In this lesson, students will learn about what improv is and practice the skills of listening, eye contact, and taking turns through a series of improv exercises. Through class discussion, they will be prompted to reflect on their listening habits.

Lesson Overview

Estimated Time: 1 40-minute period, or could be integrated into the literacy block

Learning Goals
  • I can identify choices that lead to active listening (i.e. taking my turn, not talking while others are talking, looking towards the person whose turn it is).
  • I can use my body language and voice to communicate feelings and ideas.
  • I can think about how using different tones of voice and gestures can change the way my message is received.  
Readiness

Students will require support to take turns and use active listening skills. There should have been significant work done on building classroom community and developing a “brave space” (see Appendix #1 Tips for Creating a Classroom Community) so that students feel comfortable taking creative risks prior to beginning this unit.

Terminology

Ahead of the Lesson: Teacher Prompt

To begin, the teacher can address the whole class and give a brief explanation of improvisation.

Teacher prompt: Improv is a type of drama where we play and create stories together. When we improvise, we have to listen to each others’ ideas so that we can build stories together. When we improvise, we try to say “yes,” meaning that we accept others’ ideas. We don’t say an idea is bad just because it’s something we may not have thought of on our own. We keep our minds open to others' ideas and their creativity. We are welcome to laugh along with others’ ideas, but not to make fun of or reject others' ideas. Our ideas have to keep the classroom space safe for everyone. We will be playing and practicing different improv games that will help us to be great listeners. 

Minds On

Pairs > Mirroring

Divide students into pairs. Students will stand face-to-face as if there is a mirror between them. Label students A and B. Partners take turns mirroring each others’ actions. The As will be the leaders to start. Ask the As to create big, slow movements and invite the Bs to copy their partner’s movement. After a few minutes, invite students to switch and have Bs lead the movements and As follow.
Teacher prompt: Make eye contact with your partner. Notice what they’re doing. Watch their movement. Copy them exactly. Keep your movements big and slow.

Invite students to look at their partner and try and make eye contact. Explain that this time, there won’t be a designated leader, but that they will work to move together. Remind students that there is still an imaginary mirror between them, so if one student moves, the other needs to follow. Encourage them to communicate through their bodies and not to talk. Soft, slow music can be played in the background to help guide students.

Action

Whole Class > Name Game

Ask the class to stand in a circle. One at a time, students cross the circle (i.e. walk towards another player across the circle), make eye contact and say that player’s name to take their place in the circle. All that is required is saying the student’s name. The player whose name was said is the next to cross the circle and the game continues.
Next step: You can add challenges, e.g. greet this person as if: they ate your birthday cake; you are very sad, etc.

Whole Class > Red Ball

Ask students to stand in a circle. Mime holding a red ball and continue to “hold” it in your hand. Model the process of the game: one player at a time will walk across the circle, look a player in the eye, and say “Red ball” as they mime handing the ball to that player. To receive the ball, Player 2 has to say, “Red ball.” Player 2 repeats this process, passing the ball along. Coach students to listen carefully and keep their eyes on the player whose turn it is.

Next, add new items (e.g. blue book) so that multiple items are being passed along simultaneously – taking care to mime them and pass them along (up to 3 items at a time, depending on student readiness). End the game by “collecting” the items. 

Consolidation

Whole Class > Discussion and Reflection

Questions for Discussion:

  • Did you enjoy the games we played?
  • What did you enjoy about them?
  • What did we need to do to be successful in the games?
  • What could we do differently if we were to play these games again?
  • Was the red ball challenging?
  • Did we lose any items?
  • How can we keep track of our items?
  • How did we demonstrate good listening skills?
  • Why is turn-taking important to be successful in these games?

Extensions

  1. Play these games again (mirroring can be integrated throughout the school day as a brain break)
  2. Play the Name Game and add a justification element (e.g., Player 1 says a student’s name, e.g. “Priya!” Player 2 justifies (explains why Player 1 said their name that way), e.g. “I’m sorry I didn’t take out the garbage, mom!” Then player 2 continues.
  3. Try other improvisation games to reinforce the importance of taking turns and active listening. See CODE's Improvisation Games resource for ideas.
Additional Resources
  • “The Second City Guide to Improv in the Classroom” Katherine S. McKnight, Mary Scruggs
  • “Games for the Drama Classroom: More than Play” (by Lindsay Price)
  • “Improv Games with Purpose” (Jennine Profeta)
  • A comprehensive list of exercises can be found on the Learn Improv website
Differentiation

If necessary, instructions can be written down/illustrated to facilitate understanding.

Accommodations
  • If a student has mobility access needs that limit physical engagement in the activities, they can contribute ideas orally without moving around the space
  • Students can always choose to “pass” on a prompt
Assessment for Learning

Use PDF #1 to note students’ listening and turn-taking abilities and note students who may need extra support moving forward.