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Fantastic Fables Lesson 4

The document provides details for a 55 minute drama lesson for elementary students focusing on improvisation and storytelling skills. The lesson objectives are for students to continue working on listening and storytelling through open scene work. Assessments include observing students' physical participation, oral responses, and ability to answer how improv skills can help in everyday life. Warm-up activities build concentration and listening skills. Main activities include tableau work to practice character building and miming scenes with the teacher. Feedback focuses on elements of improv like offering and accepting ideas to further the story.

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Michelle Magbanua
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
71 views

Fantastic Fables Lesson 4

The document provides details for a 55 minute drama lesson for elementary students focusing on improvisation and storytelling skills. The lesson objectives are for students to continue working on listening and storytelling through open scene work. Assessments include observing students' physical participation, oral responses, and ability to answer how improv skills can help in everyday life. Warm-up activities build concentration and listening skills. Main activities include tableau work to practice character building and miming scenes with the teacher. Feedback focuses on elements of improv like offering and accepting ideas to further the story.

Uploaded by

Michelle Magbanua
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Storytelling, listening, justification Date October 23, 2018

Title/Focus

Subject/Grade Elementary Drama Time 55 minutes


Level Duration

Unit Improvisation, Fantastic Fables Teacher Ms. Casten

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General - To acquire knowledge of self and others that results from reflecting on dramatic
Learning play.
Outcomes: - To develop competency in communication skills through drama.

Specific - sharpen observations of people, of situations and of the environment


Learning - give meaning to abstract concepts realized through dramatic play
Outcomes: - develop belief in identification with and commitment to role
- give form and shape to ideas and experiences.

LEARNING OBJECTIVES

Students will
1. Continue working on listening and storytelling skills through open scene work

ASSESSMENTS

Observations: - Physical
- Walking around classroom while groups are working to
ensure on-task behaviour
- Visual
- Thumbs up/ down assessment for understanding
- Hands up (or down) when posing questions
- Participating during group work and performance
- Oral
- Class discussions
- Asking/answering questions

Essential Question to How can developing our improv skills help us in everyday life?
drive the lesson/unit
MATERIALS
LEARNING RESOURCES CONSULTED AND
EQUIPMENT

- Elementary Drama Teacher Resource Manual - Whitebo


- improvencyclopedia.org ard
- Group Improvisation by Peter Gwinn and Charna Halpern - Markers

PROCEDURE

Prior to lesson Set up room, organize things and attendance


Write on whiteboard, check off attendance as students come in and sit in
the circle

Introduction Time

Attention Grabber 5 minutes: off-task time minutes


Draw attention to the whiteboard

Assessment of Prior Review of last class 8


Knowledge - Games, what you learned, how it relates to improv, how it can minutes
help with everyday life - how do you remember feeling it?
- Character walk, Martha’s game
Questions
- What have we been doing so far that is improv?
- What does physicality mean and what saw some ways to use
it on stage?

Activity Description Warm-ups: 10-15


- Zip, zap, zop minutes
- Sound ball 38
- Object pass 45

Transition to Body Circle minutes


- What skills did we learn/ develop during the warm ups?
- Concentration, listening to each other, physicalization

Body Time

Learning Activity #1 WHO WHAT WHERE tableau work 10


- Character build (as a class, in groups) minutes
- Chair work (as a class)
- Miming - breakie w/ Ms. Casten

Transition - 30 second break down after each scene: observations 5


- What I liked and why minutes
- Evidence of: offer/ accept, justification
- Is there a story? Who what where when why

Learning Activity #2 - Art gallery 48 7-9


- Must include who they are, what they are doing, and minutes
where they are

Closure Time

- Review of class 2-3


- Importance of listening, justification, making your minutes
partner look good
- 30 second share

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