Erica Barr PS1

Lesson
Title/Focus

Spontaneity

Date

January 19, 2016

Subject/Gra
de Level

Drama 7

Time
Duratio
n

40 min

Unit

Improvisation

Teacher

Erica Barr

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will:
Acquireknowledgeofselfandothersthroughparticipationinandreflectionondramaticexperience.
Students will:
5. Create and tell a story spontaneously.

LEARNING OBJECTIVES
Peak:
The students will create and perform in a game of My Movie.
Skills:
Understand and demonstrate spontaneity
Use good listening skills
Follow directions

ASSESSMENTS
Observations
(Formative):

Participation in activities
Working well in small and large groups

Listening to instruction
Key Questions:

What does spontaneity look like?

Why is listening important in improv?

Products/Performan
ces:

Summative: Creation and performance in My Movie

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Alberta Education Teacher Resource Manual for
Senior High School Drama

MATERIALS AND EQUIPMENT

Clear space
20 Exit Slips

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Transition to Body

Ensure classroom is clear of any rehearsal furniture or obstacles

that may get in the way.
Introduction (5min)
Time
Teacher will walk in and start making spontaneous
sounds and physical movements.
1min
Ask: What am I doing?

Ask: Can anyone tell me one thing about spontaneity?

Students will actively participate in group activities in a positive

manner. Students will reflect on what theyve learned via exit
slip.
Say: Today we will be working on spontaneity and
listening skills to eventually play a game of My Movie.
Lets all get into a circle on the floor.
Body (32min)

Time

Spontaneity Circle

5min

Learning Activity
#1
Teacher Notes:

3min

1min

Students will begin standing in a circle. The teacher will explain

Adapted from a template created by Dr. K. Roscoe

Erica Barr PS1

Assessments/
Differentiation

that students are to say their name and perform one action,
after a student does the action the rest of the class will mimic
the action. This will go around the circle. Next, students will just
perform an action to the person next to them in a circle. That
person will mimic it back then turn to the person next to them
and give a new action. This will go around the circle twice. The
second time the teacher will encourage students to go faster.
Next introduce a physical action and a sound together; this
goes around the circle in the same format.
The teacher should mimic what is expected before building
each level.
Transition: Awesome job! Now quickly begin to walk around
the room filling any open spaces.

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
-Observations of
student participation
and cooperation
-Observation of
students working well
with others.
-Observation of
students listening to
directions.

A/B Work

5min

As students are walking around the room say: Please turn to

the person nearest to you. One of you chooses to be person A
and one person B. Students will pair up and begin making
sounds and actions to each other taking turns. Then the
teacher will shout out words that are to influence the sounds
and actions. These should be quick and instant, to be done
without much thought.
Word Example:
Say: I want to see sounds and actions inspired by the
words...
o Cafeteria
o Power Surge
o Cheese Dog
o Economy
o Sand
o Pocketwatch
Transition: Awesome job! All right lets circle up and take
things down a few notches.

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
-Teacher can assign a
student to be the
spotter to help catch
others
-Game emphasizes
good listening skills

Huckle Buckle

10min

In partners, students will separate onto other sides of the room.

Teacher will yell out different commands and students have to
run and come together and perform the action. Can be played
as elimination.
Commands:
Knee-to-knee: Students run and touch one of their knees
together
Ear-to-ear: Students run and touch one of their ears
together
Hand-to-hand: Students run and touch one of their
hands together
Huckle Buckle: Students run and link arms back to back
and try to sit down
Buckle Huckle: Nobody moves, if someone runs or
moves on this they are eliminated.
*Remind students about safety rules.

Adapted from a template created by Dr. K. Roscoe

Erica Barr PS1

Learning Activity #4
Teacher Notes:
Assessments/Differentia
tion
-Teacher can choose a
student to be the
director

Consolidation of
Learning:
Feedback From
Students:
Transition To Next
Lesson

Sponge
Activity/Activities
-Observation of student

concentration and ability

to contain emotions.

My Movie
Groups of students will stand in a line at the front of the class,
no larger than groups of 8. The teacher or director will get a
suggestion from the audience (such as a word perhaps one
used from the previous A/B work). The director will point to a
student who will then quickly and instantaneously begin to tell
an improvised summary of the made up movie. The director
can cut between students as quick or as slow as they want.
Each time a student is pointed at they need to come up with a
new movie.
Example: The suggestion is Cream Soda
Student: Soda Pop Shop. A 1950s horror film based on the tale
of Sinister Sam the Soda Pop Villain. Will he strike again? Or will
he finally be taken down in a sweet and creamy vengeance?
Closure (5min)
Say: Great work today everybody! Today I saw you using your
listening skills, following directions, and showing how you can
be spontaneous.
Ask: Can anyone tell me one reason why spontaneity is
important for improv?
Say: Make sure you grab all your belongings before you leave
the classroom.

15min

Time
2min
3min

Numbers
Students will sit in a circle with their eyes closed or in chairs backs facing
each other. One at a time and without eye contact or visual cues, students
will try and count 1-20 (or however many students there are in the class). If
two students speak at the same time then they have to start again.
This game requires listening skills and non-verbal teamwork.

*A two-minute buffer is left for the lesson.

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe

Erica Barr PS1

Adapted from a template created by Dr. K. Roscoe