1

Table of Contents
Rationale
Unit Objective
Unit Overview
Sample Lesson Plans
Assessment
Materials
Bibliography
Activity Appendix

Page 3
Page 4
Pages 5-6
Pages 8-13
Pages 15-18
Page 19
Page 20
Page 22-24

Rationale

During these formative years in a students life, not only will they grow
and develop mentally, but physically as well. The aims for this unit are to
enable students to become comfortable and confident within their bodies,
while learning to communicate non-verbally, as well as create and share
ideas individually and as a group. As stated in the Teacher Resource Manual,
through the use of drama and specifically movement studies, students will
engage in personal growth by developing self-confidence, sensory awareness,

physical capabilities, and positive self-image. Students will also develop the
ability to work effectively in a group while respecting others ideas, abilities
and their differences. This unit provides an outlet for students to explore and
create using movement while experiencing these areas of growth. These tools
will help these children to become more successful in accepting themselves
and others, as well as collaborating and sharing ideas. All of these are
important traits students can use throughout their education and personal
lives.

Unit Objective
This unit is working towards a group presentation of both planned
improvisation and choreographed movement, integrated with
technology. At the end of this unit, students will have created and
performed their own music videos.
Students will:

Increase the skills of their bodies by extending their body

flexibility and learn how to properly warm-up their bodies
to prevent harm. (SLO #20)
o As seen in lessons 1-8
Communicate non-verbally conveying emotion,
environment, and character. (SLO #25)
o As seen in lessons 1-4 and 6-8
Create and perform planned improvisation and
choreographed movements as rehearsed for an audience.
(SLO #23 and #24)
o As seen in lessons 2, 5, and 6-8
Work cooperatively in group and solo movements using
clarity and focus. (SLO #21)
o As seen in lessons 1-8

Movement Unit Overview

Lesson 1:
TSW create and perform in a game of Guess That Face.
-reACT, What are you doing?, Guess that face
Movement Level II Intermediate 21, 25
PROGRESS CHECKLIST
Lesson 2:
TSW create and perform a fairytale using tableaus.
-Moving statues, Sit/stand/lie, reACT
Movement Level II Intermediate 21, 24, 25
PROGRESS CHECKLIST, PERFORMANCE CHECKLIST
Lesson 3:
TSW create and perform in an improvised movement line
-Lead/follow, Grid work, Toes to nose walks
Movement Level II Intermediate 20, 22, 23, and 24
PROGRESS CHECKLIST, PERFORMANCE CHECKLIST
Lesson 4:
TWS create and perform group improvised movement through
music.
-Energy orb, Dance party, Flocking
Movement Level II Intermediate 20, 22, 23, 24, and 25
PROGRESS CHECKLIST, PERFORMANCE CHECKLIST
Lesson 5:
TWS perform a Virginia Reel.
-Simon says, Cha cha slide, A/B mirroring
Movement Level II Intermediate 23, 24
PROGRESS CHECKLIST
Lesson 6:
TSW create and perform a story set to music.
-Big booty, BME tableaus
Movement Level II Intermediate 21, 23, 24, and 25
PROGRESS CHECKLIST, PERFORMANCE CHECKLIST
Lesson 7:
TSW create and perform a piece of their music video for the
class.
-Get down, Dance party
4

Movement Level II Intermediate 23, 24, and 25

PROGRESS CHECKLIST
Lesson 8:
TSW create and perform in a music video.
-Energy orb, Hokey pokey
Movement Level II Intermediate 23, 24, and 25
PERFORMANCE RUBRIC

Sample Lesson Plans

Lesson
Title/Focus
Subject/Gr
ade Level

Guess That Face

Date

April 4, 2016

Drama 8

Time
Durati

40 min

on
Unit

Movement

Teache
r

Erica Barr

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Students will:
Learning
Developcompetencyincommunicationskillsthroughparticipationinandexplorationof
Outcom
variousdramaticdisciplines.
es:
Specific
Students will:
Learning
Sponge
Studentsclarity
can play
game Bigand
Booty
(Appendix page 1) if
21. Display
of the
movement
gesture
Outcom
Activity/Activitie
time permits. environment, character and situation non25. Communicate
es:
s
verbally

LEARNING OBJECTIVES

-Observation of
Peak:
student
The students will create and perform in a game Guess That Face
concentration and
Skills:
ability to contain
Understand basic emotions (happy, sad, mad, excited, scared, etc.)
emotions.

