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Claymation Unit

Grade 10

February 4th – 8th, 2019

(School Name)

Aleta McGovern

Table of Contents

Title Page…………………………………………………………………………………………………………….….…….…1

Table of Contents……………………………………………………………………………………………….…..……….2


Unit Objective and Skills Required…………………………………………………………………………..………3

Unit Overview………………………………………………………………………………………………………….….….4

Assessment Description/Checklists/Rubric…………………..……………………………………………...5-9

Materials and Bibliography.…………………………………………………………………………………….…….10

Sample Lesson Plan 1.……………………………………………………………………………………….….....11-13

Sample Lesson Plan 2…………….……………………………….…………………………………………….….14-17


This Orientation unit is all about helping the students to articulate their words in order to better
communicate to society, and contribute imaginative ideas to others. Students should also
become more capable of building comfortability with others. Performance skills are very
important in our society. To be able to speak clearly, move confidently, and develop
relationships with others is of great value for every day interactions, as well as future
endeavours. Many of the Teacher Resource Manual (TRM) learner expectations within this unit
are about personal and interpersonal behaviour; developed to enhance the exact skills
mentioned above.

Unit Objective

Students will be able to structurally manipulate bodies while telling a story.

Skills Required to Achieve It

Articulation → Lesson 1, 2, 3

Storytelling → Lesson 3, 5

Touching → Lesson 1, 4, 5

Freezing → 4, 5

Each of these skills involves work with the personal and interpersonal skills that are outlined in
the SLOs of the Orientation unit. For instance, it is important within Orientation to work
cooperatively and productively with all members of the class in pairs, small groups and large
groups (SLO 21). The ending objective for this unit involves both cooperation and productivity
with all group members, that is continually built upon with each lesson. Both GLOs 1 and 2 are
represented within this unit, and within these required skills.

Unit Overview

Lesson 1 –
The students will successfully learn everyone’s name, and shake everyone’s hand.
Name Wiggle, Walk Touch Hello, Name Alliterations, Splat, Name-Shakes
Orientation (Senior High) 1, 2, 4, 8, 9, 15, 16, 21

Lesson 2 –
The students will be able to chant by themselves.
Why is it important? Chat, Face Massage and Breathing, Maybe My Mummy, Sirens, Ghanaian Chant,
Orientation (Senior High) 1, 2, 4, 5, 7, 8, 9, 11, 18, 20, 21

Lesson 3 –
The students will be able to tell an improvised story.
Breathing, To Sit in Solemn Silence, Animal Sounds, Sound Pictures, One-Word Stories,
Unfortunately/Fortunately, Random Sound Stories
Orientation (Senior High) 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 14, 16, 17, 19, 20, 21, 22

Lesson 4 –
The students will successfully play Tangle.
Walking, Partner walking and talking in a circle, Collapse, Hug Tag, Blob Tag, Zucchini, Tangle
Orientation (Senior High) 1, 2, 4, 6, 7, 8, 9, 11, 13, 14, 15, 16, 17, 18, 20, 21

Lesson 5 –
The students will be able to structurally manipulate bodies while telling a story.
Walking, Collapse, Pass the Pulse, The Sculpture and the Statue, Fill the Space, Make a Machine,
Random Sound Stories, Claymation
Orientation (Senior High) 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22

Assessment Description / Checklists / Rubric

Students will be formatively assessed every class. They will receive a checkmark in the
respected column if they participate in class that day. Notes may be made regarding the
student’s amount of participation, as well as the progress they make as classes continue. These
notes will contribute to their report card feedback at the end of the year. Feedback may consist
of how they contributed to the class, where they are at with their learning, and how they could
progress from there. Verbal feedback will also be given to the students throughout the year.

Lessons that are summatively assessed, will be graded with a mastery mark out of 10. They will
receive a mark of 10/10 if they achieve 60% completion of the lesson objectives.

