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Junior High Drama: Unit #1 ( 5% )

Lets get to know each other!


Duration:
3 x 90 min.
Drama is not only an art form in itself, but a vehicle for learning and teaching as well. Through drama, students are
required to step into the role of creator, performer, historian, critic and consumer. Drama develops the whole
student emotionally, physically, intellectually, imaginatively, aesthetically, and socially by giving form and
meaning to their experiences. Drama fosters positive group interaction, positive self-concept, and self-development
through reflection. This is done in an atmosphere that is non-competitive, cooperative, supportive, and joyful, yet
challenging.
(Alberta Education, Program of Studies)

ESSENTIAL QUESTIONS
OVERARCHING ESSENTIAL QUESTION (S):
How can role-playing in the dramatic arts function as a catalyst for learning about self, others, and the world?
TOPICAL ESSENTIAL QUESTIONS:OPIC
What is drama?
How can a safe atmosphere increase emotional risk-taking?
What makes up a safe learning environment within the dramatic arts?
How do people connect?
How does talking about ideas clarify our thinking?

GLOs AND SLOs


Goals:
1. To acquire knowledge of self and others through participation in and reflection in dramatic experience.
2. To develop competency in communication skills through participation in and exploration of various dramatic
disciplines.
Objectives:
1.A. Develop a positive self-image and self-confidence
1.B. Develop a sense of responsibility and commitment
1.C. Develop the ability to interact effectively and constructively in a group process
1.D. Extend the ability to understand, accept and respect otherstheir rights, ideas, abilities, and differences.
1.E. Develop the ability to offer and accept constructive criticism.
2.A. Develop the body and voice as tools as communication
2.B. Develop the ability to give form or expression to feelings, ideas, and images.

LEARNING OBJECTIVES

Students will:
Demonstrate
Demonstrate
Demonstrate
Demonstrate
Demonstrate

an understanding of the classroom rules, expectations, and routines.


a willingness to share ideas with classmates and teacher.
an understanding of good audience etiquette.
a willingness to participate in classroom warm-ups and exercises.
a willingness to work collaboratively and affectively with others.

UNIT ASSESSMENT PLAN


This will be a very short unit focused on getting the students comfortable and familiar with each other, setting up
classroom rules and routines, and developing a safe atmosphere for students to not only work, but to express
themselves in. Due to the short duration and the orientation focus of the unit, the majority of its assessment will be
formative. This use of formative assessment will help to develop students for future summative assessment in
upcoming units.

Formative:
Warm-ups
Journaling
Skill building exercises
Peer and self reflection
Goal setting
Classroom discussion
Teacher observations
Summative (5% of total mark):
Participation: 50%
Safety Mark: 50%

Drama Day One Lesson Plan


September 3rd, 2015
Grade/Subject: 7-9 Drama
GENERAL OUTCOME
FROM ALBERTA
PROGRAM OF
STUDIES
SPECIFIC
OUTCOMES FROM
ALBERTA PROGRAM
OF STUDIES
1.B. Develop a
sense of responsibility
and commitment
1.C. Develop the
ability to interact
effectively and
constructively in a
group process
1.D. Extend the
ability to understand,
accept and respect
otherstheir rights,
ideas, abilities, and
differences.
2.A. Develop the
body and voice as
tools as
communication

3.
4.

Unit: #1 Orientation

Lesson Duration: 90 mins

To acquire knowledge of self and others through participation in and reflection in dramatic experience.
To develop competency in communication skills through participation in and exploration of various dramatic
disciplines.

LEARNING OBJECTIVES

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Students will:

Demonstrate an
understanding of the
classroom rules,
expectations, and
routines.
Demonstrate a
willingness to share
ideas with classmates
and teacher.
Demonstrate a
willingness to participate
in classroom warm-ups
and exercises.
Demonstrate a
willingness to work
collaboratively and
affectively with others.

Observation
Student participation
Students interaction with peers and teachers
Student behaviour
Class discussion
Journaling

Key Questions:
What does drama mean to you?
Why is it important to gain a positive and trusting relationship with your
peers in drama?
What do you hope to learn in drama?
How do we create a safe atmosphere for learning in the drama room?
What are some rules and routines that you think are important and
appropriate for drama class?
Why did you take drama and what are you goals for this class? What steps
are you going to take to meet those goals? How will you know if you met
them?

