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Orientation

1

Grade 9 Drama

Orientation

March 8th – March 15th, 2016

Kim Gadbois

Table of Contents

Rationale

3

Unit Objective and Skills

4-5

Unit Overview

6

Lessons

7-20

Assessments

21-24

Materials

25

Bibliography

26

Activity Appendix

27-30

Rationale

The Orientation unit in the Grade 9 Drama Curriculum is arguably one of the most important units due to the fact that there is no pre-requisite necessary for students to take this class. This means that the skills and experiences of those in the class are extremely diverse and many students may be more or less skilled than others. As stated in the Junior High Teacher Resource Manual, “Orientation is the introduction of basic concepts, skills and attitudes in drama which should be addressed before commencing more in-depth work in the five disciplines covered in the junior high program’ (1989, p 34). The Orientation unit is a good way to assess where all the students’ skills lie and start to create relationships and trust within the group. By creating a basis of support with this unit the students will be more comfortable trying new things in the future units and feel that this Drama class is a safe space to succeed and fail. Even outside of a drama context it is important that students learn to work with others. The ability to form relationships and cooperate with others is one of the most fundamental skills students will require as they enter high school and even afterward. By teaching how to attain and strengthen these skills in the Orientation unit of Grade 9 drama the students will be better prepared for their future endeavours in and outside of school, especially due to the fact that I will be a teacher none of the students have ever met before. As performance is an important aspect of being a member of society introducing the act of performing as part of Orientation will be the beginning of teaching performance as a skill necessary to their role in everyday life.

Unit Objectives and Skills

The purpose of this unit is to enhance the cooperation between all the students in the class. As Drama is very dependant on relationships it is imperative the students create healthy relationships between one another as a team and have an element of trust before they begin any of the other units. The culminate task of this unit is called is an initiative activity called Zoom where the students will be required to work together to fit their individual pictures into the chronological order of the story. However, there are three main skills that will need to be practiced before we can attempt this activity. These skills are cooperation, communication, and understanding story sequence. This unit objective aligns with Goal #1 of the Junior High Drama Goals and Objectives, “To acquire knowledge of self and others through participation in and reflection on dramatic experience” (TRM, p 4).

The first skill that must be practiced in the Orientation unit is cooperation. The final unit activity will involve all students cooperating with one another, as the activity cannot be achieved alone. The skill of cooperation aligns with SLO’s #8 (share ideas confidently with others), #14 (work cooperatively and productively with all members of the class in pairs, small groups and large groups), and #15 (support positively the work of others). These learning objectives will be covered during Take 3 Tableaux in Lesson 3, People to People, Electricity, and Labyrinth in Lesson 1, and One Word Story in Lesson 3.

The skill of communication is also vitally important to the success of the final unit activity. Whether non-verbal or verbal the students need to be able to express their ideas and listen to one another to achieve a common goal. This aligns with the SLO’s #10 (listen effectively), #18 (communicate through use of voice and body), and #21 (speak, move and generate ideas spontaneously). These objectives are achieved in Room Walks in Lesson 3, Snake Eyes and Tell the Truth in Lesson 2, and Fruit Salad in Lesson 1.

Lastly the skill of understanding sequences is one that has previously been introduced to the students in English classes but still needs to be practiced in Drama class to ensure they have a full grasp on the idea in order to create great theatre. The SLO’s that align with this include #11 (generate imaginative and creative solutions to problems), #22 (investigate a variety of roles and situations), and #23 (show awareness of story structure). These objectives are covered in Headbands in Lesson 2, Stagedeck and One Word Story in Lesson 3.