Summative Mastery Checklist

Students L1 L2 L3 L4 L5 Total
Summative Summative Summative Summative Summative Mark
Learning names Chanting by Tell an Play Tangle, Play Claymation,
and shaking themselves, improvised with a focus with a focus on
hands, with a with a focus story, with a on touching articulation,
focus on touch on articulation focus on and freezing storytelling,
storytelling touching, and
Samuel _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Freya _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Chandi _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Mason _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Patrick _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Deanna _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Sofia _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Gillian _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Allison _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Maya _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Memphis _ /10 _ /10 _ /10 _ /10 _ /10 _ /40
Oscar _ /10 _ /10 _ /10 _ /10 _ /10 _ /40

Formative Participation Checklist

Students Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5


Notes for Feedback:

Claymation Rubric for Mastery: Lesson 5

Student: ___________________

Skills 9-10 7-8 4-6 1-3 0

Required Excellent Proficient Adequate Limited Insufficient
Words are
Articulation for spoken with Most words are A few words are Three or less There is
audibility, and clarity, and spoken clearly, spoken with words are insufficient
the emphasis of some are and few are clarity, and a spoken clearly, evidence of
important noticeably stressed. couple are and are student
words stressed. stressed. stressed. performance
based on the
Tell an Story has a It is difficult to There was no requirements of
improvised distinct The beginning, distinguish the structure to the the assessment
story with a beginning, middle, and end events of the story; the task.
beginning, middle, and are clear beginning, beginning,
middle, and end end. overall. middle, and middle, and end
end. were unclear.
Being Student shows Student shows Student shows Student shows
comfortable no fear or little fear or fear or considerable
with touching discomfort with discomfort with discomfort half fear or
others touch. touch. of the time with discomfort with
touch. touching.
The ability to Student can Student can Student can Student can
freeze in successfully successfully successfully successfully
whatever freeze in any freeze in many freeze freeze on rare
position the position. positions. sometimes. occasions.
student is in

*When work is judged to be insufficient, the teacher makes decisions about appropriate interventions to
help the student improve.

Notes for Feedback:

Grade 10 Orientation Unit Checklist

Orientation Learner Taught Covered More Not

Expectations (SLOs) Already Adequately Time Taught NOTES
1. Understand and respond to
classroom rules, procedures, and
2. Demonstrate a responsible
attitude toward physical and
emotional safety and comfort of
self and others
3. Demonstrate respect for Move to next unit
equipment, resources, and
4. Participate positively in activities
5. Display appropriate audience
6. Willingly challenge and extend
oneself: physically, emotionally,
intellectually, and artistically
7. Share ideas confidently with
8. Behave appropriately within
given circumstances
9. Concentrate on the task at hand
10. Effectively use and manage
11. Listen to self and others
12. Recognize that values are
expressed through the arts
13. Solve problems imaginatively
and creatively
14. Make effective decisions or
15. Trust by becoming
comfortable, physically and
emotionally, with others
16. Display consideration and
respect for self and others
17. Positively support the work of
18. Cope with success and failure
in positive ways
19. Use abstract concepts
20. Display self-discipline and self-
directions and a sense of
responsibility toward individual
and group commitments

21. Work cooperatively and
productively with all members of
the class in pairs, small groups, and
large groups
22. Offer and accept constructive
criticism with a desire to progress

An “x” will be placed under each column in which it applies as the unit progresses, and will be
reviewed once the unit is complete. The “NOTES” column is intended for any comments that I
feel are necessary, perhaps regarding student behaviour, students who need particular
attention in the particular area, or things that I would like to reinforce down the line as we
move on from Orientation.


-Rainforest soundscape from https://dramaresource.com, about a 45 second audio recording to

show the kids an example of a sound picture


Website: https://dramaresource.com
Drama Resource is a website where you can find drama games, drama courses, lesson plans, and other
resources like articles, videos and reviews. The games are organized by objectives and are easy to
navigate. This website also has sections for teaching strategies and teaching tips for drama.

Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education ISBN 0-7732-
This is the drama curriculum for Senior High School. It was used for all of the GLOs and SLOs/Learner
Outcomes for the Orientation unit.

Lesson Plan 1
Grade/Subject: 10 / Drama – Orientation Unit
Teacher: Miss McGovern
Date: February 4th, 2019
Lesson Objectives

-Get the students to successfully learn everyone’s name

-Get the students to successfully shake hands with one another

GLOs and SLOs:

1, 2

1, 2, 4, 8, 9, 15, 16, 21

-Observations during activities
-Amount of participation (hopefully with a good attitude)

-Students will receive a mastery mark of 10/10 if they achieve 60% completion of the lesson objectives


Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education ISBN 0-7732-0079-7

PROCEDURE (63 min.)

