LESSON PLAN TEMPLATE

Year Level: 7 Perio /Le!!o": 3#$ Date: 28/10/13 To%i&: Drama Time: 2-3.20 Le"'t(: 1(r 1)

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 lesson and implement it and other techniques learnt over the course into a a 2-3 minute polished improvisation in groups of 4- ! "his improvisation will #e rehearsed again the following lesson with a performance at the end of the dou#le module for assessment! $ssessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
$ll students will #e engaged and contri#uting to their groups performance in the wa% of ideas& energ% of performance and enthusiasm!

7NT8OD9:TO8Y P;ASE: Time

2.00

A&tivit/
)lo# *pla% #% num#ers+ Students find move a#out the room in a random fashion , without aim! -hen a num#er is called then the% must attach themselves to a group with that num#er! "hose who miss out on a group must wait until the game has finished #efore re-entering! Laughing game! .ocal warm up /p& down& shoulders& one leg& free0e

O52e&tive
-arm up

7" i&ator

2!' 2!( 2!2'

Specific warm up to 2split action dialogue: gives them practice at the difficult task of not laughing on stage!

Serious faces during e6ercises! 7la%ing for 2outs!

3iving students a circumference from which the% will #e

2!2

1emind students of what we working with in the lesson! will #e doing this lesson: reall% polished improvisations& that the% will have this lesson and some of "hursda%s! Let students know we will #e using 2split action dialogue in our polished improvisations this lesson! $nd remind them that the% will create polished improvisations with onl% a #eginning line! 3o over split action dialogue: did a reall% great 4o# last week& can make them even more polished5 "hats what rehearsing is a#out! :-+

Students interested and answering questions!

"alk a#out wa%s to show the free0e in the split action dialogue! )est wa% is to know which word& #ut one of the characters could stomp their foot! 8eed to decide 9earl%9 so as to have the crispest free0e! !

3o over what weve learnt this term: : "a#leau6 : ;nner dialogue< 2=alcolm in the =iddle moment : =ime : Status : 7h%sical theatre

7recision of movement for following task

T(e/0ll 5e &o"&e"trati"' o" !%lit a&tio" a" t(e !tor/ et& "e+ ever/o"e !(o-l e.i"itel/ !till :(ara&ter i"to it< =al1/tal1/+a/ t(e/ t(i"1/voi&e.

>ODY O? LESSON: Time A&tivit/ 2.30

3o through "ask sheet& give to students to look at& get #ack from them! 1ead #eginning lines and give ideas! >and out 2#eginning lines sheet which also has the criteria outlined on it!

O52e&tive

7" i&ator

2.3)

1ehearse

;f kids are getting 2ratt%:

+(at are /o- oi"' i" m/ 1i"' om@@ Ale!! taBi"'C

$t the #us stop! 3 people waiting at #us stop& first to arrive needs a reason to leave after giving us a stor% etc! 3uess the place<ta#leau6 3roups of Other students turn around! Sakata ;n a caf? $t the supermarket $t the #each ;n 7aris

$t school $t home $t the foot#all