YEAR 8 DRAMA

Week 1: lesson 1
Lesson title:

Step 1Desired Results (What students will learn)

Lesson aim: the aim of this lesson is to create a comfortable environment for the students,
where they can immerse themselves into the drama world. The will be participating in a
variety of games to familiarize themselves with drama and feel confident with performing
in front of other.

Understand that:
The drama room is a place to feel comfortable and confident in their actions and
emotions
There are no mistakes
Everyone should feel comfortable to participate
How to:
Apply what they are learning throughout this lesson into following lessons.
Step 2Assessment Evidence (Summative/Formative check for learning)
Students will be observed during the initial lesson. This allows the teacher to address what
each students capabilities are, including strengths and weaknesses.
Step 3Learning Plan 105 minute lesson
Introduction: (5 mins) Students will be introduced to myself, as their new teacher for the
next six weeks. I will provide a background so that they students know why I am there and
can feel comfortable getting to know me.
Students will then be introduced to the lesson, which will include a series of drama games,
get to know you games and also a recap of drama formalities.

Get to know games: (40 mins)
1. Groupings
Students move around the room in a certain way depending what the teacher has
called. When the teacher yells a number and a body part. Students must present
the required amount of body parts in each group i.e. 4 legs = 2 people. This game
can also be done with groups of similarities i.e. four people with the same hair
colour or sport played.
2. Name ball
The ball is thrown around the room, once a person catches it they must say their
own name and pass it on. As the game goes on, students must say their name and
then the person theyre throwing to i.e. Sam to Frank.
3. Two minute portrait
Students are separated into pair to interview each other and find out as much as
they can. Students should only share information they want to be shared with the
class. Students have two minutes to conduct their interviews each. Students must
then draw/write down everything they can remember about that person. Students
will then share their portrait and information about their partners to the rest of the
class.
YEAR 8 DRAMA

4. Two truths, one lie
Students are asked to write down two truths and one lie about themselves on a
piece of paper. The first person comes to the front and explains there three
options, while the rest of the class listens. The other students must then move to a
certain spot in room (linking with a fact told) to express which one they think is the
lie. Each students has a turn up the front.
5. Screamer
The whole class stands in a big circle, all facing the middle. The teacher calls look
down and students look down and then the teacher calls look up, where the
students look up at a person in the circle. If two students are looking at one
another, they must scream and sit down. The game continues until there are 3
people remaining.
6. Opposite to improve
This game, titled "What Are You Doing," helps students relay their lines regardless
of distractions. Students line up in a row and the second student asks the first,
"What are you doing?" The student then pretends to do one thing, and answer
verbally with something completely different. He might pretend to brush his teeth
and answer, "Riding a bike." The second student must begin acting out the verbal
response (riding a bike) while the next student in line asks, "What are you doing?"
The response should again be something completely different. The third student
begins acting out the verbal response and play continues until all students have
done the exercise.


Drama games: (30 mins)
Space jump: As a class, we will play the game space jump. This will encourage
students to have some fun, improvise, use their imagination and become
confident in performing. One person begins a scene on stage and continues to act
it out until another audience members yells space jump! As soon as they hear
space jump! They must freeze in their position and wait for the caller to come on
stage to create a new scene. This continues for about 3-5 people. As the students
get better at it, they can also start leaving the scenes, in character, in the order
they came in.

Guess my character: Students are asked to get a piece of clothing or costume and
create a character. They can perform a small skit to show who they are and then
have the audience guess.

Drama recap: (10-20 mins)
The drama words from the workbook will be written on the board for the students
to copy down and create a meaning to. Students may work in groups and then the
answers will be shared as a whole class.

Topic explanation: (10 mins)
Students will then be given a short explanation to the topic, what will be covered
and what is expected of them.
EXPLANTION: Students will be undertaking two different areas of drama over the
next six weeks. They will focus on topic one: how does this look?, as well as topic
three: improvisation. Students will complete activities relevant to the topic and
then complete an assessment piece shown to the class. Students will also compete
a folio where they respond to question. There is timing given at the end of lesson
YEAR 8 DRAMA

to compete these, otherwise they are completed for homework.

Folio work
Questions:
1. What was your favourite game today and why?
2. What are you hoping to gain for drama this semester/term?









A. Resources: a ball, folio question handout, costumes available,




Step 4Differentiation/Accommodation/Modifications