Introduction (10 min.)

As students begin entering the classroom, get them to set their stuff off to one side of the room, grab a chair, and
come sit in a circle in the middle of the room.

Call their attention when it seems like everyone has arrived. Take attendance quickly, and then introduce myself.

Hello everyone! My name is Miss McGovern and I am very excited to be joining your class for the next few
weeks. Just so you can get to know me a bit right off the bat: I am currently a fourth-year university
student trying to finish up my degrees in Dramatic Arts and Education. I started doing drama when I was in
grade 7, and it totally brought me out of my shy little shell. I have been doing drama ever since, so right
now that brings it up to 9 years. Since grade 7, I knew I wanted to be a drama teacher, and here I am! So,
let’s have lots fun in this class, take some risks, and learn from each other as we go!

Today’s goal in class is to successfully learn everyone’s name, and to successfully hug one another.

Body (48 min.)

Name Wiggle (10 min.)

First, if I can get everyone to stand up and push their chair back a little bit, then face the middle please.
-Students and teacher will go around the circle once and say their name nice and clear for everyone to hear
-Second time around, they will do an action with their name (do a couple examples as the teacher, movements can
be big or small, but encourage them to take a risk)
-Third time around, they will do the action with their name, then everyone else has to repeat what they did (name
and action)
-Fourth time around, they will exaggerate their movement as much as they can, and the class will repeat what they

Walk Touch Hello (10 min.)

-Students will be instructed to walk around the room, not bumping into anyone, not saying hi to anyone, walking at a
regular pace
-Teacher will call out “finger tips.” This means that students must stop, find someone close to them, and touch finger
tips. They can continue to walk around after they do that.
-Teacher will call this out a couple times so that students have the chance to do it with different people.
-Next call out is “fist bump.” Students will have to stop, find someone close to them, and fist bump them. Teacher
will call this out a couple times.
-Last call out is “high-five hello.” Students will have to stop, find someone close to them, and give them a high-five
while saying “Hi, I’m Bob” for example. Each person must introduce themselves to the other as they high-five. You
can high-five twice, once for each person saying their name.
-Will be about 3 times, then will move on to the next game

For those who do not want to touch others, they still have to find a partner and stand with them, and hold up their
hand as if they were going to do the action, but don’t. For the hand-shakes, they can at least stand with the person
and say their name.

Name Alliterations (13 min.)

-Students come back to a sitting circle with chairs
-Who can tell me what an alliteration is? (If no one answers, tell them what it is) And what is an example of an
alliteration? (There are lots, and if no one comes up with any, then start a couple and tell them to finish it with me.
Ex. How much wood could a wood chuck…, Sally sold sea shells…, Irish wrist watch, etc.)
-I would like you to come up with an alliteration with your name. Ex. Marvelous Miss McGovern, Jolly John,
Adventurous Alex, etc.
-Take 30 seconds to come up with an alliteration for your name.
-Go around the circle and have everyone say their name alliteration
-Turn to the person to your right and the person to your left, and remember their name alliteration. I may call on you
to tell us all who your neighbours are, and I don’t know who I am going to call on, so it could be you.
-Let them ask each other their names, then ask a couple people who their neighbours are.
-Tell them to get up and move to a different chair in the circle
-Then challenge them to remember 2 people on their right, and 2 people on their left
-Change seats
-Then 3 people on each side, change seats
-Then 4 people on each side, change seats
-Repeat with 5, 6, and however many more I can fit into the intended time frame

Splat (10 min.)
-Staying in the circle, have the students move their chairs back a bit, then one student can volunteer to go into the
-That middle person will point to whomever they want in the circle and say “splat!”
-The person who was pointed to must quickly duck, and those who are beside that person must say the other’s name
before they can. Whoever says the other’s name first, wins. The other person sits down and is out.
-Ex. Students 1, 2, and 3 are standing beside each other. Number 2 was “splatted” and ducks down. Number 3
says number 1’s name first, and wins. Number 1 must sit down and is now out.
-If the person who was pointed to does not duck in time, and a name is called, then they must sit down and they are
-The rounds keep going until there is one person left to win

Name-Shakes (5 min.)
-Students are asked to form a standing circle
-One student will turn to the person on their right, shake their hand, and say their name
-That student will continue to move around the circle to shake the hand and say the name of every person they
-Once the student has finished going around the circle, they may return to their original spot in the circle
-Once the first student has started and has said a few names, the teacher will pick the next person in the circle to
start shaking hands
-Each student will have a turn going around the circle, shaking hands and saying names
-It will sound like a recording of the names on loop, with a lot of overlap. This way, students will have to focus on the
names of their current partner, and not on the names that the others are saying.