Teacher Goal:

Break the ice

Establish an environment of
trust

Turn the class into a


community
LEARNING RESOURCES CONSULTED
Resource #1: Stages: Creative Ideas for Teaching Drama (Talia Pura)
Resource #2: Teaching in the Drama Classroom: A Toolbox for Teachers (Dowdy & Kaplan)
MATERIALS/ EQUIPMENT/ SET UP

Whiteboard/ Smart board & Markers

Music and speakers

Paper and pens (journals)

Balloons
PROCEDURE
Introduction (_5_min.):
Attention Grabber: Play music and start dancing! This will be used as an attention getter throughout the course. Students will learn dances to a

handful of songs (very quick and easy steps) and when they hear them come on they are expected to stop everything they are doing and
participate in the dance. When the music stops everyone should be silent and ready to listen!
Connection to Curriculum:
Expectations for Learning and Behaviour: To be set during class time as a group.
Transition to Body: Have everyone rearrange into a circle and inform students that we are going to get to know each other a little better!
Body (_65_min.):
Learning Activity #1: Lets get to know each other!!
Name Games: Students will play and participate in a variety of name games to get everyone acquainted and feeling a little more comfortable.
Learning Activity #2: What is drama and what are we going to learn?!
Teacher and students will start a discussion on what drama means to them and why they chose to take it (Think-Pair-Share).
Students will discuss with partners or small groups what they hope to do or learn in this course. Each group will share what they came up
with, with the class.
Go over course outline with students. Inform them that there is plenty of room for movement and creativity and that I will be calling on
them for there input as well.
Learning Activity #3: What are the rules?
Students will be assigned to small groups or partnering. They will come up with some rules or routines that they think are important for
the drama environment. Students will be asked to do a quick skit of the rule that they have decided important for the class. Teacher will
circulate and ensure that there are no duplicates; guiding students to something new if there is as well as making sure all the important
ones are covered. Students will have a few minutes to prepare before sharing with the class.
Reflect after each performance. Ask students what they thought the rule was? Why do they think it is important? Two Stars and a Wish for
each performance. (Ex. I really like how Sarah got really into character and was giving the teacher attitude. I really like how you all took it
so seriously making it more believable. Something you could have done was have Joe show how distracting Sarah was being, rather than
just having him working quietly.)
Write down the rules as students perform. After everyone is done, brainstorm anything else the students or yourself find important. Dont
just tell students what you other rules you find important; role-play them as well!
Closure (_20_min.):
Consolidation/Assessment of Learning: Quick review of everyones names! Go over student journaling. They will be responding in a journal daily
(if possible) about their goals, experiences, etc. with/for drama.
Feedback From Students: Have students complete the Drama survey in their journals.
Feedback To Students: Inform students what they did well today! How was there participation and willingness, how respectful of their peers were
they, etc.
Transition To Next Lesson: Inform students your expectation for next class. Come in and sit in a circle, bring their journals and a pen, come ready
to learn and participate! Inform students we will be working on getting to know each other better and building our peer trust.
Songs:
Name Games:

Name Bingo

Pass your name with adjectives: Students stand in a circle. Each student must think of an adjective that begins with the same letter of
his or her name. One person says their adjective and name. (Dangerous Dan). The next person repeats the name and adds their own.
(Dangerous Dan, Stupendous Sue) Once the names have gone around the circle, the first person must say all of them. Then the group
says all in unison. Students can also add an action to their name as well.

Balloons: A student stands in the middle of the circle and tosses the balloon (which gives students more time to think than a ball) in
the air, saying another students name. The student named must reach the center and hit the balloon into the air again, before it
touches the ground, saying another students name as he does so.

Two Truths and a Lie

What is drama? (Discussion questions)


The following can be used to help get the discussion going!
The following are my topical questions for the unit. If possible I will ask these in some way now, and then come back to them at the end of the
unit:

What is drama?
Is Drama real?
What makes up a safe learning environment within the dramatic arts?
How can a safe atmosphere increase emotional risk-taking?
How do people connect?
How does talking about ideas clarify our thinking?
Some of these questions may be difficult for students and they may need to be led into conversations.
-

Is drama real? (No drama is not real, but it can only function in the state of belief that it is)

How can drama help with an individuals problem solving?

How can drama help you provide a safe escape or an outlet for your thoughts and emotions?

How can drama let you take chances without worrying of consequences? (Actions and consequences can be examined, discussed,
and experienced without the dangers and pitfalls that this type of experimentation would lead to in a real life situation).

Classroom Rules: In the drama classroom we will:

Come to class prepared with journal, pen/pencil, and a positive attitude.

Begin every lesson in a circle.

Have regular attendance. Parents must excuse all missed days.

Be present in the classroom and give everything your best.

Follow room safety procedures at all times.

