Sally Leung

January 14, 2016

Grade:
Grade 7
Activity: Drama- Orientation (First class)
Goals/Key Questions
Goals: How will this lesson meet the overall goals of your overarching
question? What do you hope students will learn?
-

Introduce themselves to the class

Learn facts about each other and be comfortable with sharing
Elements of drama
Make sure students are familiar with the elements and what they
mean
- Basic role playing
Acting
Voice and speech
Movement
Objective (connected to PofS): Using the PofS connect your learning
goals to the curricular outcomes. What will students know by the end of this
lesson?
SLOs:

- To acquire knowledge of self and others through participation in and

reflection on dramatic experience

Develop self-confidence
extend the ability to explore, control and express emotions
develop the ability to initiate, organize and present a project within
a given set of guidelines
develop the ability to interact effectively and constructively in a
group process
extend the ability to understand, accept and respect otherstheir
rights, ideas, abilities and differences
To develop competency in communication skills through participation
in and exploration
of various dramatic disciplines
Develop the body and voice as tools of communication
Develop the ability to give form or expression to feelings, ideas and
images
Develop belief in, identification with, and commitment to a role

Students will learn to work together to portray different relationships in a

school setting. By beginning with the Toilet Roll icebreaker, students will
become more comfortable and familiarized with each other. Having students
suggest and listen will clearly show if students know the basic

Sally Leung
January 14, 2016
terms/elements of drama and ensure that everyone will be at the same level
of knowledge after creating the mind map. Last but not least, role playing
and working as a team should be a fun and engaging activity, since students
are already comfortable with each other.

Pre-lesson considerations
-

Toilet paper roll

Whiteboard
Whiteboard marker

Content:
What is the teacher doing?
Include Key questions, logistics, key
concepts that will be addressed,
methods of formative assessment

Introductio
n (how will you

engage
students?
Connections to
previous
learning?)

Time
est:
10 min

Start with
introduction/icebreakers
Have class sit in a big circle
Pass around a roll of toilet
paper (go around only once in
circle)
Only tell students to pass
it down and take as many
squares from the roll until
its completely gone
Tell students the number of
squares they have taken is
the number of facts that
theyll share about
themselves
E.g. I like board games.
See who has the least
amount of squares or ask who
wants to start
Will allow those students
with more squares to have

What are the students

doing?

Students will start

off by telling
people their
name, then
sharing their facts
Students place
their squares in
the center

Sally Leung
January 14, 2016

enough time to come up

with their facts
Have students place their
squares in the center
This represents all the new
information that everyone
knows about each other,
and makes us more
comfortable with one
another

Transition
consideratio
ns

Have students face the

whiteboard

Activity 1

Start off with 2 simple

questions to see what
students know:
What is Drama?
What are some elements
of Drama?
Have students raise hand and
make suggestions
Create a mind map with the
class
Write Drama in the
center and write a one
sentence definition right
underneath
Form branches coming off
of it when students list of
elements
Be sure to talk about briefly
what each element is/to
make sure students
understand (have someone
elaborate on each branch of
element)

(add more if
needed)

Time est:
10 min

Examples of elements:
- Dialogue

Students
participate and
contribute
suggestions and
answers for the
mind map

Sally Leung
January 14, 2016
-

Transition
consideratio
ns

Activity 2

Time Est:

15 min

What the actors say

Scenes
Organizes play and shows
changes in setting/time
Props
Tools that can be used
effectively to enhance
acting
Theatre
Place where drama is
formed (more literal
definition)
Acts
Chapters in a play
Actors
Characters in a drama
Script
Written words for actors to
read out
Designate each area in the
classroom (1 to 5) before
numbering off students
Number off students from 1-5
Countdown from 5 to have
them settle down
Have students listen (with
their group in designated
area) to instructions before
having them start
Tell students they will work
with their group to form a
setting/scenario
Each person can pick a
certain role they have to
act out and portray
Focus is on making it clear
what role each person is,
so acting must be
consistent
Will only have 5 mins to
quickly put something

Students work
with their group to
quickly from a
scenario/setting
Mainfocus on
effectively and
accurately
portraying their
role
Present and share
Guess the roles

Sally Leung
January 14, 2016

Conclusion
-

How will you

know if
students
learned what
you hoped?

together, and then will

share with class (will force
students to quickly choose
roles and begin
rehearsing)
- In their groups of 5, students
will pick out the following
roles (write down on board):
Class clown
Troublemaker
Nerd
New student
Popular student
- Share with class
If running out of time, see
which group wants to
share
- Give students about 30 sec
and pick a student to point
out who was who
If enough time, have students
form a large circle again
If not enough, students
can stay sitting with
groups
Students say one thing
that they learned

Say what they

learned