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Drama Classes - A Quality Lesson Plan for Drama Warm Ups

Updated on November 17, 2015
chef-de-jour profile image

Andrew is a specialist drama teacher with over ten years of experience. He has a teaching degree from Huddersfield University in the UK.

Included in this hub:

Lesson Plan Basics

Aims and Objectives

Assessment

Teacher's Role

Teaching Activities

Links

Lesson Plan Basics

The lesson plan is a key working document for any teacher and should be straightforward to follow. One of the basic rules to remember when writing out a lesson plan is to say to yourself - If I had to call in sick this morning would a colleague of mine be able to take class following my lesson plan?

If the answer to that is- I don't think so because it's clunky and chaotic and confusing - then you should reconsider your lesson plan format and simplify the content. This is important because a well written lesson plan:

  • shows clearly what your students are currently studying.
  • gives clarity and promotes a step by step management approach.
  • helps you proceed through the lesson with focus on achievements and outcomes.
  • enables you to give the right amount of time to each activity.

________________________________________________________________

Your lesson plan for drama should be with you all of the time you are teaching, safely kept if possible in a teaching file. This file should contain all of the documents you need to teach, with spare sheets at the back. Some teachers keep their lesson plans on their laptop or computer but it's best to have a paper version as back up just in case.

All information relevant to your lesson should be on your lesson plan.

  • Subject: Drama
  • Room/Venue: Drama Hall
  • Date, Time, Duration: March 12 2015, 2pm-2.55pm, 55 minutes
  • Level: Pre-Intermediate
  • Teacher and Staff: Mr Smith Miss Jones
  • Students: Year 12
  • Number of Students: 15

——————————————————

Lead In

You should be clear about your lead in. Have each step ready for the group and keep things simple. Use pictures or cards to help your students understand what's expected of them in the lesson.

Remind them of targets and how they might achieve good results.

An enthusiastic five minute lead in can help inspire your students and get them ready for learning.

______________________________________________________

Aims and Objectives


Are your aims and objectives realistic for the group you are taking?

Aims - these are about general intent.

Objectives - these are more specific and precise.

______________________________________________________________

Aims and Objectives

Aims
 
Objectives
 
make informed choices
 
choose a warm up from the written list
 
use and share resources
 
set up, use resources for each activity
 
use coordination
 
move limbs, stretch, pass a large ball around circle
 
work together
 
use voice, sign or gesture to interact with other students
 
follow instructions
 
perform in front of group solo or in a pair
 
--------------------------------------------------------------------------

Activities From Objectives


Your next step is to break down the objectives into workable learning activities for each student. Try to make sure these activities relate to individual targets.

____________________________________________________________

Individual Learning Activities

Individualised targets can be specifically tailored to students to help them achieve. These can be written into the lesson plan and embedded next to photographs.

So student A for example following the lesson plan from above:

Aim : to follow instructions

Objective : to perform solo to group

Individual Learning Activity: learn 4 emotional gestures and use props

As teacher you would have to work out an achievement timeline for student A before going on to the next target. This would be determined by curriculum constraints and the general nature of the course you are working on.


Learning Activities


Students will:

  • choose written warm up from list and write it down on whiteboard ( 5 mins)
  • set up chosen activity using props/resources (5 mins)
  • help lead group through warm up (10 -15 mins)
  • develop character by following storyline (10 - 15 mins)
  • focus on specific personal targets ( 10 - 15 mins)
  • narrate script/text whilst others dramatise (10 mins)
  • give feedback during discussion (5 -10 mins)


_____________________________________________________________

Source

Your Role

Your teaching activities are listed below but are not in any particular order. You may for example have a new class and will have to prioritise demonstration and the outlining of ideas. There should still be specific targets set for individuals but you may have to adjust them following the first lesson or two.

___________________________________________________

Teaching Activities

Teacher will:

  • outline ideas.
  • demonstrate where necessary.
  • facilitate smaller groups ( after 30 mins).
  • set individuals specific targets.
  • evaluate progress.
  • use differentiation.


_________________________________________________________

Assessment

Assessment means finding out if your students are learning what they are supposed to learn and achieving their individual targets. In the class these days assessment is so much more than a test or exam, although these are still important. Active student participation is encouraged as this allows the student more control over their own destiny. The methods listed are just some of the ways to assess your class.

  • observation
  • Question and Answer
  • Feedback and Discussion
  • Memory Recall/Test
  • Worksheets
  • Presentation
  • Projects
  • Portfolios

Resources

This is basically a list of objects, props, costumes- anything material you use in your lesson.


Box of props

Musical instruments

Hall space

Various costumes

Sports/gym equipment

Books, Scripts, texts.

Stage Lighting

Whiteboard

Pens

________________________________________________________

Schematic - Three Basic Questions

Source

Copyright chef-de-jour@Hubpages

Help stop plagiarism. Contact the author if you suspect this original article has been stolen.

© 2012 Andrew Spacey

Comments

Submit a Comment

  • chef-de-jour profile imageAUTHOR

    Andrew Spacey 

    6 years ago from Near Huddersfield, West Yorkshire,UK

    Thank you NYSEnglish Teacher. I much prefer a concisely worded lesson plan, accurate and realistic, to one which reads like a jargon manual. The danger with too many words on a L.P. is that the teaching can reflect that and become a bit mechanical?

    Cheers and good hubbing.

  • NYSEnglishTeacher profile image

    NYSEnglishTeacher 

    6 years ago

    I like that you mention lesson plans should be straightforward and easy to follow. Sometimes lesson plans can become very convoluted and it defeats the purpose. Good information here.

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