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Subject: Drama Grade: 10 Date: Sept 4th

Lesson: Orientation Day Three Time: 162 minutes
TSW acquire knowledge of self and others through participation in and reflection on
dramatic experience.

Demonstrate willingness to challenge and extend oneself: physically, emotionally,
intellectually and artistically (1).
Share ideas confidently (2).
Demonstrate behaviour appropriate to given circumstances (3).
Concentrate on the task at hand (4).
Demonstrate effective use and management of time (5).
Listen to self and others (6).
Solve problems creatively and imaginatively (8).
Make effective decisions or choices (9).
Display consideration and respect for self and others (11).
Positively support the work of others (12).
Cope with success and failure in positive ways (13).
Work with abstract concepts (14).
Demonstrate self-discipline, self-direction and a sense of responsibility (15).
Work cooperatively and productively (16).
Instructional Objectives:
Participate in team building exercises.
Begin creation on take 10 tableau.

Key Questions:
Can students continue to work in various groupings?
Can students create a take 10 tableau with levels, expression and stillness?

White Board
Prayer Book
Bouncy Ball
Name can and sticks
Take ten handout/rubric
Have the advance agenda ready to go.

Rubric will be read out loud as students follow their from their handout.
Groupings for tableau will be heterogeneous and will include strong leaders in each.
E.A will assist student A and B with storyline for tableau and fitting into and understanding
the vision of their group.

Lesson Procedure:
Introduction: 10 minutes
Greet students and ask them to sit in a circle.
Remind students of how awesome they did the day before.
Daily Prayer.
Advance organizer: Discussion: importance of trust in drama, warm-up (trust
themed): TV tag, blind lead physical, blind lead vocal, 2 truths one lie, counter balance
trust, circle trust, skill (stillness/space/levels/expression): /break/ statues (discuss
skills) project: look at rubric for take ten , start take ten projects, closure, exit slip

Body: (150+ break)
Activity #1: 7 minutes
(Discuss the importance of trust/safety)
Why is it important to trust each other in Drama?
What does it mean to trust? Mind map will be created on board

Activity #2: 5 minutes
(TV tag)
Get students on their feet and ask them if they like TV and if they trust themselves.
Explain the game: One person is it and tries to tag others in the room; you cannot be
tagged if you can crouch down and shout out a TV show. TV shows cannot be said
Discuss importance of activity.

Activity #3: 7 minutes
(Blind lead/physical)
Students will find partners (they choose).
Demonstrate the activity with a willing student or draw a name form the can.
Partners will choose A and B.
Students will attach at forearm, person A will lead person B non-verbally around
the room.
Switch to person B as leader.

Activity #4: 7 minutes
(Blind lead/vocal)
Students will find a new partner.
Have a quick conversation about what they are doing on the weekend to get to
know each others voices.
Choose person A and person B.
Person B closes their eyes and person A quietly walks to another location in the
Person A stays in their spot and uses their voice to direct person B across the room
to them. Person B must trust their partner to get them their safely.
Discuss importance of exercise of both leading exercises.

Activity #5: 10 minutes
(2 truths one lie)
Groups of five.
One student answers the 3 questions from the others in the group. They must
answer 2 correctly and say one lie.
The rest of the group has to figure out which one is the lie.

Activity #6: 8 minutes
(Counter balance trust)
Ask students to find a partner (has to be someone they have never worked with
Demonstrate counter balance with a willing student.
Have students take turns trying out counter balance.
Change partners.
Walk around the room with partner switching counter balance back and forth.
Discuss importance of activity.

Activity #7: 7 minutes
(Circle trust)
Students will form groups of 6 (they can choose).
Explain rules of game.
One person stands in the center and closes their eyes, they gently fall in any
direction and the group catches and supports their weight. Each student gets a turn
in the center of the circle.
Discuss importance of activity.

Activity #8: 15 minutes
Skill (Statues)
Divide into 2 groups, audience and performers.
Performers choose 2 people, as sculptures and the rest are the clay. Sculptures
decide on an event (baseball game/robbery etc).
Sculptors sculpt the clay to create the scene for the audience.
Audience guesses about what the scene is.
Talk about levels, shapes of body and staging.

Break (8 minutes)
Activity #9: 10 minutes
Skill (what are you doing?)
Students stand in a circle.
The first person starts the game by doing a motion (digging a grave)
The next person in the circle asks, What are you doing?
The person doing the movement replies with an answer different from what
their movement indicates (brushing my teeth)
The person who asks the question becomes the leader taking on the action
of the answer (brushing their teeth).
Person 2 keeps brushing their teeth until the person beside them asks,
what are you doing?
And the game continues as such.
Good for levels/expressing something non verbally and thinking on your

Activity #6: 10 minutes
(Discuss take ten project/hand out sheets/form groups)
Students will be given the rubric for the project.
Students and teacher will discuss criteria.
Not everyone should be on stage at the same time all the time. If you think
of a take 5 as a robbery. What happened before it? 2 guys sitting in a
basement bored? What happens after when they are in jail? Maybe a
cliffhanger? The point is to extend the storyline of the take 5 tableau.

Activity #7: 40 minutes
(Work on take ten)
Students will get into groups of 4 chosen by the teacher and begin working on their
Group 1 will work in the eggplant, #2 in the cafeteria, #3 in the fine arts hallway
and #4 in front of the gym.

Closure: 10 minutes
Have students fill out an exit slip with the importance of trust in drama.

Sponge Activity:
Wink Murder: Students sit in a circle with their eyes closed. One student I selected
as the murderer. Students open their eyes and the murder must kill the students
by winking at them. Students must die in a dramatic manner outside the circle. If a
student knows who the murderer is, he or she may make an accusation. If correct,
then the murderer is caught and the round is over. If incorrect, the accuser is dead.
(Use your brain activity).
What are you doing?
Who started the motion?


Students participation in class
Exit slip

Lesson Reflection: