Junior Character Unit plan

Character Unit Plan
Warm ups,
Focus exercises visualization,  Lay down breath  slowly in – out,  imagine that you can see your breath when breath out as  a cloud of steam.  As you breath the cloud gets bigger and you are covered and unable to see.
Activities,   
To create a character
When the cloud clears you find you are riding a bus.  the bus is quiet and has many people on it, you look at all the people and then someone gets on you make eye contact it’s your character ( a male if you are male and female if you are female) and they have a conversation telling you about themselves .  You find out their name and age, occupation. Find out their strengths and weaknesses.  Is this a good person or a bad person? Why?  Now the person must go they get up and you watch as they exit the bus and start off down the street as they bus pulls away.
To drink a drink,  
Receive an object.
Trust exercise, work in groups of three. One student is guided slowly by the commands of the other two to walk slowly backwards to a chair that they cannot see. The student must not be allowed to touch the chair before they sit.
Create a character,
complete a character sketch (hand out),
character hot seat questioning in pairs,  interview to discover things about the character real
games
Fairy tales characters who am I, kids get papers with character names taped to their back. They circulate about the room asking questions to find who they are. You can’t tell unless they get it right. When you guess your character continue to mingle around the room and answer others question about their character. Extend to discussion what characters were easy to guess, what questions helped get the right answer.

Bus stop (improvisation) Two players at the bus stop, one enters and starts with an improvised scene about what they want or where they are going, one must come up with an excuse.  Another player comes up.
Fruit salad (getting to know you), in the circle students change places according to the caller in the middle, object to get to your new seat before someone else.  The call can’t be something physical it should something like “everyone who likes swimming” or “everyone who is afraid of heights”.
Zip zap zop,  zip to the right (clap and say zip), zap to the left (clap and say zap), and zop across the circle. Players go around the circle until you can do it quickly, and change directions. If you mess up you get eliminated and …
Elves Wizards and Giants-
Elves kill wizards by causing fires to go up their gowns, they drop to their knees and wiggle their fingers and say whoop whoop.
Giant kill elves by crushing them. They say fee, fie foe fum  and stomp their feet.
And wizards kill giants by throwing fire-bolts and saying shazam or whoosh.
Divide the class into two teams.  They strategize, and each team sends out one or two people forward, at some signal “throw” a wizard, elf, or giant at the other.  If they win they chase the other team player. If they tag them before they get back to their team, they join the winning team.  If they reach their team ,their safe.
Splat with character poses, caller in the middle of the circle points and calls out different character poses, -Charlie’s Angels,
Empty chair- there is one empty chair the person with the empty chair on the right call someone’s name that person come to fill the chair and now the person with empty chair on the right must call out a name. When they get that you add that as the person gets called the new empty chair must be filled before the first. (huh?) add another empty chair.
The dating game, assign four students, one student is sent out of the room, and then the class decides what the characters will be like.  The student comes in asks questions to discover who the characters are. Choose simple character like nursery rhymes, or fairy tales. Then the audience decides which character gets the date.
This is my, point to a body part and declare it to be the name of a another body part the next person points to what the person named and call it something else. Speed up, if you mess up you get eliminated and the winner is declared.
Hi yah, In a circle, one student to points to another with both arms outstretched and yells “Hah!” . The student receives the sound by putting both hands in the air yelling “Huh!” while the students on both sides “karate chop” this student in the middle and yell “Hi yah!” . Then the student in the middle throws the Hah! to someone else. Learn the game in bits and then if you hesitate your out.

Formative assessment    
Rubric creation as a class for their reading.  What makes a good reading?
Assignment for assessment
Distribute readings,  groups practice and present readings

Subject _____Drama_______________              Grade _9/10   Course Code ADA 1o/2o

Lesson Topic ____ character week 2_ Duration ___75____min.    Date; March 8/ 2011_

Overall Expectations: A2. Elements and Conventions: use the elements and conventions of drama effectively in creating
individual and ensemble drama works, including works based on a variety of sources;
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own
and others’ drama works and activities

Specific Expectations: A2.1 use the elements of drama to suit an identified purpose and form in drama presentations
(e.g., use a historical conflict as the focus for a dramatic monologue revealing a real or fictional character’s attitudes, feelings,
B1.1 use the critical analysis process before and
during drama projects to identify and assess
individual roles and responsibilities in producing pg. 69,70    Prerequisite Knowledge/Skills:
Intro to voice
Movement

Lesson Learning Goals- (Written in student friendly language- shared with students)
Key Question: What will students know, understand, be able to do, and communicate?
(Knowledge/Understanding                   Thinking             Communication       Application)
Students will:

K/U explore their character through walking and gesture.
T go through focus exercises to make choices on expressing their character
C have discussions about what the limits of some character choices
A demonstrate a character walk and gesture and talk.

Assessment – Indicators of Learning – Key Question: How will I know each student has learned the concept(s)/skills?

Name your character:

What does your character want?
What is the obstacle?
How are they the same/ different?

Who is your partner
What does that character want?
What is the obstacle?
How are they the same/ different?

