Activities
and Curriculum Links
Senior (11
& 12)Level
Activity
#4
Divide the class into groups. Have students read one myth of the
Phoenix (found at the Arising Phoenix website). Have each group
develop a silent drama that tells the story of the Phoenix's interaction
with man. A conservation issue must be at the centre of the drama.
For students who have little or no experience in drama, it might
be worthwhile to have them improvise their role-play using language
to clarify the issues. Have each group perform their drama for
the whole group. At the end of the drama have each of the characters
hot-seated by the whole group in which question can be asked and
challenges made. Remind students that all questions and challenges
must be constructive and supportive.
A way to add variety to the dramas would be to have each student
create a papier-mâché mask. The masks would then be used to perform
the drama.
Curriculum
Link
Senior Level Activity #4
(All
links are from English Gr. 11 and English Gr. 12 both University
and College Preparation)
1. communicate orally in large and small groups
for a variety of purposes, with a focus on listening for main
ideas and significant supporting details; clarifying and extending
the ideas of others; using appropriate academic and theoretical
language; and evaluating implicit and explicit ideas using criteria
such as relevance, accuracy, and bias;
2. communicate orally in group discussions, applying such skills
as the following: fulfilling roles as required; preparing for
discussion; contributing additional and relevant information;
asking questions to extend understanding; making notes to track
the discussion; completing assigned tasks for the group; working
towards consensus; and accepting group decisions when appropriate;
3. use critical listening skills to analyse the content of oral
presentations (e.g., assess the validity and persuasiveness of
explicit and implicit arguments and the truth of conclusions;
make inferences and detect assumptions, omissions, and biases;
write a synopsis or review using criteria such as coherence, relevance,
and logic);
4. analyse elements of oral presentations and assess how effectively
they are used (e.g., transition words and phrases, level of language,
body language, handouts, visual aids, and opportunities to clarify
information or answer questions);
5. plan and prepare presentations by researching information and
ideas; organising material; selecting language appropriate to
the topic, purpose, and audience; and rehearsing and revising;
6. use effective strategies, such as researching information and
ideas, organising, rehearsing, and revising, to plan and present
seminars, debates, and independent study projects;
7. use techniques for making effective oral presentations, with
a focus on organising material coherently; providing significant
evidence; using imagery, analogy, and parallel structures; and
incorporating participatory activities, visual aids, and technology.
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