YEAR 10 GCSE DRAMA SCHEME OF WORK OVERVIEW TITLE ANNE FRANK Year 10 GCSE Module Outline This scheme of work is based on the theme of moral courage and prejudice within society looking first at the story of Anne Frank who at the age of thirteen went into hiding with her family in a secret annexe in Amsterdam in order to escape being captured and taken to a labour camp by the Nazis. Comparisons are then drawn with contemporary issues surrounding prejudice in modern society. Students are introduced to Form and Content within Drama and will be required to respond, develop and evaluate their own and others work in preparation for work to be undertaken in Year 11 for the Edexcel GCSE syllabus, Unit 1. Aims and Learning Objectives Students will be introduced to Form and Content within drama and will be required to analyse, develop and evaluate its use. The use of Form will be explored through the experimentation of different conventions within drama and through analysis, development and evaluation students will be able to identify the effective use of such conventions in their devised drama to explore issues. Students will be encouraged to create a structured piece of drama in which Content will then be introduced and explored. Two separate texts will be used from different times and cultures Drama Skills Spontaneous Improvisation Frozen images/ Tableaux Monologues Dramatic Tension and Suspense Dream Sequence Interpretation of text Devising Assessment Students will be assessed using criteria set out in Edexcel GCSE Drama Syllabus (1699) and students will be assessed on their ability to: Respond to ideas and issues in different contexts Develop and explore different drama forms in order to create a meaningful piece of Drama Evaluate their own and others work effectively. National Curriculum Requirements The scheme will cover: EN1 Speaking and Listening- through development, presentation and evaluation of their own and others work EN2 Reading- through use of text and scripting EN3 Writing- through the use of an ongoing working notebook. SUMMARY OF EACH SESSION 1. Hitler comes into power in 1933 and changes across Europe start to occur, in 1940 the Netherlands has been invaded and is under Nazi rule. FREEZE FRAMES- students create freeze frames/ tableaux of family portraits and normal family life prior to Nazi invasion. 2. Jewish businesses are taken over as well as houses being raided and belongings taken by the Nazis, many Jews are sent to Labour camps. Introduce Anne Frank and family and how they went into hiding. MONOLOGUES- pupils are introduced to the first of the two texts to be studied which will be a monologue taken from Anne Frank’s diary, this is then added to the freeze frames of the family portraits. 3. Life in the secret annexe- what was life like for Anne Frank in the house? What was happening to Jews outside of the house? MONOLOGUES- students now script their own monologues based on Anne Frank’s diary. A soundtrack from the film Schindler’s List is also added to continue layering. 4. Continuing the exploration of Anne’s life in the secret annexe and how those hiding there survived and avoided being captured for two years. SPLIT SCENES/ CROSS CUTTING- introduce the use of split scenes. One scene shows the family in the house, the other shows what is happening to other Jews outside of the house. 5. The Frank family and others in the secret annexe are betrayed and captured and taken to separate concentration camps. Discuss separation. DEVISING SCENES- students now devise their own scenes in groups considering forms of drama already explored in previous lessons. How can the students make the work interesting and meaningful? Students must also consider production techniques when performing. 6. Conditions in the concentration camps are very bad. Many Jews are executed, sent to the gas chambers or die from disease. DREAM SEQUENCE- introduction to abstract/stylised theatre. The character of Anne Frank has a dream about entering the gas chamber. Students will learn techniques in order to create abstract drama such as Pace, Pause, Repetition etc. Dramatic Tension is also explored. 7. Edith, Anne and Margot Frank die at concentration camps weeks before liberation happens. Otto Frank survives but returns to Holland to find his family and most of his friends did not. INTERPRETING TEXT- students are introduced to the second text to be studied which will be lyrics from a modern Hip Hop song. Students will be required to analyse and interpret meaning to create a final scene for their structured pieces. 8. Links to racism today and how it affects society. DEVISING FINAL SCENE- students now put all forms explored together to create a structured piece of drama which will start from the freeze frames completed in Lesson 1 to the devised last scene which links to issues of prejudice in society today. These pieces will then been analysed in order to introduce Content. 9. Students will analyse the Content within the work they produced and how they used Form to create this. Students will evaluate work and show a clear understanding of how Form and Content work in conjunction. COURSEWORK- students will be set written coursework to secure understanding of Learning Objectives in which an assessment of written work will also take place.
Pages to are hidden for
"YEAR 10 GCSE DRAMA"Please download to view full document