Communicate non-verbally
Be a supportive audience member

ASSESSMENTS
Observations:

Key Questions:

Products/Perfor
mances:

Participation in activities
Displaying use of body and face
Listening to instruction
What are some basic emotions?
Why is it important to be clear with our gestures?
Performance in Guess That Face

LEARNING RESOURCES
CONSULTED

Alberta Program of Studies

Alberta Education Teacher Resource
Manual for Senior High School Drama

MATERIALS AND EQUIPMENT

Clear space
Assessment checklists readily
available

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 (2min)
Time
Teacher will begin miming different emotions
using facial expressions and gesture.
Ask: What am I doing?

Students will actively participate in group activities

in a positive manner.

Learning
Activity #1
Teacher Notes:
Assessments/
Differentiation

Ask: What are some basic emotions?

Do: Teacher will lead the class in a quick

warm-up. Begin with a roll down, shaking out
the body, and then stretching individually.
Say: Today I will be watching to see that
you know your emotions, that you are using
your actions and faces to tell us what is
happening, and that you are being a good
audience. Please walk around the room!
Body (35min)
Walk Around the Space

Students will begin to walk around the space at a

normal pace. Teacher will get them to perform
various actions such as:
Walking at a fast pace

Walking at a slow pace

Walk and wave

2min

Time
5min

Reflections
from the
lesson

Lesson
Title/Focus

Movie Tableaus

Subject/Gr
ade Level

Drama 8

Unit

Movement

Date
Time
Durati
on
Teache
r

April 6, 2016
40 min
Erica Barr

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcom
es:
Specific
Learning
Outcom
es:

Students will:
Developcompetencyincommunicationskillsthroughparticipationinandexplorationof
variousdramaticdisciplines.
Students will:
21. Display clarity of movement and gesture
24. Plan movement for audience visibility and spatial
limitations
25. Communicate environment, character and situation nonverbally

LEARNING OBJECTIVES
Peak:
Create and perform a fairytale using tableaus
Skills:
Show knowledge of levels

Show stillness
Communicate non-verbally

ASSESSMENTS
Observations:

Key Questions:

Products/Perfor
mances:

Participation in activities
Displaying use of body and face to communicate
Listening to instruction
Working cooperatively in a group
Why is stillness powerful?
Why is it important to be clear with our gestures?
How can levels help to make a picture more interesting?
Performance of tableaus.

LEARNING RESOURCES
CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies

Alberta Education Teacher Resource

Clear space
Assessment checklists readily

Manual for Senior High School Drama

available

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 (2min)
Time
Say: On the count of three, shout out your
favorite fairytale!

Students will actively participate in group activities

in a positive manner.

Learning
Activity #1
Teacher Notes:
Assessments/
Differentiation
PROGRESS
CHECKLIST:

Ask: By show of hands, has anyone ever

heard of a tableau?

Do: Teacher will lead the class in a quick

warm-up. Begin with a roll down, shaking out
the body, and then stretching individually.
Say: Today I will be watching to see that
you are learning about levels, showing me
you can be still in your tableau, and that you
can tell a story by just using pictures.
Body (37min)
Moving Statues

Students will participate in a game of Moving

Statues (Appendix page 2). Does not have to be
played elimination style, multiple students can be
the catchers as well.

2min

Time
7min

Sponge
Activity/Activitie
s
-Observation of

student
concentration and
ability to contain
emotions.

Students can play the game What Are You Doing? (Appendix
page 3) if time permits.

Reflections from
the lesson

Assessment

10

For the assessment portion of this unit, I have chosen to use a series of
checklists as well as a rubric. Each day a progress checklist will be
used to assess the students achievement of the intended outcomes
for that lesson. If there is a performance of a rehearsed piece of
movement, then a performance checklist is also used to provide a
summative grade for that specific item. These checklists will be the
same criteria for every in-class performance. For the final performance
project, a final performance rubric is used to provide a summative
grade for the assignment.

Grade Percentage Breakdown:

50% - in class progress (based on progress checklist)
25% - in class performances (based on performance checklist)
25% - final project (based on performance rubric)

Progress Checklist
Template:
Name:
Last, First

Skill

if met

Skill

Skill

if not met

11

Example:
Lesson 1
Name:

Understands
emotions

Communicates
non-verbally

Supportive
audience
member

Barr,
Erica
Carter,
Joe
Francis,
Jen

Performance Checklist
Template:
Name:
Last, First

Are they

Are they

if met

if not met

Are they

Are they

Example:
Lesson 2 Are they
showing
stage
presence?

Are they able

to be seen by
the
audience?

Are they
staying
focused in the
performance?

Are they
working
cooperatively
within their
group?