Unit Overview

Lesson 1 – TSW learn and perform levels 1-3+ of Labyrinth

Chat, Fruit Salad, Human Bingo, People to People, Electricity, Labyrinth

Orientation (Junior High) #1-6, #9, #14, #21

CHECKLIST FOR PATICIPATION/COOPERATION, EXIT SLIP

Lesson 2 – TSW line up according to birthday order without talking

Warm-up, Snake eyes, Headbands, Tell the Truth, Line-ups

Orientation (Junior High) #7, #11, #13, #17-18


Lesson 3- TSW perform Take 3 Tableaux of their favourite movie

Warm-up, Room Walks, Die (eye contact), Stagedeck, One Word Story, Take 3 Tableaux (fav movie),

Orientation (Junior High) #8, #10, #12, #15, #19, #22-26


Lesson 4 – TSW work together to complete the Zoom activity

Warm-up, Evolution, Splat, Zoom, Family Portraits

Orientation (Junior High) #8, #16, #20, #23

CHECKLIST FOR PATICIPATION/COOPERATION

Lesson Title/Focus: Labyrinth

Class: Grade 9

Date: March 8th, 2016 (Period 2)

Lesson Length: 1hr 3min

Course:

Teacher:

Drama

Kim Gadbois

COURSE OUTCOMES

GLO: To acquire knowledge of self and others through participation in and reflection on dramatic experience (Goal I) .

SLO: The students will be able to:

· Understand and respond to classroom rules, procedures and routines (#1)

· Demonstrate a responsible attitude towards physical and emotional safety and comfort of self and others (#2)

· Demonstrate respect for equipment, resources and facilities (#3)

· Respond appropriately to established control signals (#4)

· Participate positively in classroom activities (#5)

· Display appropriate classroom and audience behavior (#6)

· Focus concentration on one task at a task (#9)

· Work cooperatively and productively with all members of the class in pairs, small groups and large groups (#14)

· Speak, move and generate ideas spontaneously (#21)

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Recall everyone’s names and some of their interests (Remembering)

2. Restate the rules of Electricity (Understanding)

3. Engage in a partner-dependent game of People to People (Applying)

PEAK: Students will learn and perform levels 1-3+ of Labyrinth.

ASSESSMENT

· Pre-Assessment: What do you know about drama?

· Formative Assessment: How are students responding to the class rules? Are students hesitant or sticking to a certain group of people during Human Bingo? What students don’t run together as partners for People to People? Do students work together to be successful in Electricity? How is students’ focus level during Labyrinth?

· Summative Assessment: Checklist for Participation/Cooperation, Exit Slip

PREPARATION AND LOGISTICAL CONSIDERATIONS

· There may be an odd amount of students so games such as People to People may need to be adjusted

· Print out Human Bingo sheets and bring colouring pencils

· Students may not be able to work together to reach higher levels in Labyrinth so in this case practice the highest level they can

PROCEDURE

Introduction

Time

· Have all students sit in chairs in a circle

Key Question

· Introduction: Kim (Degree in Drama, loves Hockey/Ringette, playing guitar and eating Taco Bell)

· M&M Game Introduction: Red - Something about yesterday, Orange – Something you do well, Yellow – Something about your childhood, Blue – Something you learnt last week, Brown – Something you can’t live without, Green – Something you watch/listen to

· Rules and Routines (Giving respect to get respect. Getting attention: Shark Bait “Hoo Ha Ha” Cellphone policy – don’t want them broken, may leave on table with mine, 3 strike system = warning, me, office. Starting class with question of the day and warm-up. Asking if you may use the washroom – if you’re using that time to socialize you may not be granted permission anymore.)

