LESSON PLAN TEMPLATE

Year Level: 7 Perio /Le!!o": #$% Date: 16/10 To&i': Drama Time: 9-10.15 Le"(t): 1)r 15

Lesson Outcomes: Students will be able to/know *+e lea& to t)e ama,i"( 'o"'l-!io" t)at i. t)e/ o"0t li1e o-r 2o1e3 t)e/ +o"0t li1e -! eit)er 4 Peo&le are"0t t)i"1i"( a5o-t )o+ /o- loo1 to t)em. T)e/0re .ar too 5-!/ +orr/i"( )o+ they loo1 to you.6 Students will understand the concept of split action dialogue following on from last weeks tableaux lesson and how to implement both in a polished improvised play effectively. Students will cover split action dialogue and create polished improvised plays using both of these techni ues built on pre!learnt techni ues" most importantly having a sense of character. #ssessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
$ableux: well thought out positioning including: where and how to stand%sit etc" facial expression and mime &no props in use'. Split action dialogue: Students will choose key moments in their polished improvisations to tell the story and entertain" crisp use of free(ing as an ensemble" use of showing the other side of the coin &an important use of split!action'. Sense of character: their walk" the way they talk &and%or way of phrasing'" their tick &bonus'.

7NT8OD9:TO8Y P;ASE: Time

9

A'tivit/
,lob &play by numbers' Students find move about the room in a random fashion - without aim. .hen a number is called then they must attach themselves to a group with that number. $hose who miss out on a group must wait until the game has finished before re!entering.

O52e'tive
.arm up

7" i'ator

Students interested and answering uestions.

)*+

Let students know we will 0iving students a circumference from which they will be working with in the lesson. be using split action dialogue in our polished improvisations this lesson. $he next time they create polished improvisations they will be given only a line so they want to start being as creative as possible now. .hy use split action dialogue/ .hat can it add to a drama/ Sometimes a drama that starts and carries on in a linier manner can be too predictable" which makes it boring to watch. .ith split action dialogue we can show the moment when something important

happening in the present simultaneously or we can move the drama forward in time &using a flash!forward'. 3n this way the action can be broken up to enhance tension. . )*1 4p" down" shoulders" one leg" free(e.

8recision of movement for following task

)2+

$alk about ways to show the free(e in the split action dialogue. ,est way is to know which word" but one of the characters could stomp their foot. 5eed to decide 6early6 T)i! i! "e+ 5-t ever/o"e !)o-l e.i"itel/ :)ara'ter i"to it< =al1/tal1/+a/ t)e/ t)i"1/voi'e. >reat i. /o- -!e mime3 !tat-!3 !tro"( ta5lea-? @.ro,e"A 5-t 5e 'are.-l a! /o-0ll 5e )ol i"( t)em .or a lo"( time. S)o-l 5e m-') more !-5 -e !o a! to "ot !teal atte"tio" .rom t)e Breal0 a'tio". 7ead scenarios.

CODY OD LESSON: Time A'tivit/ 9#0 7ehearse

O52e'tive

7" i'ator

950

8erform

3f time: or +)at are /o0uess the place%tableaux 0roups of 1 Other students turn around. 3n a caf9 #t the supermarket #t the beach 3n 8aris #t school #t home #t the football

oi"( i" m/ 1i"( omEE @le!! ta?i"(A

Yo- a" /o-r &art"er )ave 5ee" marrie .or .i.t/ /ear! a" /o- are (oi"( to 'ele5rate t)i! o''a!io" 5/ (oi"( o-t to i""er at a .a"'/ "e+ re!ta-ra"t. T)e tro-5le i! t)at /o- a" /o-r &art"er )ave "ever (o"e more t)a" .ive mi"-et! +it)o-t )avi"( ma!!ive ar(-me"t! a5o-t !mall t)i"(! li1e: +ere to !it3 +)i') "a&1i" 5elo"(! to +)om3 +)at to or er a" +)o 1"o+! t)e mo!t a5o-t +i"e. O" t)e ot)er !i e o. t)e re!ta-ra"t !itti"( at a ta5le are t+o /o-"( lover!. T)e/ are 5e!otte +it) ea') ot)er a" )ave e/e! o"l/ .or ea') ot)er. T)e/ are !o Flove/- ove/F t)at t)e/ o"Ft eve" "oti'e t)e ra"1i"(! a" ravi"(! o. t)e ol er 'o-&le. S)o+ t)e t+o 'o-&le! t)ro-()o-t t)e eve"i"( a" !)o+ )o+ t)e eve"i"( e" ! .or ever/o"e3 i"'l- i"( t)e +aiter. or Yo- a" /o-r .rie" ! are at t)e .oot5all3 -!i"( !ome 'om&lime"tar/ ti'1et!. 9".ort-"atel/ /o- are !itti"( +it) t)e o&&o!itio" !-&&orter! a" t)e/ all !eem G-ite .a"ati'al /o- a" /o-r .rie" ! o"Ft 1"o+ +)et)er to ')eer 5e'a-!e t)e o&&o!itio" .a" 'l-5 mi()t t-r" o" /o-. Yo-r team 1i'1! a (oal a" /o- (o 5er!er1 +it) /o-r "ormal /elli"( a" e?-5era"t !'reami"(. O" t)e .iel t)ere i! a" alter'atio"3 +)ere a &la/er i! )avi"( a ver/ !tro"( i!a(reeme"t +it) t)e -m&ire. O" t)e ot)er !i e o. t)e oval i! a &ie-!eller +)o i! e!&erate to !ell t)e la!t 5at') o. !tale &ie! to -"!-!&e'ti"( '-!tomer!. S)o+ all o. t)e a'tio" -!i"( split-action dialogue. Try to shift between the various pieces of action a number of times or Yo- are at a &art/ +)ere /o- 1"o+ ever/o"e3 &o!!i5l/ 5e'a-!e t)e/ are all .amil/ or 5e'a-!e it i! all t)e 1i ! .rom !')ool or44./o- ma/ 5e !itti"( amo"(!t a lar(e 'ro+ o. !tra"(er! a" o5!ervi"( t)em. Ne?t to /o- i! a .rie" +)o "ee ! to )ave t)e +orl a" )o+ it o&erate! e?&lai"e to t)em. Ea') time /o- i!'lo!e !ome etail!3 t)e/ F'ome to li.eF. T)e 'o"ver!atio"! r-" li1e t)i!: FSee t)at (irl over t)ereE S)e al+a/! .li'1! )er )air a" t)e" la-()!F @ irl does e!actly what was e!plained) FA" !ee t)at 5i( t)-( over t)ereE ;e i! a 'o+ar a" a 5-ll/. ;e al+a/! trie! to (et atte"tio" 5/ .le?i"( )i! m-!'le! a" !a/i"( 4.FLoo1 )o+ 5-.. 7 amF (boy does e!actly as predicted) S)o+ t)i! 'o"ver!atio" a" more a" t)e ra"(e o. &eo&le i" t)i! 'ro+ .