Drama Orientation Unit Plan

Grade 7

Drama

Introduction to Jr High Drama

September 4th to September 13th

Brooks Jr High School

Ms. Jessica McInnis

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 Table of contents

Rationale…………………………………………………………………………………………………………….3

Unit Objective…………………………………………………………………………………………………….4

Unit Overview…………………………………………………………………………………………………….5

Lesson Plans

Lesson Plan One……………………………………………………………………………………….6

Lesson Plan Four……………………………………………………………………………………… 9

Assessment

Formative Assessment Participation Checklist ……………………………………….11

Summative Assessment Description and Rubric………………….………………….12

Materials………………………………………………………………………………………………………….14

Bibliography …………………………………………………………………………………………………….14

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Rationale

The purpose of this orientation unit is to build a strong element of respect within the
classroom. Respect is a skill student will use to create a safe environment and build healthy
relationships with their teacher and peers.

This unit will involve building on important verbal communication and non-verbal
communication skills that we will use in future units throughout the semester. Teaching them
how to use succinct communication is important to develop in this orientation unit because
being able to communicate clearly and concisely leaves less room for error or
miscommunication.

Body language, posture and eye contact are all elements of non-verbal communication used
especially in theatre to create characterization. To move forward with units such as
characterization it is important for students to understand the basics of nonverbal
communication skills. This will help students become more cognitively aware of the non-verbal
cues they instinctively demonstrate and helps them process the cues from the society around
them.

These skills will be monitored and assessed throughout the unit to ensure students understand
and can demonstrate their knowledge of these skills prior to moving forward into our next unit.

Skills
o Respect
o Succinct communication
o Eye contact (non-verbal communication)
o Body language

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Unit Objective

In this orientation unit we are working towards building connections with peers, verbal and
non-verbal communication and building a safe space. By the end of this unit students will have
built individual connections with their peers and understand different skills associated with
verbal and non-verbal communication. We are working on these skills first to build into our next
units because all of the skills are needed before we can move on and begin working

Lesson 1
Objective: Learning each other’s name and understanding we’re in a safe space.
Skill: Respect
SLO: Improvisation/Acting: 31

Lesson 2
Objective: TSW understand importance of verbal communication
Skill: Succinct communication
SLO: Orientation: 8, 18

Lesson 3
Objective: Hold eye contact for ten seconds
Skill: Eye contact
SLO: Movement: 25

Lesson 4
Objective: Shake each other’s hands
Skill: Building upon respect
SLO: Orientation: 2, 3, 6

Lesson 5
Objective: TSW understand importance of non-verbal communication
Skill: Body language
SLO: Orientation:18, Movement: 6, 7, 14, 17

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Unit overview

Lesson 1
Learning each other’s name and understanding we’re in a safe space.
This is my neighbour, Freeze tag, Safe space poster
Orientation: 1-6, Movement: 1, 2
PARTICIPATION

Lesson 2
TSW understand importance of verbal communication
One sentence at a time, 1-10, Echo, Speech thief, Duo speech
Orientation: 17-26 Improvisation: 1, 2, 11
PARTICIPATION

Lesson 3
Hold eye contact for ten seconds
Walking eye contact, Acknowledging and walking, Wink murderer, Advance/Retract, Eye
contact challenge
Orientation- 1-26, Movement 1-3, 15-17
PARTICIPATION: HOLDING EYE CONACT

Lesson 4
Shake each other’s hands
Volcano, Zombie tag, you make me want to shout, Handshake murderer
Orientation: 1-11, 13-16
PARTICIPATION: SHAKING PEERS HANDS

Lesson 5
TSW understand importance of non-verbal communication
Trust falls, Walking collapse, Blob tag, Zucchini, Tangle touch
Orientation: 1-26, Movement: 1-7, 16,17
SUMMATIVE ASSESSMENT OF TANGLE TOUCH

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Lesson Plan #1

Lesson Title Drama Orientation Date September 4th

Lesson One
Subject/ Grade Drama Time 43 mins
Level Grade 7 Duration
Unit Orientation Teacher Ms. McInnis

General Learning To acquire knowledge of self and others through participation in and
Outcomes reflection on dramatic experience
Specific Learning Orientation- 1-6
Outcomes
Movement- 1, 2

Main Inquiry How do we get to know each other and create a safe space where all
Question are welcome to explore different thoughts, ideas and emotions?
Students will: Get to know each other and understand what is required to create and
maintain a safe space for everyone.
Assessment Formative: Throughout activities look for participation (all students
feeling safe to participate)
Summative: Mastery (/10) Knowing students names and creating a
safe space during activities

Resources Teacher Resource Manual DRAMA Junior High School. 1989 Alberta
Education ISBN 0-7732-0078-9
Materials Poster paper, Marker

