Whitby School
Theatre 8
Upper School (grades 5­8) > 8 > Theatre > Theatre 8 > Week 1 ­ Week 12
What Do I Stand For?
Collaboration
Inquiry: Establishing the purpose of the unit
Key Concept(s)
Related Concepts
Key Concepts
Related Concepts
MYP
Global Context
Identities
Students will dig into their and
beliefs and values in order relationships to decide what their "messages" might be. MYP
Key Concepts
Arts
Key Concepts
Performing arts
Communication
Audience
Expression
Presentation
Statement of Inquiry
Expressing words, both written and oral, communicates what we stand for.
I like how you were able to get communication and expression in here. I mentioned to Anne as well, that if you guys are up for it this will likely be a "real"
IDU with criterion next year (it makes sense, since it seemed to go well this year) that we should sit together and look at how we can craft an SoI together
and see how we can come up with something that works for both disciplines. I think it should be pretty straight forward.
Inquiry Questions
Factual ­ How do written and spoken words impact audiences differently?
Conceptual ­ How can I understand what I stand for? How can I share (express?) what I stand for? How can I effectively communicate my beliefs? How do
written words impact audience action? How do spoken words impact audience action?
Debatable ­ Do I need strong beliefs in order to be a strong communicator? Are beliefs choices?
Some great questions. Is "beliefs and values" the global context exploration?
IB Objectives
Alignment to Local/National Standards
MYP: Arts (For use from September
2014/January 2015)
Whitby: Theater
Year 3
Objective A: Knowing and understanding
In order to reach the aims of arts, students should be able to:
Grade 8
Knowing and Understanding
Character Development
SWBAT identify and evaluate character perspectives and points
of view.
i. demonstrate knowledge of the art form studied, including
concepts, processes, and the use of appropriate language
ii. demonstrate knowledge of the role of the art form in original or
displaced contexts
iii. use acquired knowledgeto inform their artwork.
Objective B: Developing skills
In order to reach the aims of arts, students should be able to:
i. demonstrate the acquisition and development of the skills and
techniques of the art form studied
ii. demonstrate the application of skills and techniques to create,
perform and/or present art.
Objective C: Thinking creatively
In order to reach the aims of arts, students should be able to:
i. outline a clear and feasible artistic intention
ii. outline alternatives, perspectives, and imaginative solutions
iii. demonstrate the exploration of ideas through the
developmental process to a point of realization.
Objective D: Responding
Developing Skills
Character Development
SWBAT apply character behaviors, relationships, and points of
view to scene­work.
Thinking Creatively
Character Development
SWBAT evaluate character relationships.
Responding
Character Development
SWBAT evaluate character relationships.
Text Analysis/Public Speaking
SWBAT identify recurring themes and ideational motifs of one­
act plays.
SW debate different places and purposes for one­act plays.
SW compare/contrast actors’ points of view after watching
different interpretations of the same scene.
In order to reach the aims of arts, students should be able to:
i. outline connections and transfer learning to new settings
ii. create an artistic response inspired by the world around them
iii. evaluate the artwork of self and others.
Assessment Criteria
Criterion
Criterion A Knowing and understanding
Criterion B Developing skills
Criterion C Thinking creatively
Criterion D Responding
Summative
Assessment
Outline of summative assessment task(s) including assessment criteria:
Recap and Prep
Performance Task
Students assess their knowledge of the skills and
characteristics associated with successful public
speaking through completion of a “DO NOW,”
Alphabet Relay, and subsequent discussion.
Students listen to select podcasts, watch influential
YouTube personalities, and consider their own
influences through subsequent discussion.
Students participate in the "ASK ME" game, during
which they're able to identify passions and issues of
importance to them. They figure out what's important
enough to them to talk about.
Be a Messenger
Oral Assessment
To Prep­Students create "word clouds" consisting of
words that describe their attributes and things of
personal significance to them.
Students find speeches or monologues addressing
one of the issues and/or passions that they identified
in their "word clouds." They present parts of their
speeches, applying appropriate skills and
characteristics of strong public speaking, including
development and communication of point of view, and
consideration of audience to their delivery.
Summative Assessment Tasks &
Statement of Inquiry
Relationship between summative assessment task(s) and statement of
inquiry:
Expressing words, both written and oral, communicates what we stand for.
Recap and Prep (Criterion A): Students focus on the tools that speakers
use to express their beliefs, feelings, points of view. They focus on how
word choice supports point of view. They practice expressing themselves
in front of their peers and reflect on how the words that they select pertain
to their audience.
Be a Messenger (Criterion B): Students apply relevant skills of strong
public speaking (including development and communication of point of view
and consideration of audience) to their presentation of a speech or
monologue and their practiced expression of its message. Speeches and
monologues are selected in order to convey points of view/messages that
students stand for.
