LESSON PLAN TEMPLATE

Year Level: 7 Peri !/Le"" #: 1$2 Date: 26/08/13 T %i&: Drama Time: 9.00 Le#'t(: 1(r 10

Lesson Outcomes: Students will be able to/know Students will feel more comfortable with in themselves in the subject of Drama and within the group. To be able to tell the group a few things about one of their colleagues in a non-threatening environment. To be involved in ensemble drama exercises games. !ssessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?) Students will stand in front of the class and present. "nsemble activit# will be monitored. Students should be listening to one another$ wor%ing together$ respecting each other&s space and personal wa#s of interpreting Drama exercises.

)NT*OD+,TO*Y P-ASE: Time

'.((

A&tivit.
)ame actions * students sit in circle$ stand and sa# their name in turn. Secondl# their name with a describing word before+ eg: ,-err# -egan.$ third time around the# do an action.

O/0e&tive
Students gaining confidence with each other$ students new to each other get to %now each other&s names. Diagnostic testing to gauge where students are at in their levels of confidence in front of others.

)#!i&at r
Students will be able to repeat the names of all the other students$ in front of all the other students. /sing their creativit# to come up with adjective and action.

'.01

)ame game - 2 Stand in a Learning each other&s names$ trust$ inclusion. circle. One person calls out his another&s name and points to them in the circle$ and moves to his space. That person does the same until ever#one in the circle has moved. The movement should be continuous$ each person setting out as he is pointed to.

"ver#one is receiving their fair share of turns.

'.3(

5nterviews * in pairs$ students interview each other for 3 minutes$ for %ids that are more 6game&$ as though the# are someone famous and a professional interviewer. 7 things to be found out about each other and told to class in 7( seconds.

Students gaining confidence and showing that who the# :resented 7 facts successfull# in are and what the# do is important$ valid and interesting. front of the class. <or%ed well Students to get to %now each other better. "asing them into with partner. pla#ing with character. Diagnostic testing. :resenting to class to ease them into performing in front of the class. Students to clap. Teacher to reinforce that all students have just 6performed& and the# did ver# well. Student stands behind and pretends to be other person.

'.4(

One-Two-Three ;ocus and wor%ing together. warm-up and concentration game. 5n pairs$ face each other. Start counting from one to three between #ourselves in turn$ over and over. !: 8One8 9: 8Two8 !: 8Three8 9: 8One8 !: 8Two8

There isn&t too much giggling. Students pa#ing attention to tas%. One-Two-Three warm-up and concentration game.

9: 8Three8

1ODY O2 LESSON: Time A&tivit. '.41

The :h#sical =not Stand in a circle$ holding hands. 9rea% the circle at one point and instruct the two people at the ends to reform the group into a %not b# leading it$ both ends at once to a mid-point. This involves stepping over and under the joined hands. !t no point can the lin%s be bro%en. <hen the group is in a tangled %not$ instruct the two leaders to unscramble it and see if the original circle can be remade.

O/0e&tive "nsemble s%ills. Trust.

)#!i&at r Students are wor%ing together cooperativel#.

'.11

The >hair ?ame - >hairs are placed in a circle$ one fewer than the number of pla#ers. The pla#er in the middle wants a seat. :la#ers agree to swap places b# e#e contact. Once the contact has been made$ the transaction must occur. The pla#er in the middle attempts to grab a vacant chair. - @ariations occur with this$ depending on the mood of the room$ but could include: slow motion Afrom ever#oneB$ wal%ing bac%wards$ onl# being able to go around the outside of the circle etc.

"nsemble s%ills. Trust. >ommunicating via Students will %eep me out of bod# language heightening non-spo%en a seat for a decent amount of communication awareness. 9eing aware of time. what is going on$ not just in front of them.

,ONSOL)DAT)ON: Time A&tivit.

O/0e&tive

)#!i&at r

0(.(1

Tal%ing about ensemble s%ills.

To add validit# to what students have just achieved in that lesson and wh# how it is so important.

Diagnostic Duestioning will chec% for understanding.

5f time

Sa%ata 9angC >atch the clap ;ocus$ team wor%$ 6sending the clap& around the room.

;inish summing up lin% to the next lesson: The art of 5mprovisation Offer$ !ccept$ "xtend <ho&s line is it an#wa# clip+ 6=noc% %noc% who&s there& example Teaching %ids about inner world S%its 5ntroduction of 6inner-world&. 6-alcom in the middle moment&. >D store. ;reeEing time$ slowing time. :otential of a scene. <hat could happenFC Gomewor%:

"valuation: Student: Outcomes met / engaged / on task / learning

-# teaching:

Strengths / Weaknesses / Changes