10 min

Body

Time

Fruit Salad

· One person stands in the middle as there is one less chair than there is people

· This people introduces themselves and says something they like (“I’m Kim and I like Hockey)

· Everyone who also likes that thing must stand up and change chairs, they can not change chairs with someone beside them

· At the same time the person in the middle also tries to get a chair

· The person who does not get a chair is now in the middle

10 min

Human Bingo

· Hand out Human Bingo sheets and pencils

· Instruct students that they must get a blackout with one student signing each of the boxes

· A student can only sign a bingo sheet once

· The box they are signing must apply to them

· When your Bingo sheet is filled up yell Bingo and go show the teacher

12 min

People to People/Electricity

· Have all students pair up and stand across from one another in two lines

· Inform them that you will call our body parts and they are to put those parts together (I.e. elbow to knee cap)

· We will do a few practice rounds and then I will start calling the slowest pairs out

· Last pair standing wins

· Instruct students to form back into their two lines and join hands

· Inform them that you will pass a squeeze down each team. When they feel the squeeze they must direct it down the line. As soon as the last person feels they squeeze they need to indicate to the rest of their team by jumping back and representing an explosion using sound and movement

· Each team member should follow in suit, first team to explode wins

18 min

Labyrinth

· Tell students that this is a game of levels; if they can pass each level we will go to the next one. It’s important to remember to forgive any mistakes that occur and to just continue.

· Level 1: The game begins by having all the students raise their hands and one a time the teacher says someone else’s name who says someone else’s name and so on. Once everyone’s name has been said it returns to the teacher. Go through the name pattern a few times until the students are fairly proficient at it.

· Level 2: Have students all raise their hands again and pass a ball to a student who must then pass it on to another student with their hand raised who will pass to another and so on. After everyone has gotten the ball the last person passes it back to the teacher. Practice the pattern a few more times. Practice both levels at the same time. If students are excelling at this activity add Level 3.

· Level 3: Favourite Animals, etc.

10 min

Closure

Time

· What was your favourite game that was played today?

· What are you most excited for in Drama class/realistically, what would you love to see happen in Drama this semester?

Concluding Questions

· Exit Slip

3 min

Personal Objective: To recognize which students already have connections in the class and which students may require more assistance creating relationships.

Self-Reflection:

Additional Notes:

Lesson Title/Focus: Line-ups

Class: Grade 9



Course:

Teacher:

Drama

Kim Gadbois

COURSE OUTCOMES

GLO: To develop competency in communication skills through participation in and exploration of various dramatic disciplines (Goal II)


· Demonstrate a willingness to take calculated and reasonable risks (#7)

· Generate imaginative and creative solutions to problems (#11)

· Demonstrate trust by becoming comfortable, physically and emotionally, with others (#13)

· Recognize the purpose of and participate in warmup activities (#17)

· Communicate through use of voice and body (#18)

LEARNING OBJECTIVES


1. Distinguish what “truths” are lies or actually true in Tell the Truth (Understanding)

2. Execute a switch with a partner in Snake Eyes without getting caught (Applying)

3. Rank students by birthdays non-verbally (Evaluating)

PEAK: Students will line up according to birthday order without talking

ASSESSMENT

· Pre-Assessment: What games do students remember from last time?

· Formative Assessment: Are students involved in the warm-up? Are students hesitant to switch places in Snake Eyes? Are students sticking to a select group of people to ask questions to when playing Headbands? Are students speaking up with questions for the “Truthers” in Tell the Truth? How convincing are students in Tell the Truth? Which students are taking a leadership position in Line-Ups? Are they correctly achieving this task quickly?



· Create tags for Headbands (possibly sticky notes and bring pencil crayons)

· Students may stick to asking their own friends questions during Headbands (initiate rules that they can’t ask one person more than one question until they’ve asked everyone a question)

· Students may achieve line-ups quickly and will require another task (line up shortest to tallest with your eyes closed)

PROCEDURE

Introduction

Time

· What games did we play last class?

Key Question

· Instruct students to be paying attention to names of games and how they are played as it might be on the quiz…

· Smarties?

· Warm-up: Gather students in a circle and begin by stretching. Front lunge, back lunge, stretch legs on both sides. Arms across body, behind back, repeat. Half head rolls. Shoulder shrugs (up, down, forward, backward).