What I Stand For (Criteria C & D): Students create audio or audio/visual
presentations of their beliefs. They use these tools to effectively express
their points of view: Who is my audience and how do I grasp their attention
through my expression? How can I most effectively express my point of
view? How does my oral presentation differ from what's on the page? How
does it support what's on the page? What form of presentation is most
ME?
What I Stand For
Project
To Prep­­Students write personal essays or speeches
considering: What do I believe in? What do I stand
for? What's my message?
Students create audio or audio/visual sharing of their
ideas (podcasts/episodes). They use their knowledge
and understanding of strong public speaking to
consider the following: Who is my audience and how
do I grasp their attention? How can I most effectively
express my point of view? How does my oral
presentation differ from what's on the page? What
form of presentation is most ME?
Love the way you highlighted your concepts and how they came through in
your assessments. This might be a cool thing to look at in an arts
meetings.
Criterion A Overview­What Do I Stand For 2015­2016
REVISED.docx
Criterion A Rubric, What Do I Stand For, 2015­2016.docx
Criterion B Overview­What Do I Stand For 2015­2016.docx
Criterion B Rubric, What Do I Stand For, 2015­2016.docx
Criteria C & D Overview­What Do I Stand For 2015­2016
REVISED.docx
Criterion C Overview­What Do I Stand For 2015­2016.docx
Criterion D Rubric, What Do I Stand For, 2015­2016.docx
Approaches to Learning (ATL)
Approaches to Learning
MYP
Skill Category: Communication
Skill Clusters:
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Give and receive meaningful feedback
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Participate in, and contribute to, digital social media networks
Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information
Make inferences and draw conclusions
Find information for disciplinary and interdisciplinary inquiries, using a variety of media
Structure information in summaries, essays and reports pre­publication
Skill Category: Self Management
Skill Clusters:
V. Reflection skills
(Re­)considering the process of learning; choosing and using ATL skills
Consider content – What did I learn about today? – What don’t I yet understand? – What questions do I have now?
Focus on the process of creating by imitating the work of others
Consider ethical, cultural and environmental implications
Skill Category: Thinking
Skill Clusters:
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Interpret data
Draw reasonable conclusions and generalizations
Consider ideas from multiple perspectives
Skill Clusters:
X. Transfer skills
Utilizing skills and knowledge in multiple contexts
Apply skills and knowledge in unfamiliar situations
Compare conceptual understanding across multiple subject groups and disciplines
Make connections between subject groups and disciplines
Combine knowledge, understanding and skills to create products or solutions
Action: Teaching and learning through inquiry
Content
Prep Work: "Do Nows," Alphabet Relays, Podcast and Youtube Episode research (for content and presentation), "Ask Me," discussion.
How does public speaking presentation differ according to the speaker's audience? Start to consider what type of communication might be most
appealing to you. Critical­thinking Skills
Be a Messenger: Word Clouds (made up of words that describe personal attributes and issues of personal significance), Speech/Monologue selection,
Presentation.
What skills/characteristics of public speaking will you use to best express your point of view? Who is your audience? What would you like to do to
them? Communication Skills
What do YOU Stand For?: Personal Essays/Speeches, Recording of Podcasts/Youtube Episodes, Response/Reflection.
Who is my audience and how do I grasp their attention? How can I most clearly and effectively express my point of view? How does my oral
presentation differ from what's on the page? What form of presentation is most ME? Have I effectively communicated my message?
Communication Skills, Critical­thinking Skills, Reflection Skills
Love how you're pulling ATL skills into this and making it obvious where they lie­ again, something great to show the team. For content, to differentiate it
from learning experiences, you might want to pull from the objectives and Whitby standards. For instance, perspective, scene work, point of view, character
development, projection, etc.
https://whitbyschool.app.box.com/files/0/f/4376901034/What_Do_I_Stand_For%3F
Learning Process
Learning Experiences
and teaching strategies
Prep Work: "Do Nows," Alphabet Relays, Podcast and Youtube Episode research (for content and presentation), "Ask Me," discussion.
How does public speaking presentation differ according to the speaker's audience? Start to consider what type of communication might be most
appealing to you. Critical­thinking Skills
Be a Messenger: Word Clouds (made up of words that describe personal attributes and issues of personal significance), Speech/Monologue selection,
Presentation.
What skills/characteristics of public speaking will you use to best express your point of view? Who is your audience? What would you like to do to
them? Communication Skills
What do YOU Stand For?: Personal Essays/Speeches, Recording of Podcasts/Youtube Episodes, Response/Reflection.
Who is my audience and how do I grasp their attention? How can I most clearly and effectively express my point of view? How does my oral
presentation differ from what's on the page? What form of presentation is most ME? Have I effectively communicated my message?