Respect yourself, your peers, and your teacher.

When the teacher is talking, they have the stage. Everyone else is silent and listening. Follow theatre etiquette when others are
performing (no talking, clapping at the end)

Keep all content appropriate.

Listen to all instructions to make sure everyone is safe and working;

Leave all our food, drink (other than water), and phones in bags.

Be in control of your learning, step outside your comfort zone, and try your best!
Complete a students will | teacher will chart?

Student Survey:
Make the survey easy to answer. Aim for something that can be completed in 15 minutes. The time limit is important encourage students to
write quickly. Their answers will be more instinctual.
Dont bombard students with tell me everything questions and yet, dont make it so vague you learn nothing. The survey should give you a
roadmap for your semester (e.g. if none of your students have been on stage before, your lesson plans might need adjustment).
Start out the survey with some multiple-choice questions:

I am looking forward to drama class. Yes. No. Maybe.

I am good at drama. Yes. No. Maybe.

I have acted before. Yes. No.

Does performing in front of others scare you? Yes. No. Maybe.

Quickly name your peers in the class who you know very well and feel comfortable with. (When I make popsicle sticks with the
students names for picking pairs, I will put friends as all the same color so that I can avoid putting them together every time)

Include open-ended questions that will illuminate their thoughts on the class:

What is drama?

Why did you take drama?

What do you hope to learn?

And end with questions that illuminate the individual student:

How do you express yourself?

What is your favourite food? Music? Article of clothing?

List three words that express how youre feeling today.

Do you often tell the truth? If not, why do you hold back?

These answers will demonstrate how students will write in their journals, how theyll act during a peer evaluation and even how theyll handle
criticism.

Drama Day Two Lesson Plan


September 8th, 2015
Grade/Subject: 7-9 Drama
GENERAL OUTCOME
FROM ALBERTA
PROGRAM OF
STUDIES
SPECIFIC
OUTCOMES FROM
ALBERTA PROGRAM
OF STUDIES
1.A. Develop a
positive self-image
and self-confidence
1.B. Develop a
sense of responsibility
and commitment
1.C. Develop the
ability to interact
effectively and
constructively in a
group process
1.D. Extend the
ability to understand,
accept and respect
otherstheir rights,
ideas, abilities, and
differences.
2.A. Develop the
body and voice as
tools as
communication
2.B. Develop the
ability to give form or
expression to feelings,
ideas, and images.

5.
6.

Unit: #1 Orientation

Lesson Duration: 90 mins

To acquire knowledge of self and others through participation in and reflection in dramatic experience.
To develop competency in communication skills through participation in and exploration of various dramatic
disciplines.

LEARNING OBJECTIVES

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Students will:

Demonstrate an
understanding of the
classroom rules,
expectations, and
routines.
Demonstrate a
willingness to share
ideas with classmates
and teacher.

Observation
Student participation
Students interaction with peers and teachers
Student behaviour
Class discussion
Journaling

Demonstrate an
understanding of good
audience etiquette.

Demonstrate a
willingness to participate
in classroom warm-ups
and exercises.
Demonstrate a
willingness to work
collaboratively and
affectively with others.

Teacher Goal:
Break the ice
Establish an
environment of trust
Turn the class into a
community

LEARNING RESOURCES CONSULTED


Resource #1: Stages: Creative Ideas for Teaching Drama (Talia Pura)
Resource #2: Teaching in the Drama Classroom: A Toolbox for Teachers (Dowdy & Kaplan)
MATERIALS/ EQUIPMENT/ SET UP

Whiteboard/ Smart board & Markers

Music and speakers

Paper and pens

Chairs
DIFFERENTIATION

STUDENT X:

Have the schedule on the board for every lesson


Allow X to leave room when it gets too loud for his comfort level. Check on him in hall throughout lesson and try to encourage him back in. If need be,
allow him to go to library and study the script.
Encourage X to join into at least 2 activities per dayespecially those which are quiet
If needed, quiet activities down so that he feels more comfortable to participate
Inform X at the beginning of the day which activities you think he would really enjoy. If they are partnered activities, ask him who he feels most
comfortable with and pair him with that person.