Name:

Barr,
Erica
Carter,
Joe
Francis,
Jen

12

Final Performance Rubric

Level
Criteria
Performed both
planned improvised
and choreographed
movements
(SLO 23, 24)
Communicated
story through the
use of clear and
precise movements
(SLO 21, 25)
Demonstrated use
of large, full bodied
movements
(SLO 20, 22)

Excellent

Good

Unsatisfactory

Demonstrates use
of both planned
improvised and
choreographed
movements
Demonstrates a
clear story with
precise movements
and gestures

Is missing and/or
has partial planned
improvised or
choreographed
movements
Demonstrates an
story with unclear
and/or confusing
movements and
gestures
Demonstrates
simplistic
movements that
use parts of the
body, but not the
whole body.

Does not have any

elements of
planned improvised
or choreographed
movements
Does not have any
elements of story
and movements
and gestures are
non-existent
Uses small,
unrecognizable
movements.

Demonstrates
movements that
use the entire body
and are
exaggerated

Materials

Empty/clear space
Accessible checklists for assessment
Music specifically for Virginia Reel and Cha-Cha Slide
Non-specific music
iPad Cart
Access to a projector and proper wiring for iPad to projector
displays
Rehearsal furniture

13

Bibliography
Teacher Resource Manual DRAMA Junior High School. 1989
Alberta Education
Virginia Reel Instructional Video YouTube:
https://www.youtube.com/watch?v=uBBdgcHimoM
Cha Cha Slide Lyrics and Song Video YouTube:
https://www.youtube.com/watch?v=cb6pJ4AEOoI

Activity Appendix
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Big Booty

Have the group stand in a horseshoe shape

Person on the far left is Big Booty and every else numbers off
Group starts by saying Big Booty, Big Booty, Big Booty, aaawweee
yeah
Then keeping with a rhythm created by tapping their hands on their
thighs Big Booty says Big Booty Number ____ (in which a number is
inserted)
Then the number called by Big Booty says their own number and then
another persons number
If a player does not keep the rhythm or they call their number or a
number higher than the number of students then the group goes
aawwweee yeah while jumping into the air and then that person
goes to the back of the line
Students number off again with everyone behind the mistake moving
up a number and the routine begins again

Dance Party
Have students find their own space in the room
Play any desired song and students start by tapping their toes to the
beat
Slowly build from tapping toes to tapping leg, to shaking hips, to
bouncing head
Build until have a full body dance part jumping up and down

Energy Orb
Have group stand in a circle
Explain that in the middle of the circle is an orb of energy
Squat down and place hands out (like if you were feeling the warmth of
a campfire)
Starting with a low and quiet ahh sound, slowly building sound and
level until standing
Once standing you should be almost yelling and hands should be palm
up facing the ceiling as if you are shooting the energy up into the air

Get Down

Group stands in the circle with one person in the middle

That person goes up to another person (lets say their name is Chris)
and says, Hey, Chris?
Chris says, Hey, what?
Everyone says, Hey, Chris!
Chris says, Hey, what?
Everyone says, Show us how to get down!
Chris says, No way
Everyone says, Show us how to get down!
Chris says, Ok

15

Chris then goes into the middle of the circle and the person in the
middle takes their spot
Chris does a dance move in the middle and everyone else follows them
while everyone says, D-O-W-N thats the way we get down
heeeeeeeyyyyyyyy D-O-W-N thats the way we get down!
Cycle begins again with Chris going up to an new person

Guess That Face

Students sit in audience formation
Either 1 4 students can be on stage as the faces to guess, everyone

else in the audience has a chance to guess

Teacher will draw a pre-made suggestion out of a hat that will explain a
type of expression to make (exp: You just got stung by a bee You are
a hungry shark You were just told Santa isnt real)
Students then turn around and on the count of three turn to the
audience showing their own version of that expression
The teacher will then read the options for what that expression is (in
multiple choice style)
o Exp: Did they a.)eat a sour candy b.)just bite their cheek or
c.)do a zoolander impression?
Audience will then guess which expression the actors were performing

Moving Statues
One student will be chosen as the Curator
Curator stands at the opposite end of the room and starts with his/her

back to the others

The others are the Statues that come to life and can move toward the
Curator they arent looking
When the Curator turns around or looks at them, the Statues must
freeze in their position and hold the pose for as long as the curator
gazes at them
If a Statue is caught moving while the Curator faces it, the Statue must
return to the starting point (or be eliminated)

reACT

Have students find their own space in the room

With eyes closed or open, and standing still or walking around,
students must listen to the scenarios presented by the teacher and
react as appropriate
The more exaggerated the reactions the better
This is a silent game, and should only use facial expressions and
movements

Sit, Stand, Lie

Three players perform a normal scene with a catch, one person must
always be sitting, one standing, and one lying down

16

When one switches the others must react and justify their movements
in the scene.
Scenes can be based off a suggestion if wanted

17