Conclusion (5 min.)

Alright, everyone please sit where you are. Good job, you guys did great today. Now, just based on the
activities that we just did, I’d like to know your thoughts. How did you feel during the activities? Did one of
them give you more energy than the others? Did you have fun? What was your favourite activity and why?
Do you think that you know everyone’s name now?

Get their feedback, and dismiss them with: Awesome, thank you for a great first class everyone. I will see
you next time. Have a great next class, whichever subject that may be.

How did the activities go? What was successful? What wasn’t successful? How could I change it for next time? Take
in the feedback that they gave me when thinking about these questions.

Lesson Plan 2
Grade/Subject: 10 / Drama – Orientation Unit
Teacher: Miss McGovern
Date: February 5th, 2019
Lesson Objective

The students will be able to chant by themselves

GLOs and SLOs:

1, 2, 3

1, 2, 4, 5, 7, 8, 9, 11, 18, 20, 21

-Observation during activities
-Amount of participation (and with what attitude)

-Students will receive a mastery mark of 10/10 if they achieve 60% completion of the lesson objective


Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education ISBN 0-7732-0079-7
Fellow student-teacher’s speech lesson activities as inspiration

PROCEDURE (63 min.)

Introduction (10 min.)

As students begin entering the classroom, get them to set their stuff off to one side of the room, remove their shoes,
grab a chair, and come sit in a circle in the middle of the room.

Take attendance quickly. Do a check-in. Start off simple with the check-ins. Start with a thumbs-up, down, or

Alright, so today we are going to learn a Ghaniain chant. Ghana is a country is West Africa, for those who are
unaware. Now, our goal by then end of today’s class is for you guys to do the chant by yourselves, without my help.
So, let’s get going!

Body (48 min.)

Why is it important? Quick Chat (3 min.)
First, we are going to warm up our voices. Can someone tell me why it is important to warm up your voice? This could
be for a performance, a speech, a meeting, anything. Just throw out a few ideas. Take their ideas, and then tell them
why it is really important. To warm up your voice before an event of some sort, is like warming up your body before
an athletic competition. We warm up our muscles so that we don’t pull anything, or damage anything. It is just the
same with your voice. Without properly loosening the muscles, you can easily strain or damage it. So it is important
to take care of your vocal instrument.

Face Massage and Breathing (10 min. or less)

-Students will be asked to push back their chairs, and stand in the circle
-First, we will massage our face a bit to wake it up
-Use the base of your palms to massage your cheeks and your jaw. Apply light pressure to your jaw and behind your
jaw, so that it nicely swings open.
-You can also use your fingertips to rub your temples in nice small circles. This is also great for headaches by the way.
-Now simply use your fingertips to tap your whole face up and down. Wake up every part of your face. Great.

-Now let’s do some breathing together. Place your hand on your diaphragm so that you can feel where your breath is
coming from. Your diaphragm is located just at the bottom of your rib cage, right in the middle. Your ribs should feel
like a triangle, or an upside-down bowl.
-Together, everyone take a deep breath in, hold it, and let go. Do two more.
-Now when we release the air, we will make a sound of some sort of sound with it. It can be an “ah,” “dah,” “bah,” or
“small scream.” Breath in, hold for a few seconds, then let out your sound → Aaaaaaaaaaaaah
-A little bit lower tone now “aaaaaaaaah”
-Now more like a whisper

Maybe My Mummy (10 min.)

