective to strike the set?
Closure
There will be an assessment sheet attached.
Are students able to meet the different standards
on their assessment sheet?
Are the stars and wishes effective?
Time
Time
Are students able to work as a collective to strike

the set?
Feedback From
Students:
Feedback To
Students:
Transition To
Next Lesson
-In the form of star and wishes.

-Written as well as verbal feedback in the form of stars and
wishes.
-Next class we are going to continue with our performances.
Lesson
Title/Focus
Scripts 9
Date
Subject/Gra
de Level
Grade 8
Time
Duratio
n
1-2 days
Unit
Script
Teache
r
Miss Scott

Specific Learning
Movement # 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18,
Outcomes:
19, 21, 23, 24, 25, 27, 28.
Acting # 2, 3, 8, 21, 31, 32, 33
LEARNING OBJECTIVES
Students will:
36. Create their set and audience.
37. Perform their productions.
38. Give effective feedback.
39. Strike their set and audience.
40. Fill out class awards sheet.
41. Leave the bench if they feel uncomfortable.
ASSESSMENTS
Observations:
Students are able to create their set and audience.
Students are able to check and have proper sight lines.
Students have all their sets and props.
Students have their lines memorized.
Students are able to give effective feedback.
Students are able to properly strike their set and audience.
Students are able to fill out a self-assessment.
Students are able to fill out class awards sheet with

everyones name only being put down for one.
Students are getting off the bench if they are feeling

uncomfortable.
Products/Performan
Final production.
ces:
Assessment sheets.
Class awards sheets.
Park bench.
Classroom
Smart Board
Bell
PROCEDURE
Prior to lesson
Introduction
Time
Attention
-Today is the last presentation day.
Grabber
- QofD: What was your favourite activity we did?
Assessment of
-Do students remember their audience?
Prior
-Do students have their set figured out and set up?
Knowledge
-Do students have their sight lines right?
-Do students have all their sets and props?
-Do students have their lines memorized?
Expectations
for Learning
and Behaviour
characters.
that has flow.
Transition to
-All right today we are going to be having our presentation.
Body
As an audience we are going to show we are ready by being
silent. I will introduce the production and there will be
applause. When it dies down the actors will enter and start
of their production.
Body
Time
Learning
-After the first company is done the audience will give
Activity #1
applause and the actors will come back out and bow.
-Once they have given their bows we will get feedback from
the audience in the form of two stars and a wish.
-Awesome I would now like this company to come fill out
their self-assessments. Could everyone else please strike
the set?
Assessments/
Differentiation:
assessment sheet?
Learning
Activity #2
Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students:

-Are students able to work as a collective to strike the set?
-For the remainder of class we are going to do two things.
First I would like everyone fill out a sheet for our class
awards tomorrow. Second we are going to play park-bench.
-So could everyone please get and class awards sheet and
fill it out. You can only put everyones name down once.
You can also put down your own name.
-Are students able to fill out the class awards sheet?
-Are they able to only put down someones name once?
-Are students getting off the bench when they start to feel
uncomfortable?
Closure
Are students able to meet the different standards on
their assessment sheet?
Are the stars and wishes effective?
Are students able to work as a collective to strike the
set?
Are students able to fill out the class awards sheet?
Are they able to only put down someones name
once?
Are students getting off the bench when they start to
feel uncomfortable?
-Their self-assessment sheets.
-Class awards sheets.
-I would like to just thank you to everyone. Tomorrow we
are going to be having class awards. Everyone will get one
and I would like if you did a quick acceptance speech. It
doesnt have to be anything crazy just a thank you or
anything would be good.
-Everyone will be getting an award of a paper crane. I feel
like paper cranes are a lot like all of us. They each take
time to fold, at time they are very fragile, but at others very
strong. They look similar to the rest but they are each truly
different like each of us is. So everyone will be getting a
paper crane tomorrow as his or her award. After we are
done awards we are going to be playing Dust Balls.
Time
Name: _________________________________
Sign Assessment
Students have fully memorized all the signs for Oh Canada.
E
P
ED
Students demonstrate an appropriate rang of motion for sign.

P
ED
Students show a verity of speed with their different signs.
ED
Students show control with their different movements.
P
ED
Students use movement to communicate non-verbally.