5 min

Body

Time

Human Bingo/Snake Eyes

· Hand out Human Bingo sheets and pencils

· Instruct students that they must get a blackout with one student signing each of the boxes

· A student can only sign a bingo sheet once

· The box they are signing must apply to them

· When your Bingo sheet is filled up yell Bingo and go show the teacher

· Have students sit in a circle

· With one student in the middle explain that this game is kind of like Fruit Salad with the person in the middle wanting to find a spot but in order for people to move they have to lock eyes with someone around the circle (not beside) and switch places before the person in the middle takes their spot

· If you’re in the circle you WANT to be switching spots, try to only go one pair at a time

20 min

Headbands

· Have either pre-made words or have students write a celebrity or food on provided sticky notes

· Exchange with someone who did the same topic as you and put their sticky not on your back without reading what it says

· The students then have to walk around the classroom and find out what their label says by only asking yes or no questions of their classmates

10 min

Tell the Truth

· Send 5 students out of the room

· They need to come up with a true story that happened in one of their lives (“When I was 7 I fell out of a tree and had to go to the hospital and get some stiches”)

· Can only pick one true story from one of the people, make sure no on inside the class knows the truth

· Go to front of room and one by one recite story (Everyone repeats opening sentence “When I was 2/7/15…” as if it happened to them personally

· Each person wants to persuade to the audience that they are the one telling the truth

· After, each audience member can ask one question to a specific person “Did you hit your head?”

· Give the audience a minute to make a decision and then vote for each person on if they think they’re a liar or not

10 min

Line-ups

· Announce to students that as of now they can no longer talk

· They must line-up according to birthday order. Everyone’s year of birth doesn’t matter but they must be lined up according to month and day within the month

· Give students time to do this task and see how long it takes them

· If they do this quickly and you think they are ready instruct them to close their eyes and being careful and aware of personal space line up according to height.

15 min

Closure

Time

· What important skills do you think you needed in the games today? Headbands? Line-ups?

· What was your favourite game?

· Exit Slips


3 min

Personal Objective: To identify the students in the class with lots of leadership skills and try note those that might need more encouragement to take the lead in the future.

Self-Reflection:

Additional Notes:

Lesson Title/Focus: Take 3 Tableaux

Class: Grade 9


Lesson Length: 1hr

Course:

Teacher:

Drama

Kim Gadbois

COURSE OUTCOMES

GLO: To develop an appreciation for drama and theatre as a process and art form (Goal III)


· Share ideas confidently with others (#8)

· Listen effectively (#10)

· Meet deadlines and follow through on individual and group commitments (#12)

· Support positively the work of others (#15)

· Move in a variety of ways (#19)

· Investigate a variety of roles and situations (#22)

· Show awareness of story sequence (#23)

· Understand that technical elements enhance verbal/physical communication (#24)

· Recognize that there is a historical and cultural aspect of drama/theatre (#25)

· Demonstrate awareness of the multi-disciplinary nature of drama/theatre (#26)

LEARNING OBJECTIVES


1. Locate the different parts of the stage (Remembering)

2. Dramatize how different situations affect movement (Applying)

3. Formulate a Take 3 Tableaux of a movie (Creating)

PEAK: Students will perform Take 3 Tableaux of their favourite movie

ASSESSMENT

· Pre-Assessment: What games do students remember from last time? What are your favourite movies? (to create groups) What do you know about the what each direction of the stage is called?

· Formative Assessment: Are students engaged in Room Walks or following other people? Are students avoiding each others’ eye contact in Die? How familiar are students with stage directions? Are students quickly able to participate in One Word Story? How effectively are students able to work together to create a tableau? Are their tableaux clear?



· Create and tape up “Audience” sign for Stagedeck

· Students may switch their gaze in Die to help them win, if you see this warn them that next time they will be out

· One Word Story may need additional instructions (3 second rule, no words starting with S)

PROCEDURE

Introduction

Key Question

Time

· Question of the Day: If you could own any pet (realistic or not) which kind of pet would you want to own?

· What games did we play last class?

· Why do we do warm-ups?

