GENERAL DRAMA LESSON
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Subject/Course: Language Arts - Drama Name: Amanda Den Bleker
Grade Level: 6 Date: February 23, 2004
Topic: Plays Time: 8:20-10:00

1. Instructional Expectations and Opportunities
The grade 6 learners will:
a) Expectations:
– demonstrate understanding of ways of sustaining the appropriate voice or character (e.g., through language, gestures, body movements) when speaking or writing in role demonstrate an understanding of the principles involved in the structuring of works in drama

b) Opportunities:
- allows students to take part in expressing different emotions

2. Preassessment

a) Learners:

There are 21 learners. This is taking place during language arts period where 6 of the 27 students are removed for special education. The learners are very keen to present and in the past have created their own skits and chosen the material that they will present. Now they will present a play that they have been given. There are four different plays and 21 students, thus five at most six students per play.
Group 1 – Group 2 – Group 3 – Group 4 –

b) Learning Environment:
We will be in the classroom where the desks are set up in rows facing the front of the classroom. After Mondays class I may ask to re-arrange the desks into groups for this activity and see how it works out for this week.
c) Resources:
Students will need: pencil and paper to take notes – a script (one per student), a pencil, and highlighter to mark their parts.
Teacher will need: chalk and chalkboard - assessment checklist and a copy of each script.

3. Content
 4. Strategies
a) Introduction
Voice emotion
The voice is an important aspect of drama as it can mean many different things depending on how the speaker says it. For example, have you ever heard someone say “It is not what you said, but how you said it.”

a) Teaching Strategies

A strew of volunteers will be selected to come to the front of the classroom to read a line. Each student will be provided with an emotion. Whatever emotion they have, they must read the passage with that type of expression.

b) Establishing the Learning

Spoken Language
The words that you say, and as proven above how you say them.

Your voice can show emotion. There are different things we can do with our voices: change the pitch (high or low), change the volume, change the tempo (speed)

Body Language
The way we sit/stand, hold our arms, or focus our attention that expresses a feeling.

Facial Expression
The look on your face that expresses emotions and feelings

a) Teaching Strategies

How did you notice your classmates changing their voices so that they had different meaning?

What other things did your classmates’ do that made you think they meant what they said with a certain emotion; besides how they sounded?

Everyone show me that you are:
Scared – Happy – Sad – Angry - Deep in thought – Stressed – Tired

What did you do with your face to show me how you were feeling?
That is called facial expression and is also an important part to dramatic performance.

4. Strategies (continued)
a) Consolidation of Learning:
What three things did we talk about today that you will need to work on while practicing this play?
Verbal Language – volume, pitch, speed
Body language
Facial Expression
b) Application / Reaction:
Students are working on a play and will present it for the class.
5. Assessment
Students will perform, with their group a play. Each group will be assessed on the quality of their group work, through self/peer/teacher evaluations and on their presentation as a whole. They will also be evaluated on their individual presentations.