Learning Goals

By the end of this lesson, students will be able to …

  • Describe our strengths and ways to improve as participants in drama
  • Express a respectful opinion of our classmates’ strengths and ways to improve in drama
  • Participate in drama games and support others when taking risks.
Materials
  • A pencil
  • Hula hoop or skipping rope
  • PDF #1 Drama Self Assessment
Terminology

Minds On

Whole Class > Community Circle

Invite students to sit in a circle. Begin with a class discussion. 

Key questions for discussion:

  • Why might mistakes be important for learning?
  • How might we help our classmates to feel safe making mistakes?
  • How do we check to make sure we have consent to touch someone’s body or belongings?

Whole Class > Magic Pencil 

In the circle, pass around a pencil. When each student receives the pencil, ask them to transform it through gesture and physical action into anything in the world other than a pencil (e.g., a hairbrush, a fishing rod, a telescope, a basketball). It is important to point out that the object transformed does not have to be of the size and shape of a pencil – in fact, it ideally should not be. Remind students to do this without talking.

Extensions: 

  1. Students can try to guess what each other’s object is.
  2. Students could say a line that hints at what it is without stating the actual name of the object. Allow the group to guess.

Action

Whole Class > Applause

Invite students to make a large circle. Ask a volunteer to step into the circle and do or say something that takes at least 3 seconds (e.g., announce “I have a test today!”, pretend to swim, pretend to grow like a plant, give a big yawn and stretch etc.).

In response, the rest of the group applauds fiercely - regardless of what the volunteer did or said. The volunteer steps back into the circle, and the next student steps into the centre of the circle. If students are reluctant to enter individually, offer the option to enter in small groups or with a partner. Students may also prefer to stay in their spot in the circle instead of being in the centre. 

Whole Class > Captain Tap

Round 1: Ask students to stand in a circle. Choose a student to say the name of a classmate. When a student’s name is said, they tap the shoulder of someone next to them. When someone’s shoulder is tapped, they say the name of a classmate. If a student taps at the wrong time, or waits too long to say a name, (i.e., makes a mistake) they declare “I made a mistake!” and the group claps for them. Invite a new student to call out a name. 

Subsequent Rounds: Begin the second round by inviting students to give a “Time Out Tip!” where they brainstorm ways to help their peers be successful at the game. For example: making sure everyone is watching whose name has been called. Replay using any Time Out Tips and evaluate if they were helpful. At any time during the game, you might invite students to volunteer a Time Out Tip to help their peers keep the chain going.

After the game, ask the following question and discuss: 

  • Why might applauding mistakes have an impact on our willingness to participate in class?

Variation: Captain Tap

From: Captain Tap/Capitaine Tap

  • When students make a mistake, they run around the circle before taking their new spot at the “end”.
  • Play in two groups for more advanced groups. When a student makes a mistake, they move to the other group where they are welcomed and continue to play.
  • Once students get comfortable with the game, see how long the class can make the chain of names & taps last, remembering to celebrate mistakes.

Whole Class > Count to 10

Ask students to form a circle. The goal of the game is to have the students count to 10, without having two people say the same number at the same time. Each person can only say one number. If two or more people talk at the same time, restart the count from the beginning (back to one). Anybody can start off the count. You can start to show the students how the game begins. Allow several attempts before pausing the activity. 

Key questions for discussion:

  • Have we made it to 10 yet?
  • Describe how you’re feeling in one word.
  • In what ways have we been successful so far?
  • What do you suggest we try to be even more successful? 
  • Is it okay if we don’t make it to 10 today?

Consolidation

Whole Class > Yes, Let’s 

Ask students to spread out around the playing space. Offer a location by saying "Let's go to the ..." (e.g., the post office, a movie theatre, a baseball game, the aquarium, the park). The class responds with "Yes, Let's!" 

Each member of the class then chooses an action associated with that location to mime. For example, if you started with “Let's go to the movie theatre,” students might mime eating popcorn. Students continue their miming until the next offer is made.

Whole Class > Environments 

Call out an environment (e.g., a forest, a playground etc.), then loudly count down from 10. Ask the students, without discussion or planning, to create and explore the environment using the full space. Players may be objects or people. Explore all the aspects of the environment.

Whole Class > Community Circle 

Gather the class back into a circle. Invite student reflection on the lesson.

Key question for discussion:

  • Did you learn anything new today?
  • What is one thing you are proud of yourself for today?
  • What might you say to someone else if they made a mistake?
Assessment as Learning (AaL)
  • PDF #1 Drama Self Assessment can be used for students who can write, or their responses could be scribed or shared verbally.