Communication Skills, Critical­thinking Skills, Reflection Skills
2015­2016: Note to self­­Look for more opportunities to link formative experiences to specific ATLs and ATL strands.
https://whitbyschool.app.box.com/files/0/f/4376901034/What_Do_I_Stand_For%3F
Formative Assessment
Observations­ Student begin to note different ways of expressing themselves and the ways in which they affect audience attention by watching each other.
Personal Attributes Game­ Students assign personal attributes to each other in an effort to call attention to their presentation styles.
Alphabet Relay­ Students review skills and characteristics of strong public speaking in preparation for their Criteria B and C assessments.
"ASK ME" Game­ Students take the hot seat during a fast paced round of questioning that focuses on their influences, likes/dislikes, and issues of
importance to them.
Word Clouds­ containing issues of personal importance (issues that they might "stand for").
2015­2016: Note to self­­Look for more opportunities to link formative experiences to specific ATLs and ATL strands.
It may be helpful here to have a brief explanation of how each formative supports students in preparing for summative (is it skills, content, etc)
Differentiation
I expect my students to behave appropriately because most of them they have taken part in my theatre classes in the past. They have also willingly agreed
to class expectations. While students have dug into character beliefs and behaviors in the past, they haven't dug into their own. This might cause some
discomfort among shy students. I will continue to weave debriefing into each class session in order to assess students' levels of comfort.
With regard to the Criterion B, C, and D assessments in this unit, I will adjust my expectatons and assessment criteria based on individual students. For
example, some students may be asked to focus solely on an audio representation of what they stand for for the sake of time management. Others might be
encouraged to add to their audio representation with visuals. With the help of our SAIL and EAL specialists, and in conjunction with one of our English
teachers and our Secondary School Placement Counselor, I can anticipate the need for these accommodations before making them.
Looks good. One of the most helpful things to come out of the Building Quality Curriculum coursework was the idea that they looked at this box in terms of
content, process and product so that they looked at all facets of the unit for the student, not just one or the other.
Resources
NPR's This I Believe
MLK Jr.'s I Have A Dream speech
RFK's Indianapolis speech on MLK Jr.'s assassination
Malala's UN speech
Tyler Oakley's YouTube Channel (including his "Draw My Life," "Ask Me," and "Dare to be You" episodes)
2015­2016: Note to self­­include relevant resources in Criterion Overviews during the 2016­2017 school year.
https://whitbyschool.app.box.com/files/0/f/3869917423/1/f_35651960938
Reflection: Considering the planning, process and impact of the inquiry
Reflections
Prior to teaching the unit
This unit (as it is now) is an informal
interdisciplinary unit among English, Theatre,
and Secondary School Placement. It's only
informal because of assessment criteria, not
because of connections made, planning time, or
explicit mention of its nature during class
sessions.
I'm entering this unit excited about giving
students the opportunity to learn more about
themselves and to identify ways to express
themselves most authentically.
I'm a bit concerned that students will feel like
they were denied an Eighth Grade Theatre
experience.
I don't LOVE our brainstorming about the "end
product" of the unit. I'm not sure whether the
students (and even I) will get behind podcasts.
Not sure that they're personal enough or
interesting enough.
During teaching
I think that the students are overwhelmed by
performing these personal, leadership­style
tasks in many classes. BUT I think that is very
important for them to do this in Theatre class.
Maybe it's worth a conversation with other
teachers?
Students don't entirely understand the purpose
of the unit or why they need it. Is this because
I'm unsure of where it should go in the end?
Some students love the opportunity to talk about
themselves, their influences, etc., some do
NOT. How can I make all of these opportunities
more active? More fun?
Students started recording their podcasts and,
after working with them to record, I see how
important this unit actually is for them. They
were very prepared to explain what they "stand"
for. They were passionate, they were curious,
they seemed genuinely interested. I think that
starting their public speaking experience with the
words of others and ending it with their own
words (particularly when preparing to share
themselves with others) is very powerful.
After teaching the unit
I think the point of this unit is a powerful and
incredibly useful one. But, this being said, its
building blocks need some work. It was difficult
to come up with a sensical, informative SOI for
the (between Theatre and English), and the one
that we came up with lacks the references to
concepts and a specific global context that it
needs. To this extent, I think that the unit
questions also lack necessary relevance.
The interesting thing about this unit is that,
ultimately, it got rave reviews from the students.
During parts of the unit, there were many
complaints about working on similar
tasks/messages in multiple classes. In the end,
the complaints seemed to go away. They
seemed proud of their mastery of a message
and their ability to discuss it in depth. And they
had fun while discussing it.
Interesting­ I'd love to chat with you guys about
this unit. I'd love to hear how you split up the
content/concepts and how you'd both like to
tweak it for next year. It would be great to make
this a "true" interdis planner for next year.
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