· Warm-up: Gather students in a circle and begin by stretching. Front lunge, back lunge, stretch legs on both sides. Arms across body, behind back, repeat. Half head rolls. Shoulder shrugs (up, down, forward, backward).

5 min

Body

Time

Tell the Truth

Sponge: Room Walks

· Send 5 students out of the room

· They need to come up with a true story that happened in one of their lives (“When I was 7 I fell out of a tree and had to go to the hospital and get some stiches”)

· Can only pick one true story from one of the people, make sure no on inside the class knows the truth

· Go to front of room and one by one recite story (Everyone repeats opening sentence “When I was 2/7/15…” as if it happened to them personally

· Each person wants to persuade to the audience that they are the one telling the truth

· After, each audience member can ask one question to a specific person “Did you hit your head?”

· Give the audience a minute to make a decision and then vote for each person on if they think they’re a liar or not

· Instruct students to begin to walk around the room in a random pattern, not in a circle or pre-determined path. Fill any space that is open.

· Announce different scenarios/additions:

· Walk as naturally as you can

· Walk like you’re moving through mud

· Move like you’re late for class

· Move like you really don’t want to get to class

· Move like royalty

· Move like you’re ill

· Take really big steps

· Take really small steps

10 min

Die

· Explain to students that they must all begin the game by looking down at the floor

· On the count of three they are to raise their heads and stare at another person

· They cannot change who they are looking at and if the person they have chosen to look at is also looking at them they must both take a huge, full breath and die a dramatic death

· The game continues until only one/two winners remain

5 min

Stagedeck/One Word Story

· Indicate to the students where the “audience” is in the room. Review Stage Right, Stage Left, Downstage, and Upstage in regards to this.

· When you say one of these directions they must run to that wall, last one there is out

· Introduce other commands: dead-lay on ground, cast of ___ - get in that group #, Shakespeare – “to be or not to be” on one knee, Stage Fight – get in pairs and strike a stage fight pose

· Safety (might need teams)

· Students gather in a circle

· One at a time students go around the circle adding only one word to the story. The story must make sense. If a student takes too long to answer they are out and will create a new story with the other students that become out.

19 min

Take 3 Tableaux

· Organize groups based on their favourite movie

· Hold a whole group rehearsal using available lights. During blackouts actors have five seconds to get into their frozen position. When lights come on positions are held for three or four seconds. Repeat for three takes. May be performed for class. Coloured gels in the lights may add to the effect. (Overhead projectors work well to light tableaux.)

· Perform for class, teaching audience behavior (lights, camera, action)

18 min

Closure

Time

· Do you feel like you understand the parts of the stage better now?


· What difficulties did you find with games like Die and One Word Story?

· What was most important to remember about tableaux?

3 min

Personal Objective: Ensure all students are succeeding in the activities before moving forward.

Self-Reflection:

Additional Notes:

Lesson Title/Focus: Zoom

Class: Grade 9



Course:

Teacher:

Drama

Kim Gadbois

COURSE OUTCOMES

GLO: To develop competency in communication skills through participation in and exploration of various dramatic disciplines (Goal II)


· Share ideas confidently with others (#8)

· Offer and accept constructive criticism, given specific guidelines, with a desire to improve (#16)

· Respond to directions without breaking concentration – side coaching (#20)

· Show awareness of story sequence (#23)

LEARNING OBJECTIVES


1. Recall information taught in the past three lessons (Remembering)

2. Construct the order of photos based on communication (Applying)

3. Produce a reaction according to another student’s action (Creating)

PEAK: Students will work together to complete the Zoom activity.

ASSESSMENT

· Pre-Assessment: Has anyone every played Evolution or Splat before?

· Formative Assessment: Are students reaching out to play everyone in Evolution or are there still evident cliques? How are students reacting in Splat? How are students communicating in Zoom? Who is taking leadership positions? How are they handling disagreements? How do they respond to side coaching during the activity? How do they think they did and how they think they could improve after they achieve the activity?