-Students will remain in the standing circle
-This will be a repeat after me activity
-I want to hear every letter in the words that you speak. This is an alliteration activity. Somebody remind us all what
an alliteration is. Wait for the response, if not then tell them. Great.
-Now repeat after me: Maybe my mummy (echo), will move to Miami (echo), or maybe my mummy will not (echo).
-Do it again, each time waiting for the echo
-Combine the first two phrases, then the last one
-Combine all three and wait for the echo
-Now we will do the alliteration in different tones of voice. Starting way down low, in our deepest voice, we will
move up the scale at the end of each sentence. For example, if I started at my regular tone of voice, I would finish
with “not” being at a higher octave. Teacher vocalizes the example twice moving two octaves up.
-Now let’s start way down low with our deepest voices. Breath in, and….
-Once we get high enough, stop them and tell them good job.

Sirens (3 min.)
-Now everyone shape your mouth like you are holding a piece of uncooked spaghetti
-We are going to breath in, and then let out a “woo” sound going from a high to low tone of voice, like “woooooooo”
(teacher example)
-Breath in, and go
-Now when we release the “woo” we will move from low to high tone of voice like “wooooooo” (teacher example)
-Breath in, and go
-Now you can do either or, and we will take a few breaths here just exploring whatever sound you want to let out in
the form of your “woo”

-Do this for a few “woos” letting them explore different levels

-Awesome guys, shake it out, shake out your body a bit, shake your legs, arms, torso, etc.

Ghanaian Chant (20 min.)

-Now with our chant today, we will be practicing something called “choral speech.” Choral speech is when a group of
people narrate a poem or dramatic piece. Choral reading on the other hand, is an interpretive reading of text, often
poetry or songs, by a group of voices. Students may read individual lines or stanzas alone, in pairs, or in unison.
-Now, way back when theatre was starting to become huge, it was all about Greek theatre. In Greek theatre, choral
work was super important. Often, the chorus narrated / told the story that was happening. The chorus stood for, and
still stands for a means of communication, and communion.
-Things being said in union: means all together, as a group
-Things being said antiphonally: means in different groups, taking certain parts
-Solo: means individually, and
-Line-around: means solo work where each line is taken by a different reader

-Now we are going to take a few breaths together, and then start our chant all TOGETHER
-Breath in together, hold, let it out. Then 2 more times.

-Don’t think about what you are saying here, we are going to do a few rounds of this, just repeat after me

Ghanaian Children Song

Che che koo-lay.
Che koo-fee sa.
Koo-fee sa lan-ga.
lan-ga chee lan-ga
Ooo a day hay
Ooo Ooo Ooo a day hay.
Che Che koo-lay

-Say chant in unison twice

-Antiphonally twice
-label each person as an A or a B
-A’s will start each line with me (lyrics will be written on the board for them to reference), and B’s will echo
-Then we will switch and B’s will start with me, and A’s will echo
-Once with me leading and them echoing, playing with different pitches
-Then again playing with pitch, but they also have to do the actions that I do
-Definitely going to make them dab on the 6th line to make them laugh a bit
-Now the whole group will form a line facing the board with the lyrics. Teacher will be standing by the board.
-Now it is the student’s turn to lead the chant by themselves, and I (the teacher) must be the echo
-Try it a second time, not facing the board (perhaps)

Quick Cool Down (2 min.)
-Now together, we are all going to say the word “hum” with an extended “m” sound until we are out of breath
-Breath in, and… “hummmmmmmmmmmmmmm”
-If you can feel that vibration tickle your lips, maybe feel it in your teeth, and your nose a bit, then you are doing it
right. This highlights feeling in the areas of your face that are harder to access. If you do this enough, it can help you
with your articulation.
-One more time, breath in, and… “hummmmmmmmmmmm”
-Awesome, just take a deep breath

Conclusion (5 min.)

Wow guys, that was an awesome class, I had a lot of fun. I hope you guys did too.

After you grab your things, and have your shoes back on, quickly I might add. Please come back to a standing circle.

Students will do so. Once they are back in a circle:

Now before you leave, I would like each of you to share what your favourite thing was that we did today. Perhaps it
was “maybe my mummy,” or the Ghanaian chant, or simply our breathing warm up.

Go around the circle, everyone should share, then the students are free to chat amongst themselves for a bit while
we wait for the bell to go.

Have a great next class everyone, and thank you for your effort today.

If it is super close to the bell going, then just have them collect their things, and tell me their favourite activity of the
day on their way out the door. I will then stand at the door, waiting for each of them to come out.