Lesson Plan

Name: Megan Fong Grade/Subject: Grade 4 Drama Topic: Presentations

Date: November 20, 2017 Length of Lesson: 34 minutes

General General outcome 2

Learning To develop competency in communication skills through drama.
Outcomes
(P.O.S.) General outcome 3
To foster an appreciation for drama as an art form.

Specific Skills: General Speaking Skills This child should develop skills of presentation by becoming
Leaning aware of the importance of face, voice and body
Outcomes
(P.O.S.) Skills: General Speaking Skills This child should listen to self and others

Skills: Play Making This child should use the art of playmaking to express ideas and content
from other subject areas; e.g., history, literature, feelings

Learning Students will:

Objectives 1. apply their knowledge of rollers or wheels to create a group commercial
2. show respect and cooperation for self and peers during the presentation and creation of each
commercial
3. use a combination of facial expression, hand gestures, and voice inflection to relay their
ideas

Materials White board

White board markers
Wheels (gears)
Rollers (rolling pin)

Procedure Assessment Methods

Introduction While in classroom, ask class to make a quiet line in front of the door. Observation: Observe
(3 min.) Tell students that while walking in the halls, you expect them to be students answers to
silent and walk. Continue by telling students to sit in a horseshoe in question, correcting any
front of the whiteboard when you get to the drama room. misconceptions.
Ask students to tell you how they will act in the hall and what they
are doing in when they get to the drama room. (Silent and walking. (4W Observation:
Sitting in front of the whiteboard.) Ensure students are
correctly practicing
(4W Introduce 5,4,3,2,1 attention getter by explaining: attention getter. Provide
- You will count down from 5 using our voice and five fingers positive reinforcement
- When you get to 0, they should be silent and still and any necessary
Practice by asking students to talk to someone next to them. If correction.)
needed, correct behaviour and practice again.)

Body of Tell students that they have started a new job in advertising and a Observation: Ensure

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Lesson (26 company has hired them to create a commercial! Its their job with students are engaged in
min) the rest of their production team to come up with a maximum 30 class discussion
second exciting and convincing commercial that tells the audience all (contributing ideas, quiet,
about their product. eyes up front).
Tell students that they will be creating a commercial for a company
called Radical Rollers, a company that sells rollers, or Wow-ee
Wheels, a company that sells wheels.
Write companies names on either side at the top of the white board.
Tell students that youre going to create lists about rollers and wheels
on the whiteboard so they can remember all about rollers or wheels
and include that information in their commercial.
Ask students what they have been learning about rollers and write
answers under Radical Rollers on whiteboard. (Invented before the
wheel, can be used for a variety of reasons ex. conveyor belts,
reduces friction, no axel, transport)
Ask students what they have been learning about wheels and write
answers under Wow-ee Wheels on whiteboard. (Reduces friction,
has an axel, used for a variety of reasons ex. steering wheel,
transport)

Tell students you will demonstrate two examples of a commercial and Observation: Observe
to look for the differences between the two. students answers.
Begin by modeling a good presentation (inflection in voice, hand Prompt, provide positive
movements, facial expression). Next, model a bad presentation reinforce, and correct any
(monotone voice, hands in pockets, stone faced). misconceptions as
Ask students what was different about each demonstration. necessary.
Ask students which demonstration they preferred and why.

Tell students youre going to give them 5 minutes as a group to come

up with their first draft of their commercial.
Ask students how they can show respect and cooperation while
creating their commercial. (Consider others ideas, listen to others,
show kindness, work as a team, and include everyone.)

Tell students you will number them off and they have to stay quietly Observation: Observe
sitting and remember their number. students pointing to each
Number students off in 4 groups. (Ensure the girl to boy ratio is semi corner and correct any
even.) misconceptions.
Tell students that when you say go, they must get together with
their group in the corner you designate to their number.
Tell students that group 1 will work in the corner closest to the door
and will be making a commercial for Radical Rollers. Group 2 the
corner across from the door working for Wow-ee Wheels, group 3
by the curtain working for Radical Rollers, and group 4 by the
chairs working for Wow-ee Wheels.
Ask students to point to the corner where the number 1s will gather,
corner for number 2s, corner for number 3s, corner for number 4s.
Remind students what has to be included in their commercial:
- No longer than 30 seconds
- Information about the product as seen on the board
- Facial expression, hand gestures, exciting voice
- A speaking part for everyone
Say go to get students started.

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 Give students a 3 minute warning, then 1 minute warning, then 30
second warning and ask students to finish their last thought.
Use 5,4,3,2,1 attention getter and ask students to gather in a
horseshoe facing the door in the middle of the room.

Ask students how they can be a respectful audience. (Listening Observation: Observe
quietly, eyes up front, sitting still.) students answers.
Ask group 1 to present the draft of their commercial first. Give the Prompt, provide positive
group a 15 second warning, then 10 second warning, and a 5 second reinforce, and correct any
warning asking them to finish their last thought. misconceptions as
Encourage audience to clap. necessary.
Tell group that as a class, youre going to give them some feedback
for their final commercial! Observation: Survey
Ask class to raise their hands if they have 2 stars (2 things they student behaviour during
enjoyed about the commercial) and 1 wish (1 thing they wished was presentations. Provide
included in the commercial). (Select one student for 1 star, a different any necessary
student or the 2nd star, and another student for a wish.) reinforcement and correct
Give group 2 stars and 1 wish yourself. any inappropriate
Repeat process with other groups. behaviour by reminding
After final group, tell student that when you say go they must students how to be a
return to their corners and you will give them 2 minutes to refine their respectful audience.
commercial and incorporate the feedback they were given.
Say go to get students started.

Give students a 1 minute, 30 second, and 10 second warning asking

them to finish their last thought.

Closure (5 Use 5,4,3,2,1 and ask students to gather in a horseshoe in the Observation: Observe
min.) middle of the room facing the door. students answers.
Ask group 1 to present their commercial first. Give the group a 15 Prompt, provide positive
second warning, then 10 second warning, and a 5 second warning reinforce, and correct any
asking them to finish their last thought. misconceptions as
Encourage audience to clap. necessary.
Tell group that as a class, youre going to give them some feedback!
Ask class to raise their hands if they have 2 stars (2 things they
enjoyed about the commercial) and 1 wish (1 thing they wished was
included in the commercial). (Select one student for 1 star, a different
student or the 2nd star, and another student for a wish.)
Give group 2 stars and 1 wish yourself.
Repeat process with other groups.

Thank students for their participation and ask them to line up in front
of the door.

Sponge Play Yes, Lets!

Activity Students stand and teacher ask for action suggestions (eating an
apple, running, etc.) and class responds yes, lets and does action.