P
ED
Students are able to repeat different movements to create mood.
ED
Students signs are clear and understandable.
ED
Students show respect for sign and its use as a form of communication.
P
ED
REFLECTION (What are you thoughts about sign? How did you feel your
performance went?)
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_______________
Over All
Excellent
Proficient
Satisfactory
Experiencing
Difficulties
Script Planner
Name
Name
Name
Name
Play Title: ______________________________________________

and Character: ________________________________
and Character: ________________________________
and Character: ________________________________
and Character: ________________________________
Set Design (Done By: ______________________)

This is where you will add our draw a picture of what your set will look
like. You are more then welcome to make and use anything (in the
Drama room) that you might need. There are different things that are
needed and they are stated in the script. Do not forget to label your
audience and the wings.
You will need at least ONE strong set piece.
(Please Draw or Add Photo of Set Here)
Costume Design (Done By: ______________________)

Each character must have one costume piece, if that is a coat, hat,
pants, shirt, dress etc. This must add to the character and stay with
them throughout the production.
Each character will only get ONE costume piece.
This is where you will draw or add a picture of each costume piece.
Character Name: _______________________
Character Name: _______________________
Character Name: _______________________
Character Name: _______________________
Props Chart (Done By: ______________________)

This is where you will write down which props you will need for your
production, and include a picture and who will be using these props
during the show. You will also need to write down why they are
needed and how they are helping with the production.
There should be NO MORE then THREE Props
Used By:
_________________________
_____
Why needed:
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
Used By:
_________________________
_____
Why needed:
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
Used By:
_________________________
_____
Why needed:
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
_________
_________________________
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_________________________
_________
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_________________________
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_________________________
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_________________________
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_________________________
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_________________________
________
______________________________
____________
Sound Plan (Done By: ______________________)

In each production there should be different sound effects that add to
your show. These can be written in the script of be added by you if it
will add to the production. In the sound plan you will have where you
got this sound effect from, what the sound effect is, when does
it happen in your script and a description of why it is being used?
There has to be TWO sounds.
Where Sound is From:
Where Sound is From:
_______________________________________
________________________________________
What Sound:
What Sound:
_________________________________________ _________________________________________
When it Happens:
When it Happens:
_________________________________________ _________________________________________
Why This Sound is Needed:
_
________________________
Why This Sound is Needed:
_________________________________________ ________________________
_______________
_________________________________________
_________________________________________ _______________
_______________
_________________________________________
_________________________________________ _______________
_______________
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_________________________________________ _______________
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Scripts Assessment
Name:
________________________________
_
Production Notes
Each company member has designed one part of the
production.
Production notes are filled out fully and are legible.
There is detailed drawings/pictures of what set, props, and
costumes will look like.
There is a clear reason that supports the use of the props
and sounds.
There is a title page that would double as shows poster.
Over All Planner

Excellent
Proficient
Satisfactory
Self-Performance
All set, costume, props, and sound that were in the
production notes are present at final performance.
There are clear voices that use a verity of tone, volume,
expression, articulation, and rate.
There is the use of tone to convey emotion.
Students have created clear blocking.
Students are cheating out to the audience.
Students have created a believable character.
Students show that they have memorized their lines.
E
E
E
P
P
P
S
S
S
ED
ED
ED
ED
ED
Experiencing
Difficulties
ED
ED
E
E
E
E
E
E
P
P
P
P
P
P
S
S
S
S
S
S
ED
ED
ED
ED
ED
ED
Rehearsal Assessment: (Students will be assessed on how their

rehearsal goes each day)
Attached on back
Over All Rehearsal

Excellent
Proficient
Satisfactory
Experiencing Difficulties
Over All Performance

Excellent
Proficient
Satisfactory
Experiencing Difficulties

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Lesson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students are trying to the first page of Oh Canada.

Students are remembering the range of motion that

Students are working as individuals to remember the first

Students are participating in the activity to their fullest.

Students are actively trying to get back into the game by

Students are actively listing and participating.

First and a bit of second page.

-Greet students at the door.

-Question of the day with signing a part of Oh Canada.

-Are students succeeding at getting back into the activity?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students are trying to the second page of Oh Canada.

Students are remembering the range of motion that

Students are working as individuals to remember the

Students are participating in the activity to their fullest.

Students are actively trying to get back into the game by

Students are actively listing and participating.

Signing second page by its self.

-Does anyone know any sign language?

-Are students able to safely participate in the activity?

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students are trying to the third page of Oh Canada.

Students are remembering the range of motion that

Students are working as individuals to remember the third

Students are participating in the activity to their fullest.

Students are actively trying to get back into the game by

Students are actively listing and participating.

Students are reading through their scripts.

Students have assigned different characters as a

Students have handed in their scripts and informed me on

Reading over scripts.

memorizing it blocking it then performing it for the class.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students are trying to the fourth page of Oh Canada.

Students are remembering the range of motion that

Students are working as individuals to remember the

Students are actively listing and participating.

Students are reading through their scripts.

Students have assigned different characters as a

Students have handed in their scripts and informed me on

Students are working through their production notes.

Students have assigned different roles when it comes to

Production notes for their plays.

Assigning of different tasks for production notes.

remember the first and second and third sections so we are

Are students able to complete the first section of Oh

Today was interesting; it was a Tuesday after a four-day weekend. Only

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students are trying all of Oh Canada.

Students are remembering the range of motion that

Students are working as individuals to remember all of Oh

Students are actively listing and participating.

Students are reading through their scripts.

Students are working through their production notes.

Students are working collaboratively to fill out each

Students have split up the workload for their planner.

Students have started walking through their blocking if