Describe the walk, talk, gesture
How do your choices begin to express this character?

Accommodations and/or modifications Key Question: What will I do to assist individual learners or provide enrichment for others?
Frequent checks for understanding
Repeat rephrase
5-10 wait time
Visual organizers
Eye contact before instructions
Highlight and chunk material
Allow rewrite / redo
Open ended assignments where students can delve into issues of interest— and reinterpret instruction

Resources and Materials Required/Safety Considerations

Character cards photo copy slice, exit cards,
monitor group work in rehearsal, note take if possible!!
Newspaper.
Time    Lesson Sequence and Instructional Strategies
(Setting the stage, instructional strategies, consolidation)    Assessment
Opportunities
1

2

3

1

5

5

10

2
2

2

4-6

5

5(46)

Attendance & Greetings
Circle
Good weekend? Get some sleep? Specials things happening this week.
Did someone tell me they just got a pet last week?

goals for the week, pick skills to put into our scenes,
rehearsal time, scene presentations,
Review the expectations for the up-coming assignment.
Voice that conveys character,
movement/ gesture that conveys character.

Warm – up  Spine peel,  stand up straight as you can, feet shoulder-width apart
Vocal warm up,
Vowels, ha ha,
Humming a scale
Game
Wax museum- there is a security guard and the rest are sculptures, when the guards back is turned you move across the room, if they catch you moving then you are now the security guard.

Back to the circle

Discuss last day-
Which scene was stronger in terms of character portrayal?
Why?
Incorporate some activity, gesture that expresses character, walk and talk that expresses,

Some characters are a little shallow, but I want you to add in your own spin, on your character.
I have character cards available, if you would like you can pick a card and change to that character.  If your character choice isn’t working after now you can’t change, you may have adjust your characters so that we can work with them. Make you own ideas about them. Add things in.

Character cards are here.
If you would like to change.

Focus exercise
Lay down in rows give yourself space, no talking through the instructions
Breathe slowly, close your eyes,
consider playing music.- cinematic orchestra number 5

You are in a long long hallway, and you are walking towards the end although you even can’t see it, yet. You won’t get there till we visit some two rooms along the way.

As you walk you look around it is just hallway and you are alone, in the hall you take on your character.
How do you walk, do you limp, are walking fast to get somewhere, are you lost, or sick, or is there some problem you are thinking about while you walk.
Choose to walk in a certain way, down the hall, on your right you see a large door.

You push open the door. And you see a room

The room is a like an outdoor set, there is street scene,
When you walk in the door, you see many actors walking around rehearsing characters,

Now you watch the actors practicing walks, walking around.
You will join them with your walking character.

But to start you only just barely convey any character
You are almost the same as yourself. Level one

Now start to let the character be more visible as you circulate the room.
Think about how you choose to walk alone in the hall.
Level two

Level three- lets see clearly in your walk how you expect the character to walk. The choice should be more visible

Level four- exaggerate the walk so it is more clear what the walk is this should be quite different from level one

Level five- now lets really exaggerate, this is not really the character but a really exaggerated version

As you walk in level five you decide to exit the room and your back in the hall,

Now open your eyes and get up slowly and go for a walk.
Level
12345
Now back in the circle for a moment.
What is a character gesture?
Ideas,
Now back to your own place in the room and lay down close your eyes.

You breathe slow- no talking
Music on.
Close your eyes,
I will confiscate your phones, this is very focussed work
Back in the long hall, and you are walking along in your level three walk in character.
Now you come to a room on the left.
You push open the big door.
And there are people sitting around in chairs,
This appears to be a waiting room.

But these are actors they pretending to be waiting for something.
As you walk in and take a seat, some people notice you and others ignore you.
They all know you are there, take note of the different gesture they make.
From time to time they will make a move or gesture that they repeat, and change.
How does your character like this room, are they happy to wait, glad for a break, or are they anxious to get on with it.
You join in, you choose a tiny tiny gesture, that your character would make.
Level one
Level two 345.
You get up and leave the room and you are back in the hallway walking.

Open your eye, get up and find a chair.  Put out the chair, now back off and walk up to the chair (level 3)as if you are going to wait in a waiting room.
As you wait your character makes a tiniest of gestures.
2, 3. 4, 5. Good work

Get your binder, and writing tool and chair

Move to the circle I have a small page for you.
Together we can fill them out.
Rehearsal time,
if you are not in a group see me!

Revising editing
Communications

Thinking A2.1

Applications A2.1

Communications generating ideas
A2.1

Applications A2.1

Thinking, communicating
Applying Learning in Class/ At Home

Post Lesson Reflection

Reflection on Lesson: Key Questions: What went well?  What do I need to change or modify?

Follow Up – Specific Students (Learning and/or Behaviour)

What facets of my own teaching do I need to focus on and refine?

Exit Card  Character

Name your character:

What does your character want?
What is the obstacle?
How are they the same/ different?

Who is your partner
What does that character want?
What is the obstacle?
How are they the same/ different?

Describe the walk, talk, gesture

How do your choices begin to express this character?

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