· Summative Assessment: Checklist for Participation/Cooperation, Orientation Quiz


· Ensure everyone knows how to play rock, paper, scissors – everyone probably does but make sure!

· Print out all the photos for Zoom, some students will get two

· Ensure lights work for Take 3 Tableaux

PROCEDURE

Introduction

Time

· (Stressed Out – Twenty-One Pilots) Warm-up: Gather students in a circle and begin by stretching. Front lunge, back lunge, stretch legs on both sides. Arms across body, behind back, repeat. Half head rolls. Shoulder shrugs (up, down, forward, backward).

Key Question

5 min

Body

Time

Take 3 Tableaux

Evolution

· Organize groups based on their favourite movie

· Hold a whole group rehearsal using available lights. During blackouts actors have five seconds to get into their frozen position. When lights come on positions are held for three or four seconds. Repeat for three takes. May be performed for class. Coloured gels in the lights may add to the effect. (Overhead projectors work well to light tableaux.)

· Perform for class, teaching audience behavior (lights, camera, action)

· There are 4 levels: egg (crouch into a ball and walk around) chicken (walk around like a chicken) eagle (walk around with arms stretched to sides like wings), super bird (walk around with arms stretched in front like a super hero)

· You must rock paper scissors battle but you can only battle with people on the same level as you

· Everyone start as an egg and if you win as an egg you go up to chicken, if you lose as an egg you stay an egg

· If you lose as any level you go down a level (lose as chicken you go down to egg)

· Keep battling when you’re a super bird with other super birds, let’s see how many super birds we can get at once

8 min

Splat

· Instruct students to gather in a circle with one person in the middle

· The middle person will push out their hands at someone without touching them and say “splat”

· As fast as they can, the person “splatted” must duck and the two students on each side of them must stretch their arms in front of them and try to splat the other

· If the “splatted” doesn’t duck they are out, but if they do duck whichever student beside them that didn’t “splat” fast enough is out

· Game continues until only two students remain for a “Splat –Off”

· The “splatter” tells them a certain word is their cue to “splat” and begins to tell a story as the two students begin back to back to walk away from each other and only turn to “splat” the other when the cue word is called

· First person to do this wins

10 min

Zoom

· Hand out one picture per person (make sure a continuous sequence is used).

· Explain that participants may only look at their own pictures and must keep their pictures hidden from others.

· Encourage participants to study their picture, since it contains important information to help solve a problem.

· The challenge is for the group to sequence the pictures in the correct order without looking at one another's pictures.

· Participants will generally mill around talking to others to see whether their pictures have anything in common. Sometimes leadership efforts will emerge to try to understand the overall story.

· When the group believes they have all the pictures in order (usually after ~15 minutes), the pictures can be turned over for everyone to see.

· Why was it hard to get the story together? What skills did you use to do this? Who were the leaders and Why? What would you do differently next time?

25 min

Family Portraits

· Divide the class in half

· Half the class goes outside while the other half of the class organizes themselves together in frozen poses as a family portrait

· The other group then returns and has 2 minutes to try to remember everything about the group

· The portrait group then must change 6 things about themselves

· The other group comes back and must guess the 6 changes (3 mistakes are allowed)

10 min

Closure

Time

· What was your favourite part of the past 4 lessons?

· Next class we will have an orientation Quiz (parts of stage, warm-ups, stretches, games, Room Walks)


5 min

Personal Objective: Set up an opportunity for shyer students to be leaders.

Self-Reflection:

Additional Notes:

Assessments

Participation/Cooperation Checklist

Name

Frequently participates in class

Rarely participates in class

Works extremely well with others

Works somewhat well with others

Does not work well with others

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

Student 25

Materials

· Empty Space

· M&Ms

· Speakers

· Music

· Chairs

· Human Bingo Sheets

· Pencil Crayons

· Ball

· March 8th Exit Slips

· Sticky Notes


· Audience Sign


· Zoom Pictures

Bibliography

Booth, David W., and Charles J. Lundy. Improvisation: Learning Through Drama. Toronto: Harcourt Brace Jovanovich, 1985. Print.