Introduction
Attention Grabber To begin I will welcome the students and ask them to take a seat in a
circle. When everyone is seated, I will do attendance then introduce
myself mentioning who I am, where I’m from, my history and thoughts
of drama and why I believe drama is important. At this point I will also
mention that our classroom is a safe space for everyone and our goal
throughout the semester is to create a safe space for everyone to
succeed in.
[7 minutes]
After we will go around in a circle asking everyone to clearly and loudly
pronounce their name, their hobby and their drama experience (plays
they’ve seen, read or been in)

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 [6 minutes]

Expectations of During this time students are expected to remain quiet and respectful
Behaviour of the teacher and their peers. When they are talking, they are
expected to talk loud and clear so their classmates can hear them.
Body
Learning Activity #1 This is my Neighbour
After students are done introducing themselves, we will play This is my
Neighbour. To play this game students will sit in a circle and one
student will start by introducing themselves and something they like
that starts with the same letter as their name. So to start the first
person will say “Hi my name is ___________ and I like ________ ”. The
student next to them will then start by saying “Hi my name is
____________ and I like ________ and this is my neighbour
____________ and they like __________”. The student next will then
say, “Hi my name is ______________ and I like _________. This is my
neighbour _____________ and they like _________. This is their
neighbour __________ and they like ____________”. The game will
continue until everyone has a turn and the first person to go should be
the last, so they have a chance to attempt everyone’s name. The goal
of the game is to try and remember everyone’s name.
[10 minutes]
Learning Activity #2 Name Freeze Tag
After students will get up and stretch out their legs for a minute and I
will ask for a volunteer. After I have a volunteer, I will explain that we
are playing name tag and in order to tag someone you have to
correctly say their name. If someone has been tagged, then they are to
remain frozen until someone comes to unfreeze them. In order to be
successfully unfreeze someone you must correctly say their name. We
will switch people who are it every minute (5 times).
[5 minutes]
Learning Activity #3 Safe Space Poster
All students will be asked to sit on the floor in a semicircle around the
poster paper. I will explain what a safe space means to me and what it
looks like then ask students to share ideas about what a safe space
looks like to them. After sharing, I will ask students to share individual
words or phrases describing what a safe space looks like to them. As
they share the words, I will be writing them on the poster paper. By
the end we will have a poster paper with words describing what we
want our classroom to look like and then together will come up with a
sentence of how we all will continue to build and create a safe space in

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 our classroom. After we are done students will be asked to sign the
poster as a way to help keep our promise.
[10 minutes]
Closure
End of Lesson To end we will sit in a circle and have a group discussion. I will ask
students
• What they learned today
• Why is it important to know each other’s name?
• Why is it important to create a safe space for ourselves and
others?
• What does a safe space look like in this classroom?
• What they are excited about for this course?

I will be looking for everyone to be able to provide an answer to at

least one of the questions. After we are done students will be
dismissed for their next class.
[5 minutes]

Reflections

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Lesson Plan #4

Lesson Title Drama Orientation Date September 6th

Lesson Four
Subject/ Grade Drama Time 43 mins
Level Grade 7 Duration
Unit Orientation Teacher Ms. McInnis

General Learning To acquire knowledge of self and others through participation in and
Outcomes reflection on dramatic experience
Specific Learning Orientation- 1-11, 13-16
Outcomes
Students will:
o Review each other’s names
o Shake each other’s hands
o Feel comfortable sharing space with one another
Assessment Formative: Observation throughout each activity and participation
throughout the lesson
Summative: Students will get a mastery 10/10 if they have
demonstrated and understanding of their classmate’s personal space
and have shook everyone’s hand in the process.
Resources Teacher Resource Manual DRAMA Junior High School. 1989 Alberta
Education ISBN 0-773-0078-9
Materials N/A

Introduction
Attention Grabber As students walk into class and I will welcome them and ask them to
walk around the room quietly for a minute before coming to sit in a
circle in the middle of the classroom.
[2 minutes]
Volcano (name review)
-Standing circle, go around the circle twice and say our names nice and
loud for everyone to hear. Someone starts and claps their hands in the
directions of a person and says their name. If that person gets it right
continue with this action. But if they get it wrong, everyone in the
circle has to run into the middle of the circle while shouting “Volcano!”
and lifting their arms up. We start again.
[5 minutes]
Expectations of Students will listen, participate and engage with one another while
Behaviour trying to push themselves outside of their comfort zones. Students will
respect the space, distance and classroom rules/ expectations.

