Drama Lesson Plan____________________
drama_lesson_plan.docx | |
File Size: | 15 kb |
File Type: | docx |
Resources
4 still images depicting different scenes, each during a different season
Lesson Objectives
To expand, explore and evaluate student’s knowledge of the aspects of the seasons and weather
Prior Knowledge
Students should have prior knowledge of group work, seasons and weather
Essential Learnings
Arts
Classroom Safety
Carpeted area of the classroom should be clear of any hazards
Lesson Structure
Introduction
Divide the class into 4 groups as evenly as possible. Each group should choose 1 image.
Teacher to discuss with class that each picture depicts a specific season and that students are expecting to interpret that season using their body to create a freeze frame of an object that would be found in that season. Each student must depict a different object. Groups are not to tell each other who has what season.
Body
Students in groups decide on who will depict what object. Groups will take turns at standing in front of the classroom and performing their object. Other 3 groups will take turns guessing which seasons they are depicting; they get one guess per group. If no group guesses the season the group will do movements and sounds of their object. Other groups to once again take turn guessing. Once season guessed next group takes their turn and process repeats.
Closure
Teacher will make 4 columns on whiteboard, labeling each with a season. She will then get students to put up their hands and tell her a word that represents that season. There will be 10 words per column. This will reinforce student’s knowledge of weather, seasons and the elements that make up each.
Reflection
Students to write in Art Journals, under heading ‘Weather – Drama’ the following;
Further Learning
This lesson will link into a Dance lesson on Weather
(Russell-Bowie, 2009)
4 still images depicting different scenes, each during a different season
Lesson Objectives
To expand, explore and evaluate student’s knowledge of the aspects of the seasons and weather
Prior Knowledge
Students should have prior knowledge of group work, seasons and weather
Essential Learnings
Arts
- Role can be established using movement, voice, performance space, cues and turn-taking
- Purpose and context are used to shape roles, language, place and space to express ideas
- Local environments are distinguished by natural features, places of importance to particular groups, and public spaces
- The purpose of speaking and listening includes exchanging information, sharing and exploring ideas, entertaining, supporting relationships, giving opinions and getting things done
- Nonverbal elements, including body language, facial expressions and gestures, add interest and emphasis, clarify meaning and are monitored by listeners
- Vocabulary describes, labels and sequences, and can represent people, characters, places, events and things
- Auditory, spoken, visual and nonverbal elements provide details necessary for making meaning about the representations of people, places and things
Classroom Safety
Carpeted area of the classroom should be clear of any hazards
Lesson Structure
Introduction
Divide the class into 4 groups as evenly as possible. Each group should choose 1 image.
Teacher to discuss with class that each picture depicts a specific season and that students are expecting to interpret that season using their body to create a freeze frame of an object that would be found in that season. Each student must depict a different object. Groups are not to tell each other who has what season.
Body
Students in groups decide on who will depict what object. Groups will take turns at standing in front of the classroom and performing their object. Other 3 groups will take turns guessing which seasons they are depicting; they get one guess per group. If no group guesses the season the group will do movements and sounds of their object. Other groups to once again take turn guessing. Once season guessed next group takes their turn and process repeats.
Closure
Teacher will make 4 columns on whiteboard, labeling each with a season. She will then get students to put up their hands and tell her a word that represents that season. There will be 10 words per column. This will reinforce student’s knowledge of weather, seasons and the elements that make up each.
Reflection
Students to write in Art Journals, under heading ‘Weather – Drama’ the following;
- Brief description of exercise
- Their season
- Their object
- Favorite thing about exercise
- 2 things they learnt about weather and seasons from exercise
Further Learning
This lesson will link into a Dance lesson on Weather
(Russell-Bowie, 2009)