Drama Grade 10

ORIENTATION TO DRAMA

Miss Schmitke
Epic School
September 3, 2019 – September 30, 2019
Table of Contents

Rationale 1
Unit Objective and Skill Required 2
Unit Overview 3
Lesson Plan 1 6
Lesson Plan 2 9
Rubric 12
Checklist 13
Assessment Overview 14
Materials 15
Bibliography 16
Rationale:
In this Orientation to Drama unit I will focus on building relationships with my students and my
students building relationships with classmates. The Orientation unit is the most important unit
of the course because it is going to determine the design for rest of the semester. This unit will
help to create a safe place for future units and help make students feel comfortable expressing
themselves. This unit will also give students the chance to build their confidence by starting with
things that students can and will do and then introducing different activities to build on their
skills. This unit will also help me to build the classroom community and set my expectations for
the students.

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Unit Objectives and Skills Required to Achieve Objective:
The Orientation to Drama unit focuses on skills that will be required throughout the Drama 10
course.
These skills include:
o Listening and following directions
o Building self-confidence (comfort in front of peers)
o Creating a sense of community and safe space
o Problem solving

Lesson One:
o Getting to know other classmates
o Speaking in front of class
o Classroom community
Lesson Two:
o Sharing ideas with classmates
o Speaking in front of class
o Working in small groups
o Being respectful and comfortable sharing with each other
Lesson Three:
o Movement and Freezing
o Spatial Awareness (classroom and aware of surroundings)
o Accepting, Blocking, Wimping
o Story Creation
Lesson Four:
o Working together as a class
o Problem Solving
Lesson Five:
o Supporting the work of classmates
o Group Work
o Performance
o Story creation
o Accepting, Blocking, Wimping

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Unit Overview:

Learner Objective – Bold Print

Activities – Regular Print
SLOs – Italics
ASSESSMENT – CAPS

Lesson 1:
Students will know all classmates’ names.
Talk (Introduce Self), Circle Share, Name Game, Partner Introductions, Creating
Classroom Rules
Orientation Senior High (Orientation 1-12)
FORMATIVE:
• CIRCULATE CLASSROOM TO ENSURE THAT STUDENTS ARE
PARTICIPATING IN ACTIVITIES
• OBSERVE STUDENTS’ ABILITIES TO ENSURE THAT LESSON
ACTIVITY ARE APPROPRIATE.
SUMMATIVE:
MASTERY /10:
• ARE STUDENTS MEETING LEARNING OBJECTIVES?
• HAVE STUDENTS PARTICIPATED IN ALL ACTIVITIES OF THE
LESSON?
• IF YES TO BOTH QUESTIONS STUDENTS WILL RECEIVE FULL
MARKS FOR THE CLASS
• CHECKLIST OF LEARNING OUTCOMES.

Lesson 2:
Students will be able to find commonalities with other students in the class.
Catch My Name, Name Tag, Human Scavenger Hunt, Change Places If, Two
Truths One Lie
Orientation Senior High (Orientation 1-12, 14, 15, 16, 17, 21)
FORMATIVE:
• CIRCULATE CLASSROOM TO ENSURE THAT STUDENTS ARE
PARTICIPATING IN ACTIVITIES
• OBSERVE STUDENTS’ ABILITIES TO ENSURE THAT LESSON
ACTIVITY ARE APPROPRIATE.

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SUMMATIVE:
MASTERY /10:
• ARE STUDENTS MEETING LEARNING OBJECTIVES?
• HAVE STUDENTS PARTICIPATED IN ALL ACTIVITIES OF THE
LESSON?
• IF YES TO BOTH QUESTIONS STUDENTS WILL RECEIVE FULL
MARKS FOR THE CLASS
• CHECKLIST OF LEARNING OUTCOMES.

Lesson 3:
Students will become aware of their environment and its surroundings.
The Movement Experiment, Tag, Freeze Tag, The Waiter Plate, Character Freeze,
Yes Lets
Orientation Senior High (Orientation 1-12, 14, 15, 16, 17, 21)
FORMATIVE:
• CIRCULATE CLASSROOM TO ENSURE THAT STUDENTS ARE
PARTICIPATING IN ACTIVITIES
• OBSERVE STUDENTS’ ABILITIES TO ENSURE THAT LESSON
ACTIVITY ARE APPROPRIATE.
SUMMATIVE:
MASTERY /10:
• ARE STUDENTS MEETING LEARNING OBJECTIVES?
• HAVE STUDENTS PARTICIPATED IN ALL ACTIVITIES OF THE
LESSON?
• IF YES TO BOTH QUESTIONS STUDENTS WILL RECEIVE FULL
MARKS FOR THE CLASS
• CHECKLIST OF LEARNING OUTCOMES.