Levy, Gavin. 112 Acting Games. Colorado: Meriwether Publishing, 2005. Print.

Teacher Resource Manual DRAMA Junior High School. 1989 Alberta Education

Zoom: http://wilderdom.com/games/descriptions/Zoom.html

Appendix

Fruit Salad

One person stands in the middle as there is one less chair than there is people. This people introduces themselves and says something they like (“I’m Kim and I like Hockey). Everyone who also likes that thing must stand up and change chairs, they can not change chairs with someone beside them. At the same time the person in the middle also tries to get a chair

The person who does not get a chair is now in the middle

Human Bingo

Hand out Human Bingo sheets and pencils. Instruct students that they must get a blackout with one student signing each of the boxes. A student can only sign a bingo sheet once. The box they are signing must apply to them. When your Bingo sheet is filled up yell Bingo and go show the teacher.

People to People

Have all students pair up and stand across from one another in two lines. Inform them that you will call our body parts and they are to put those parts together (I.e. elbow to knee cap). We will do a few practice rounds and then I will start calling the slowest pairs out. Last pair standing wins.

Electricity

Instruct students to form back into their two lines and join hands. Inform them that you will pass a squeeze down each team. When they feel the squeeze they must direct it down the line. As soon as the last person feels they squeeze they need to indicate to the rest of their team by jumping back and representing an explosion using sound and movement

Each team member should follow in suit, first team to explode wins.

Labyrinth

Tell students that this is a game of levels; if they can pass each level we will go to the next one. It’s important to remember to forgive any mistakes that occur and to just continue.

· Level 1: The game begins by having all the students raise their hands and one a time the teacher says someone else’s name who says someone else’s name and so on. Once everyone’s name has been said it returns to the teacher. Go through the name pattern a few times until the students are fairly proficient at it.

· Level 2: Have students all raise their hands again and pass a ball to a student who must then pass it on to another student with their hand raised who will pass to another and so on. After everyone has gotten the ball the last person passes it back to the teacher. Practice the pattern a few more times. Practice both levels at the same time. If students are excelling at this activity add Level 3. Level 3: Favourite Animals, etc.

Snake Eyes

Have students sit in a circle. With one student in the middle explain that this game is kind of like Fruit Salad with the person in the middle wanting to find a spot but in order for people to move they have to lock eyes with someone around the circle (not beside) and switch places before the person in the middle takes their spot. If you’re in the circle you WANT to be switching spots, try to only go one pair at a time.

Headbands

Have either pre-made words or have students right things on provided sticky notes. Put one on each person’s back without them knowing what it says. The students then have to walk around the classroom and find out what their label says by only asking yes or no questions of their classmates

Tell a Lie

Send 5 students out of the room. They need to come up with a true story that happened in one of their lives (“When I was 7 I fell out of a tree and had to go to the hospital and get some stiches”). Can only pick one true story from one of the people, make sure no on inside the class knows the truth. Go to front of room and one by one recite story (Everyone repeats opening sentence “When I was 2/7/15…” as if it happened to them personally. Each person wants to persuade to the audience that they are the one telling the truth. After, each audience member can ask one question to a specific person “Did you hit your head?” Give the audience a minute to make a decision and then vote for each person on if they think they’re a liar or not

Line-ups

Announce to students that as of now they can no longer talk. They must line-up according to birthday order. Everyone’s year of birth doesn’t matter but they must be lined up according to month and day within the month. Give students time to do this task and see how long it takes them. If they do this quickly and you think they are ready instruct them to close their eyes and being careful and aware of personal space line up according to height.

