Learning Goals

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

  • Prepare the classroom drama space for learning 
  • Reflect on our Drama learning
  • Use different drama skills, such as: expressing feelings and ideas through actions, and listening to others before responding
Materials
  • Anchor Chart of get-to-know-you questions
  • Chart paper, or white board and writing tools for recording student responses
  • Appendix 2 Get to Know You Questions
  • Appendix 3 Thumb Feedback Legend
Terminology

Minds On

Whole Class > Welcome to the Drama Room

When students enter the room, invite them to form a circle (sitting on the floor, or on a chair if needed). 

Teacher Prompt: Why do you think we sit in a circle? Record and display responses.

Sample Responses: sitting in a circle makes us all equal; everyone is facing in and on the same level. Everyone is welcome in the circle.

Whole Class > Establishing Behaviour Expectations

Invite students to share what they think the behaviour expectations will be in drama class. 

Sample responses:

  • be brave 
  • be safe 
  • be kind
  • be helpful
  • be patient
  • listen
  • be curious
  • have the right to pass
  • try new things
  • laugh with others, but never at others

Action

Whole Class > Action Names

Invite students to stand in a circle, ask the first student to call out their name and make a movement or gesture such as stomping, waving their hands, or shaking their legs, etc. Everyone in the circle repeats the name and movement. Continue around the circle until each student has had a turn.

Shuffle and reorganize the circle and ask the students once again to individually go around the circle and call out their name. This time, ask them to say their name in a dramatic manner (e.g., angry, happy, sad, quietly, etc.) and use alliteration (e.g., Curious Cathy, Athletic Alex, Petite Priya, etc.). As before, everyone in the circle repeats the name. The game continues until everyone in the circle, including the teacher, has presented their name and alliteration.

Pairs > Non-verbal Introduction

Put students in pairs. Ask students to spend some time introducing themselves, sharing information with their partner that is important to them (e.g., special interests, hobbies, facts).

Post Appendix 2 Get to Know You Questions or hand out a copy to each group to help generate ideas.

When sharing is complete, have the class make a circle. Invite each student to introduce their partner, but they may not use words or props, only actions. The group may then guess what information was being shared.

Consolidation

Whole Class > Reflection on Expectations

Ask students to use a thumbs up, thumbs down, or thumbs sideways to self-reflect on their experiences in this first class. (See Appendix 3 Thumb Feedback Legend).

Reflection Questions:

  • I listened and followed instructions
  • I participated to the best of my ability
  • I learned something new about a classmate
  • I used gestures to communicate ideas
Assessment for Learning/Assessment as Learning (AfL/AaL)
  • student self-reflection (see Appendix 3 Thumb Feedback Legend)
  • observations