Introduction (_5_min.):
Attention Grabber: Play music and start dancing! This will be used as an attention getter throughout the course. Students will learn dances to a
handful of songs (very quick and easy steps) and when they hear them come on they are expected to stop everything they are doing and
participate in the dance. When the music stops everyone should be silent and ready to listen!
Connection to Curriculum:
Expectations for Learning and Behaviour: To be set during class time as a group.
Transition to Body: Have everyone rearrange into a circle and inform students that we are going to get to know each other a little better!
Body (_65_min.):
Learning Activity #1: Lets get to know each other better!!
It is imperative that students get to really know each other in drama. This not only builds trust and helps them to feel comfortable in expressing
themselves, but it also helps you get to know them as well. Inform students that they need to be respectful and really pay attention to what they
learn about each other as it will be included in the journal at the end of the day.
Name Games: Students will play and participate in a variety of getting familiar games.
1. Un-guessable Facts:
Everyone takes a piece of paper and writes something about himself or herself that they think nobody else would guess.
The teacher collects and shuffles the papers.
One by one the teacher reads out the papers and everyone in the class has to guess who they belong to.
2. Red Undies
Students sit in chairs in a circle (similar to a musical chairs set up, except without music). One is in the middle.
The student in the middle says something about himself or herself. Examples: I had eggs for breakfast this morning, I have a dog,
etc. Basically anything within reason.
Whoever matches the student in the middle (e.g. had eggs for breakfast) has to get up and run to another chair. The last one standing
goes to the middle and the process repeats.
If the student (or teacher) cant think of anything to reveal, they say red undies and everyone has to get up and find another chair.
3. 60 Second Vacation: This activity is good for students sharing and absorbing skills! They have to listen to their partner, and try to really put
themselves in their shoes to create a story of there own in their minds.
Students get into pairs.
Each shares a memorable moment from summer vacation.
The pair then switches stories, making the story his or her own.
This should only take about ten minutes to do. Focus on listening carefully, thinking fast and performing on your feet!
Have the students perform the 60-second monologue for the rest of the class. This is a good time to review what makes a good audience!
Learning Activity #2: Partner warm-up, gaining trust in each other.
Match Up
Seat students in a circle, placing a label on each of their backs with a loop of tape. Instruct students to approach others and pantomime
whatever they read on the other students back. No words can be spoken. When two players mime the same thing for each other, they
know they have found their partners.
Sample Labels: book, basketball, rose, pencil, newspaper, Christmas tree, nail polish, telescope, telephone, flashlight, banana, eye
glasses, sandwich, playing cards, skateboard, doll, stopwatch, binoculars, knitting needles, puppy, etc.
This activity will promote student interaction outside of their known friends. It requires them to step outside of their comfort zones and
express themselves in front of a variety of people, forming safe partnerships later.

Blind Walk Activity: The object of this activity is to trust the partner who is guiding, and to learn to become trustworthy For beginners, use a large
open space. For a more advanced group,
Students will be matched up with a partner from a different grade. This will be a good way for them to work with someone that they most
likely are not super comfortable with.
Students will pick who is to be blind first. They will practice simply walking around the room while their partner guides them. Have
students start using touch (i.e. holding their partners arm or hand) and then have them move to only using voice. I may set up an
obstacle course with a few hula-hoops etc.
Enchanted Forest Blind Walk
Instead of making an obstacle course of objects, half of the group becomes trees in an enchanted forest. The other half of the group
partners up, with one sighted and one blind person per pair. The trees watch for the partners and make interesting tableaux for them to
navigate as they pass through the forest with their partner leading them by voice.
Closure (_20_min.):
Consolidation/Assessment of Learning: Quick review of everyones names! Go over why it is important that we feel safe and have trust in our
peers.
Feedback From Students: Have students fill out their index cards and write in their journals.
Three Things
Students will write down three things that they are proud of and three things that they want to accomplish this semester on an index
card. These will be brought back out on the last day of classes.
Journal
o List something new you learned about three different people in your class. These people should not be your close friends but someone
new to you.
o What is something you heard today about one of your peers that you want to know more about? What are three questions you would like
to ask them?
o Is there anything else that you wish the class new about you?
o Did you step outside your comfort zone today? Yes or No
o Did you feel uncomfortable today during any of the exercises? If yes, briefly explain when and why.
o Two stars and wish for todays lesson.
Feedback To Students: Inform students what they did well on today! How was there participation and willingness, how respectful of their peers
were they, etc.
Transition To Next Lesson: Inform students your expectation for next class. Come in and sit in a circle, bring their journals and a pen, come ready
to learn and participate! Inform students that next class we will be starting the Movement Unit.