Lesson 4:
Students will build on trusting their classmates.
The Movement Experiment, Blob Tag, Essence Machine, Zucchini, Tangled
Orientation Senior High (Orientation 1-21)
FORMATIVE:
• CIRCULATE CLASSROOM TO ENSURE THAT STUDENTS ARE
PARTICIPATING IN ACTIVITIES
• OBSERVE STUDENTS’ ABILITIES TO ENSURE THAT LESSON
ACTIVITY ARE APPROPRIATE.
SUMMATIVE:
MASTERY /10:

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 • ARE STUDENTS MEETING LEARNING OBJECTIVES?
• HAVE STUDENTS PARTICIPATED IN ALL ACTIVITIES OF THE
LESSON?
• IF YES TO BOTH QUESTIONS STUDENTS WILL RECEIVE FULL
MARKS FOR THE CLASS
• CHECKLIST OF LEARNING OUTCOMES.

Lesson 5:
Students will be able to work together to create a 10 second Improv Scene.
The Movement Experiment, Yes Lets, Hitch Hiker, Improv in Small Group
Orientation Senior High (Orientation 1-22)
FORMATIVE:
• CIRCULATE CLASSROOM TO ENSURE THAT STUDENTS ARE
PARTICIPATING IN ACTIVITIES
• OBSERVE STUDENTS’ ABILITIES TO ENSURE THAT LESSON
ACTIVITY ARE APPROPRIATE.
SUMMATIVE:
MASTERY /10:
• ARE STUDENTS MEETING LEARNING OBJECTIVES?
• HAVE STUDENTS PARTICIPATED IN ALL ACTIVITIES OF THE
LESSON?
• IF YES TO BOTH QUESTIONS STUDENTS WILL RECEIVE FULL
MARKS FOR THE CLASS
• CHECKLIST OF LEARNING OUTCOMES.
• RUBRIC FOR STUDENT IMPROV PERFORMANCE.

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Lesson One

GENERAL INFORMATION

Teacher: Miss. Schmitke Subject/Grade: Drama Gr 10

Unit/Topic: Orientation to Drama Date/Time: Sept 3, 2018

Related GLO & SLO/Goal(s): (Taken from Alberta Program of Studies)

Orientation SLOs (1-12)

Background information about the students and/or the topic.

Getting to know classmate and participating in the trust/team building activities is essential in a drama
classroom. By creating these experiences for students, you are allowing them to build confidence,
provide a community, and have students feeling comfortable with each other.
Big question of the day:
What is the importance of knowing and trusting our peers in a drama class? (This will be written on the
board and discussed as a closure to the class.)

OBJECTIVE(S)
By the end of the lesson students will be able to:
1) Remember all classmates’ names (Remembering)
2) To communicate in front of class (Understanding)
3) Feel comfortable in the classroom (Understanding)

ASSESSMENT
Formative:
• Circulate in the classroom to ensure that students are participation in activities.
• Observe students’ abilities to ensure that lesson activities are appropriate.

Summative:
Mastery /10:
• Are students meeting learning objectives?
• Have students participated in all activities of the lesson?
• If yes to both questions students will receive full marks.

Materials & Equipment:

• Small Soft Ball
Resources:
Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education

PROCEDURE (Teacher’s script in italics)

Running time: 67 minutes

Introduction/Set Ask students to join you and form a circle on the floor.
For Attendance: Ask students a question. If you could be any
3 minutes super hero for a day which one would you choose? (This will help
you to get to know your students better).
Give brief introduction about yourself and why you are teaching.

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 Hello, my name is Miss. Schmitke I am a student from the
University of Lethbridge, where I have been going to school to
2 minutes receive my education as a Drama teacher. My interests in drama
are Technical Theatre. Today we are going to be starting the unit
on Movement. I am very excited about this unit because
movement is so important in Drama and is one of the
foundational ideas in Dramatic Art (if students seem nervous talk
longer).

Body (Activities) Teacher Actions:

I will instruct students on how to participate in the activities
below and model the game with a student.

Student Actions:
Students will be participating by moving around, listening and
following direct instructions. Students should participate at
appropriate times.

Circle Share
• Students should already be in circle, if not ask them to join you in
10 Minutes circle.
• I will demonstrate what I expect from the students by stating my
name (Miss. Schmitke) and then sharing something about theatre
or drama that interests me (Costumes). I will say I love creating
character and making the costumes that I see the particular
character in.
• Students will then go around the circle introducing themselves
and sharing one thing that interests them in either theatre or
drama.
• I will take notes to keep in mind what student’s interests are and
what is exciting to them about drama.