Room Walks

Instruct students to begin to walk around the room in a random pattern, not in a circle or pre-determined path. Fill any space that is open.

Announce different scenarios/additions:

· Walk as naturally as you can

· Walk like you’re moving through mud

· Move like you’re late for class

· Move like you really don’t want to get to class

· Move like royalty

· Move like you’re ill

· Take really big steps

· Take really small steps

Variation (with partners):

· Instruct students to shake hands with people around the room. Stop them after a few interactions and tell them to stand beside the person whose hand they were just shaking

· Let partners label themselves A and B

· Instruct different scenarios for movement again but this time frequently add in that A must follow B or B must follow A

· Hop like a bunny

· Move like a spy

· Walk like a supermodel

Die

Explain to students that they must all begin the game by looking down at the floor. On the count of three they are to raise their heads and stare at another person. They cannot change who they are looking at and if the person they have chosen to look at is also looking at them they must both take a huge, full breath and die a dramatic death.

Stagedeck

Indicate to the students where the “audience” is in the room. Review Stage Right, Stage Left, Downstage, and Upstage in regards to this. When you say one of these directions they must run to that wall, last one there is out. Introduce other commands: dead-lay on ground, cast of ___ - get in that group #, Shakespeare – “to be or not to be” on one knee, Stage Fight – get in pairs and strike a stage fight pose.

One Word Story

Students gather in a circle. One at a time students go around the circle adding only one word to the story. The story must make sense. If a student takes too long to answer they are out and will create a new story with the other students that become out.

Take 3 Tableaux

Organize groups based on their favourite movie. Hold a whole group rehearsal using available lights. During blackouts actors have five seconds to get into their frozen position. When lights come on positions are held for three or four seconds. Repeat for three takes. May be performed for class. Coloured gels in the lights may add to the effect. (Overhead projectors work well to light tableaux.)

Evolution

There are 4 levels: egg (crouch into a ball and walk around) chicken (walk around like a chicken) eagle (walk around with arms stretched to sides like wings), super bird (walk around with arms stretched in front like a super hero). You must rock paper scissors battle but you can only battle with people on the same level as you. Everyone start as an egg and if you win as an egg you go up to chicken, if you lose as an egg you stay an egg. If you lose as any level you go down a level (lose as chicken you go down to egg). Keep battling when you’re a super bird with other super birds, let’s see how many super birds we can get at once

Splat

Instruct students to gather in a circle with one person in the middle. The middle person will push out their hands at someone without touching them and say “splat”. As fast as they can, the person “splatted” must duck and the two students on each side of them must stretch their arms in front of them and try to splat the other. In the “splatted” doesn’t duck they are out, but if they do duck whichever student beside them that didn’t “splat” fast enough is out. Game continues until only two students remain for a “Splat –Off”. The “splatter” tells them a certain word is their cue to “splat” and begins to tell a story as the two students begin back to back to walk away from each other and only turn to “splat” the other when the cue word is called

First person to do this wins

Family Portraits

Divide the class in half. Half the class goes outside while the other half of the class organizes themselves together in frozen poses as a family portrait. The other group then returns and has 2 minutes to try to remember everything about the group. The portrait group then must change 6 things about themselves. The other group comes back and must guess the 6 changes (3 mistakes are allowed)

Name: _______________________________

March 11th, 2016 Exit Slip

1. Explain how you would move and why during Room Walks if I said, “Move like you’re late to a Taylor

Swift concert”

2. What’s the name of one game we played in class today and how do you play it?

3. What are the two sides of the stage from the actor’s perspective called? What is the front and what is the

back of the stage called?

Name: _______________________________

March11

th

,2016ExitSlip

1. Explain how you would move and why during Room Walks if I said, “Move like you’re late to a Taylor

Swift concert”

2. What’sthenameofonegameweplayedinclasstodayandhowdoyouplayit?

3. What are the two sides of the stage from the actor’s perspective called? What is the front and what is the

back of the stage called?

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