In this extensive lesson plan the following Skills will be covered.
Early Explorers In Africa – Say Aloud Descriptions
Crossing African Landscapes – Movement or Tableaux, Mantle of The Expert, Improvisation,
River Journey – Configuration Mime of A Long River, Mantle of The Expert
Meeting The Native Tribes - Improvisation
Finding Victoria Falls – Vocal Descriptions, Soundscape
Meeting Henry Morton Stanley – Interviews.
Adaptation For Classroom Setting
Curriculum For Excellence.
This topic can involve many experiences and outcomes across the subject areas.
The practical work evolves through Drama, Listening and Talking using the Social Studies content and drawing on researching and evidencing through Reading and then producing appropriate quality Written work.
I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.
EXA 0-15a / EXA 1-15a / EXA 2-15a / EXA 3-15a
I can create, develop and sustain a realistic or stylised character through the use of voice, movement and language.
EXA 3-12a
Having developed ideas from a range of stimuli, I can contribute to devising, rehearsing and presenting drama or scripts.
EXA 3-14a
By comparing settlement and economic activity in two contrasting landscapes, I can reach conclusions about how landscapes influence human activity. I can explain my findings clearly to others.
SOC 3-13a
Having investigated processes which form and shape landscapes, I can explain their impact on selected landscapes in Scotland, Europe and beyond.
SOC 3-07a
I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
SOC 3-14a
Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources.
LIT 3-14a / LIT 4-14a
I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate.
LIT 3-15a / LIT 4-15a
By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.
LIT 3-26a / LIT 4-26a
I can engage and/or influence readers through my use of language, style and tone as appropriate to genre.
ENG 3-27a / ENG 4-27a
I can convey information and describe events, explain processes or concepts, providing substantiating evidence, and synthesise ideas or opinions in different ways.
LIT 4-28a
I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence.
LIT 4-29a
When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion.
I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking.
LIT 3-02a
Having explored and analysed the features of spoken language, I can use these independently, adopting and sustaining an appropriate register to suit my purpose and audience.
ENG 4-03a