Drama Day Three Lesson Plan


September 10h, 2015
Grade/Subject: 7-9 Drama
GENERAL OUTCOME
FROM ALBERTA
PROGRAM OF
STUDIES
SPECIFIC
OUTCOMES FROM
ALBERTA PROGRAM
OF STUDIES

1.A. Develop a
positive self-image
and self-confidence
1.B. Develop a
sense of
responsibility and
commitment
1.C. Develop the
ability to interact
effectively and
constructively in a
group process
1.D. Extend the
ability to
understand, accept
and respect others
their rights, ideas,
abilities, and
differences.
1.E. Develop the
ability to offer and
accept constructive
criticism.
2.A. Develop the
body and voice as
tools as
communication
2.B. Develop the
ability to give form
or expression to
feelings, ideas, and
images.

7.
8.

Unit: #1 Orientation

Lesson Duration: 90 mins

To acquire knowledge of self and others through participation in and reflection in dramatic experience.
To develop competency in communication skills through participation in and exploration of various dramatic
disciplines.

LEARNING OBJECTIVES

ASSESSMENTS
(Observations, Key Questions, Products/Performances)

Students will:

Demonstrate an
understanding of the
classroom rules,
expectations, and
routines.
Demonstrate a
willingness to share
ideas with classmates
and teacher.

Observation
Student participation
Students interaction with peers and teachers
Student behaviour
Class discussion
Journaling

Demonstrate an
understanding of good
audience etiquette.

Demonstrate a
willingness to participate
in classroom warm-ups
and exercises.
Demonstrate a
willingness to work
collaboratively and
affectively with others.

LEARNING RESOURCES CONSULTED


Resource #1: Stages: Creative Ideas for Teaching Drama (Talia Pura)
Resource #2: Teaching in the Drama Classroom: A Toolbox for Teachers (Dowdy & Kaplan)
MATERIALS/ EQUIPMENT/ SET UP

Music and speakers


Paper and pens (Journals)
Index cards or post-its
DIFFERENTIATION

STUDENT X:

Have the schedule on the board for every lesson


Allow X to leave room when it gets too loud for his comfort level. Check on him in hall throughout lesson and try to encourage him back in. If need be,
allow him to go to library and study the script.
Encourage X to join into at least 2 activities per dayespecially those which are quiet
If needed, quiet activities down so that he feels more comfortable to participate
Inform X at the beginning of the day which activities you think he would really enjoy. If they are partnered activities, ask him who he feels most
comfortable with and pair him with that person.
PROCEDURE
Introduction (_5_min.):

Attention Grabber:
Expectations for Learning and Behaviour: Students are expected to follow the routines and rules that were set together as a class on the first day.
They are to be pinned on the board as a reference.
Transition to Body: Have students sitting in their beginning of day circle. Inform students that to start off the day they will be doing a relay game
of sorts to get warmed up and to introduce some of the basics of drama! Go over safety rules. Respect others personal space and be conscious of
your peers around you. As you will have to be completing tasks and stepping out of your comfort zone, go over what it means to have good
participation and being respectful of others performances.
Body (_65_min.):
Learning Activity #1: Relay Race
As a warm up as well as an introduction to todays lesson, students will compete in a relay race. For each task they complete they will receive a
letter. When they are all done they will have the letters to spell out a drama basic.
Some of the basics may include: Conflict/Action/Plot, Focus, Improvisation/ Acting, Mood-lighting/sound/costume, character(s), audience,
movement, etc.
Learning Activity #2: Once students have gotten all of their letters, and put their words together, they will be required to come up with a
couple ideas as a group about what their word has to do with drama. What are some examples of this in drama? How would you achieve this?
Etc.
Come together as a group and discuss what they have found. What were some of their ideas? Do any of the other class members have
any ideas about why this is a foundation of the dramatic arts?
Learning Activity #3: Introduction to movement. What can you achieve through the movement of your body? (Conflict, mood, feeling, etc.)
Movement exercises and warm ups. Pass the movement activity etc.
Closure (_20_min.):

Consolidation/Assessment of Learning: Quickly go over some of the foundations of drama. What do they mean, why are they important, etc.?
Journal
o How could you use the movement or position of your body to convey the following feelings? (i.e. standing straight, hunched over,
skipping, etc.)do some examples for the students.
Happy
Sad
Angry
Excited
Exhausted
Cold
Come up with one of your own.
o How did you feel in todays lesson? Comfortable, uncomfortable, excited, etc.
o What was something you liked about todays lesson?
o What was something you really didnt enjoy?
Feedback To Students: Inform students what they did well on today! How was there participation and willingness, how respectful of their peers
were they, etc.
Transition To Next Lesson: Inform students your expectation for next class. Come in and sit in a circle, bring their journals and a pen, come ready
to learn and participate! Inform students we will be working on getting to know each other better and getting more familiar with some of the
drama basics.