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 Body
Learning Activity #1 Zombie Tag
Stay in standing circle, one person goes into the middle to be the
zombie. The zombie will walk towards a person of their choice, that
person has to make eye contact with someone else. The person they
make eye contact with has to say a name of a different person in the
circle. If said fast enough, zombie finds the person who was called, if
not, the person who the zombie grabs go into the middle. And repeat.
[10 minutes]
Learning Activity #2 You make me want to shout!
Students will get into two-line ups facing across from each other on
opposite sides of the room. One student at a time will call out another
student’s name and switch places with that person as fast as possible
without bumping into anyone in the process. Pick a new person every
time you switch if possible.
[10 minutes]
Learning Activity #3 Handshake Murderer
A student will get picked to be the murderer and detective. Everyone
but the detective walks around the room shaking each other’s hands
while stating their name. If you get squeezed on your hand, you must
wait 3 seconds and die dramatically. The detective has three guesses
to guess the murderer. If you were guessed and are not the murder,
you have been falsely accused and you die.
[10 minutes]
Closure
End of Lesson Discussion:
• How did you feel during the activities?
• How do you think your relationships with your peers have changed
throughout the last few classes?
• By knowing each other’s names and knowing more about each
other do you feel more connected? Why or why not?
• How did you feel shaking hands with your peers?
• Does this build connections and safe spaces within our classroom?
[ 5 minutes- 1 minute per question]
Dismiss class and let them pack up and tell them I am proud of their
work and effort today
[1 minute]
Reflections

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 KEY:
Actively participating- √
Partially participating- .5
Formative Assessment (Participation) Not participating- NP
Absent- A

September 4th September 6th September 7th September 11th September 13th

Abby
Alexis

Brent
Brody

Catherine
Cody

Dustin

Emilia
Gina

Henry

Inis
Jeff

Jordan
Kelsey

Lisa
Morgan
Nathan

Nile
Nina

Patrice
Rachel

Sarah
Shelley

Thomas

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Tangle Touch: Summative Assessment Description:

In this assessment students will be graded on the four of the skills we have been working on
throughout the unit. These are
o Respect
o Succinct communication
o Eye contact (non-verbal communication)
o Body language

After being placed in groups of 8 students will complete tangle touch eight times allowing the
teacher to assess each student individually each time.

Rubric:

A
____ The student completed the task ALWAYS using clear and concise verbal
communication
____ The student-maintained eye contact with peers throughout ALL of task
____ The student completed the task ALWAYS using body language to communicate how
they were trying to move
____ The student showed respect towards their peers throughout ALL of the task

B
____ The student completed the task with using SOME clear and concise verbal
communication
____ The student-maintained eye contact with peers throughout MOST of task
____ The student completed the task MOSTLY using body language to communicate how they
were trying to move
____ The student showed respect towards their peers throughout MOST of the task

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C
____ Student completed the task with SOME clear and concise verbal communication
____ The student-maintained eye contact with peers throughout SOME task
____ The student completed the task SOMETIMES using body language to communicate how
they were trying to move
____ The student showed respect towards their peers throughout SOME of the task

D
____ The student completed the task RARELY using clear and concise verbal
communication
____ The student-maintained LITTLE eye contact with peers throughout task
____ The student completed the task using LITTLE body language to communicate how
they were trying to move
____ The student showed LITTLE respect towards their peers throughout the task

F
____ The student did not attempt to complete this task with verbal communication
____ The student did not attempt to maintain eye contact with peers throughout task
____ The student did not attempt to complete the task using body language to communicate
how they were trying to move
____ The student did not attempt to show respect towards peers throughout the task

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Materials

o The Jumbo Book of Drama

o Theatre and Improv Games for the Classroom (website)
o Creative Drama in the Classroom
o Poster Paper

Bibliography

Bradford, Wade. “Theater and Improv Games for the Classroom and Beyond.” Thoughtco.,
DotDash, 14 Feb. 2018, www.thoughtco.com/drama-activities-for-the-classroom-
2712990

Dunleavy, Deborah. The Jumbo Book of Drama. Kids Can Press, 2004.

Farmer, David. “Mime and Movement.” Drama Resource, CreateSpace,

dramaresource.com/category/drama-games/mime-and-movement/.

McCaslin, Nellie. Creative Drama in the Intermediate Grades: A Handbook for Teachers.
Longman Inc., 1987.

McCaslin, Nellie. Creative Drama in the Classroom and Beyond. Eighth ed., Pearson Education,
Inc., 2006.

Nichelle. “Teacher’s Top Three: Improvisation and Composition Studies.” Dance Advantage,
WordPress, 29 Mar. 2011, www.danceadvantage.net/improv-composition/.

Teacher Resource Manual DRAMA Junior High School. 1989 Alberta Education ISBN 0-7732-
0078-9

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