Name Game
22 minutes • I will explain the activity little by little as students are playing.
• Students will firstly introduce themselves to the people directly
beside them, I will then choose three people to tell me how their
neighbors are.
• We will do this for 3 rounds. After the third round I will ask
students to introduce themselves to 4 people (two on each side).
This will be increased every time until students are going around
the circle saying everyone’s names.

Partner Introductions
15 minutes • In pairs, students have two minutes to learn as much as possible
about their partner. At a signal from the teacher a circle is formed
and each person in turn introduces his or her partner and tells
one or two things about him/her.

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 • I will demonstrate this by introducing myself. I will also verbally
tell students questions that they could use to get to know their
partner better.
• When students hear the three claps, they will get back into a
circle and I will have students start to introduce their peers.

Classroom Rules
• I will initiate discussion with students about what they think the
10 minutes classroom rules should be. I will take students ideas and write
them down and create a poster board with the classroom rules
that we decide as a class. Along with what students should be
doing while another student is performing.

Closure Big Question of the Day:

What is the importance of knowing and trusting our peers in a drama
5 Minutes class? (This will be written on the board and discussed as a closure to
the class.)

Reflection o What went well in the lesson?

o What could be improved in the lesson?
o Was this an appropriate amount of time?

Sponge o Silent Ball

Activities o Freeze Tag

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Lesson Two

GENERAL INFORMATION

Teacher: Miss. Schmitke Subject/Grade: Drama Gr 10

Unit/Topic: Orientation to Drama Date/Time: Sept. 5, 2018

Related GLO & SLO/Goal(s): (Taken from Alberta Program of Studies)

Orientation to Drama (1-12, 14, 15, 16, 17, 21)

Background information about the students and/or the topic.

In the activities outlined in the lesson student will be able to get to know their peers better by interacting
with them in a large group and smaller groups. These activities should help to build the classroom
community.

Big question of the day:

What makes us trust someone? What does it take to be trust worthy? (Write this question on the board)

OBJECTIVE(S)
By the end of the lesson students will be able to:
1) Share ideas with classmates (Applying)
2) Recognize the purpose of the activities and participate in all activities. (Remembering)
3) Be respectful and comfortable sharing with classmates. (Evaluating)

ASSESSMENT
Formative:
• Circulate in the classroom to ensure that students are participation in activities.
• Observe students’ abilities to ensure that lesson activities are appropriate.

Summative:
Mastery /10:
• Are students meeting learning objectives?
• Have students participated in all activities of the lesson?
• If yes to both questions students will receive full marks.

Materials & Equipment:

• Bean Bag or Small Ball

Resources:
Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education
Name Tag: https://dbp.theatredance.utexas.edu/content/name-tag
Catch My Name: https://dramaresource.com/catch-my-name/
Change Places If: https://www.dramatoolkit.co.uk/drama-games/item/getting-to-know-you/change-places-
if
Two Truths, One Lie: https://dramaresource.com/two-truths-one-lie/

PROCEDURE (Teacher’s script in italics)

Running time: 67 minutes

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Introduction/Set Ask students to join you and form a circle on the floor.
For Attendance: Ask students a question. If you could be any
2 minutes super hero for a day which one would you choose? (This will help
you to get to know your students better).
Give brief introduction about yourself and why you are teaching.

Hello, my name is Miss. Schmitke I am a student from the

University of Lethbridge, where I have been going to school to
1 minutes receive my education as a Drama teacher. Today we are going to
be continuing getting to know our classmates better through a
series of games. I am very excited about today because we have
some really fun activities! (if students seem nervous talk longer).

Body (Activities) Teacher Actions:

I will instruct students on how to participate in the activities
below and model the game with a student.

Student Actions:
Students will be participating by moving around, listening and
following direct instructions. Students should participate at
appropriate times.

Catch My Name
• Instruct students to get into a circle or stay in circle if they are
8 minutes already in a circle.
• Students will toss a bean bag to each other by first making eye
contact with that person. Second saying their name and the
person that they are throwing to name (i.e. Jane to John). Once
student has received and thrown the bean bag, they will fold their
arms.
• This activity will help students review each other’s names.

Name Tag
• Students will stand in a circle with one volunteer in the middle.
• Participates that are not in the middle of the circle will stick out
9 minutes their right hand. I will tell one person to say the name of another
participant in the circle. If the person that is in the middle gets to
that person and tags their hand, tagged person is it. If the person
whose name was said, says another person’s name then they are
safe from being tagged.

Human Scavenger Hunt:

• Students will be given a bingo sheet with 20 different
characteristics that students could have in the class room.
12 minutes Students will find classmates who fit the descriptions and have
them sign besides the description. One person can only sign
someone else sheet once. (This will encourage the class to
interact with each other more).

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 I will assist students and make myself available and participate
as well. Once I can see that students are starting to finish up, I
will ask students to get into a circle, join hands, take a step back,
drop hands and sit down. I will then move onto the next activity.
Change Places If…
• Have students grab chairs and place them into a circle.
10 minutes • Take away one chair so there is one less chair than people. I will
start in the middle.
• Explain the game when the person in the middle says change
places if you have brown hair, and then the people that have
brown hair would have to get up and change seats and the person
that is left standing would have to come up with the next
question.
Two Truths, One Lie
•
• I will number students off into groups of 5.
10 minutes • Students will then situate themselves around the classroom.
• I will then give student 2 minutes to come up with two truths and
a lie about themselves. Students will be given 8 minutes to share
their 2 truths and a lie with their group. After student is finished
sharing the other students can guess which one the lie is.
Check in
• Give students a chance to talk about how they are feeling in the
10 minutes class and how they are feeling about their new semester.

Closure
Big Question of the Day:
5 Minutes What makes us trust someone? What does it take to be trust worthy?
(Write this question on the board)
We will take time at the end of the class to discuss this question either
individually or in small groups (time dependent).

Reflection • What went well in the lesson?

• What could be improved in the lesson?
• Was this an appropriate amount of time?

Sponge • Silent Ball

Activities • Freeze Tag

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 Performance Rubric Summative Assessment

Exemplary /5 Accomplished /5 Developing /5 Beginning /5

Cooperation: Always Mostly listened Sometimes Never listened
Student listened to to what group listened to to what group
listens, shares what group members said, what group members said,
ideas and members said, mostly members said, never
work, supports always contributed to somewhat contributed to
team contributed to group. contributed to group.
group. group.
Problem Always Mostly willing Sometimes Never willing to
Solving: willing to to make changes willing to make changes to
Student talked make changes to scene based make changes scene based on
about to scene based on another to scene based another
problems and on another students’ on another students’
made changes students’ feedback. students’ feedback.
where feedback. feedback.
applicable
Contribution: Student Student Student Student
Student participated for participated for participated participated for
participates the entire the most project for some the none of
and completes project (developing the project project
work (developing scene and (developing (developing the
the scene and performing the the scene and scene and
performing the scene). performing performing the
scene). the scene). scene).
Performance: All members Most members Few members None of the
Students share where where involved where members where
the roles in the involved in in scene for at involved in involved in
scene and scene for at least 2 seconds, scene for at scene.
involve all least 3 parts where least 1
group seconds, parts somewhat seconds, parts
members were equally equally weren’t
distributed. distributed. equally
distributed.
Comments for Growth: /20

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 Student Outcome Checklists

Student Outcomes #1 #2 #3 #4 #5 #6 #7 #8 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22
Names Drama 10
Orientation
Abby
Adam
Ben
Bethany
Brad
Callie
Catelyn
Cade
Daisy
Duke
Everly
Fred
Gates
Isabella
Jake
Jessica
Joey
Karl
Kayley
Oliver

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 Assessments Orientation to Drama Unit
Lesson # Formative Assessment Summative Assessment
Lesson #1 Comments for Growth: Mastery: /10 Worth 17.5%

Objectives:
Students will learn classmates’ names, communicate in front of class, feeling
comfortable in classroom.
Lesson #2 Comments for Growth: Mastery: /10 Worth 17.5%

Objectives:
Student will share ideas with classmates, Recognize the purpose of the activities
and participate, and be respectful and comfortable sharing with classmates.
Lesson #3 Comments for Growth: Mastery: /10 Worth 17.5%

Objectives:
Students will demonstrate correctly freezing, gain awareness of surroundings,
and communicate the terms of accepting, blocking and wimping.
Lesson #4 Comments for Growth: Mastery: /10 Worth 17.5%

Objectives:
Students will develop teamwork abilities in trusting their classmates and
working as a group to solve problems.
Lesson #5 Comments for Growth: Performance: /20 Worth 30%

Cooperation, Problem Solving (student is able to solve problems with group

members and made changes where applicable), Contribution (, Performance
(speaking in front of peers with ease)

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Materials
• Small Soft Ball
• Laptop
• Teacher Resource Manual DRAMA Senior High School. 1989 Alberta
Education

15
Bibliography
Teacher Resource Manual DRAMA Senior High School. 1989 Alberta Education
Essence Machine: https://dramaresource.com/essence-machines/
Name Tag: https://dbp.theatredance.utexas.edu/content/name-tag
Catch My Name: https://dramaresource.com/catch-my-name/
Change Places If: https://www.dramatoolkit.co.uk/drama-games/item/getting-to-
know-you/change-places-if
Two Truths, One Lie: https://dramaresource.com/two-truths-one-lie/

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