1

TABLE OF CONTENTS

Rationale
Unit Objective and Skills
Unit Overview
Sample Lesson Plans
Assessment
Materials
Bibliography

3
4
5-8
9-14
15-16
17
17

RATIONALE

During their early years, children tend to learn and develop

at a much quicker pace than at any other age. Through the use of
drama, students are able to learn how to effectively communicate
with peers, increase their confidence in their public speaking skills
and bodies, while being physically active in the classroom. In this
unit, students will have the opportunity to develop and further
their reading skills and learn the value of teamwork and trust with
their fellow peers. These are all beneficial skills to have both in
and out of school, and as a result, will create and foster a positive
learning environment for the student.

UNIT OBJECTIVE AND SKILLS

In this unit, students will work on developing their speaking skills
and become more comfortable with the movement of their
bodies. They will learn the various movements associated with
types of animals and stereotypes of people (characterization), and
the importance of setting, character, and plot when telling a story.
Towards the end, students will gather their knowledge and use
what they have learned to create a short, 30 second performance
with their peers to demonstrate their understanding of speech
and movement.
The students will:
1. Acquire knowledge of self and others that results from
reflecting on dramatic play (Lessons:
Realize and appreciate the uniqueness of self
Grow in self-confidence
Sharpen observations of people, of situations and of the
environment
Develop a capacity for imaginative and creative thought
2. Develop competency in communication skills through drama
(Lessons:
Develop an awareness of the body and voice as tools of
communication
Develop an ability to discuss and share experiences
Develop belief in identification with and commitment to
role

UNIT OVERVIEW
Lesson 1:
TSW become familiar with one another and be accepting of the
diversity in the class.
Walk around the room, Hello, Greet/Shake hand, Toilet Paper game, Atom,
Create a handshake, People/Shelter/Storm
Dramatic Play (Elementary)
- Develop acceptance of self/others (tolerance)
Dramatic Movement (Elementary)
- Understand personal space, general space and the inherent differences
between the two
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Analyze different ways of moving alone and with others
- Express simple characterization through movement
CHECKLIST FOR PARTICIPATION/PROGRESS
Lesson 2:
TSW do vocal warm-ups and exercises individually, and with peers.
Introductions and Applause, Tongue Twisters, Sausage, Why Are You Late?
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression
- Express emotion
- Develop acceptance of self/others (tolerance)
- Develop appreciation of the work of self and others
Dramatic Movement (Elementary)
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
Mime (Elementary)
- Learn to express oneself physically and imaginatively through
movement and gesture
CHECKLIST FOR PARTICIPATION/PROGRESS
Lesson 3:

TSW will act out actions associated with various types of characters.
Character Walks (Leading body part), Charades, Mirror, Enemy & Protector,
Human Knot
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression
- Understand others
- Develop acceptance of self/others (tolerance)
- Develop appreciation of the work of self and others
- Understand and respond to environment
Dramatic Movement (Elementary)
- Understand personal space, general space and the inherent differences
between the two
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
CHECKLIST FOR PARTICIPATION/PROGRESS
Lesson 4:
TSW continue to develop and work on acting out actions associated
with various types of characters.
Exaggeration Circle, Dance Party, Who Is The Leader?, Animal actions (+
characters)
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression
- Develop acceptance of self/others (tolerance)
- Understand and respond to environment
- Develop and exercise imagination
- Develop concentration
Dramatic Movement (Elementary)
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
- Analyze different ways of moving alone and with others
- Animal mime
- Occupational Mime
CHECKLIST FOR PARTICIPATION/PROGRESS
Lesson 5:
TSW learn the basics of creating/starting a story.
1 Word Stories, Book Setting, Character, Plot, Story Miming
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression

- Explore and express large and small body movements

- Develop acceptance of self/others (tolerance)
- Understand and respond to environment
- Develop and exercise imagination
- Explore, control, express emotion
- Learn to respond to stimuli: (literature)
Dramatic Movement (Elementary)
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
CHECKLIST FOR PARTICIPATION/PROGRESS
Lesson 6:
TSW continue to learn about creating/starting a story.
Character Walks, Book + review of setting, plot, character, organize groups
for performance, rehearsal
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression
- Explore and express large and small body movements
- Develop acceptance of self/others (tolerance)
- Understand and respond to environment
- Develop and exercise imagination
- Explore, control, express emotion
- Learn to respond to stimuli: (literature)
Dramatic Movement (Elementary)
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
- Analyze different ways of moving alone and with others
- Animal mime
- Occupational Mime
CHECKLIST FOR PARTICIPATION/PROGRESS
Lesson 7:
TSW demonstrate their understanding of effective speech and
movement, by performing their short piece with their group.
Enemy & Protector, Why Are You Late?, Rehearsal, Performance
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression
- Understand others
- Develop acceptance of self/others (tolerance)

- Develop appreciation of the work of self and others

- Understand and respond to environment
Dramatic Movement (Elementary)
- Understand personal space, general space and the inherent differences
between the two
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
CHECKLIST FOR PERFORMANCE

Grade:
Grade2
Activity: Speech & Movement #1 (40 mins)
Goals/Key Questions
Goals: How will this lesson meet the overall goals of your overarching
question? What do you hope students will learn?
Students will become familiar with one another and be accepting of the
diversity in the class.
Objective (connected to PofS): Using the PofS connect your learning
goals to the curricular outcomes. What will students know by the end of this
lesson?
Dramatic Play (Elementary)
- Develop acceptance of self/others (tolerance)
Dramatic Movement (Elementary)
- Understand personal space, general space and the inherent differences
between the two
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Analyze different ways of moving alone and with others
- Express simple characterization through movement

Pre-lesson considerations
-

Toilet paper roll

Content:
What is the teacher doing?
Include Key questions, logistics, key
concepts that will be addressed,
methods of formative assessment

What are the students

doing?

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Introductio
n (how will you

Start off with learning

students names
Walk around room
Say Hello
Greet/shake hands

Time
est: 3 min
Transition
consideratio
ns

Students sit in circle in center

of room

Activity 1

Toilet Paper game

Pass around the roll
without explaining
anything first, except that
they can take as many
squares as they would like
After it has gone once
around the circle, explain
that students will say their
name and share X number
of facts depending on how
many squares they took
At the end, students will
throw squares into center
of circle for quick cleanup
Students stay sitting in circle
Listen to instructions for
Atom (instructions below)
Students then spread out
around the room
Atom
Start off my saying Atom
and then a number
followed by it
E.g. Atom 3
Students must get into a
group of 3 as quickly as
possible

engage
students?
Connections to
previous
learning?)

(add more if
needed)

Time est:

8 min

Transition
consideratio
ns

Activity 2

Time Est:

5 min

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Transition
consideratio
ns
Activity 3

If student is left out, they

can say Atom and then a
number

**Can also be adapted and used as

a way to practice mathematics:
Atom 2+3
- Instruct students to grab a
partner
-

Pair up to create a secret

handshake
Demonstrate with student
Need 6 steps
See who wants to share their
handshake with the class

Time Est:
10 min

Transition
consideratio
ns
Activity 4

Form a group of 3, then sit

down

People, Shelter, Storm

2 people up their arms to
form a shelter/roof,
person goes underneath
the roof
Will say either people,
shelter, or storm
Start off with calling
people, and the person
underneath needs to find a
new shelter to hide under
Add in calling Shelter,
which is when the 2
people forming the roof
find a new person
Storm- everyone breaks
apart and runs around to
form a new structure

Time Est:
6 min

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Conclusion
-

How will you

know if
students
learned what
you hoped?
Connections
to next
lesson

Sit in circle, and have students

point to someone straight across
from them and share one new
fact they learned about that
person
I was interested in.
I was surprised by..
After this lesson, I feel.

Assessment: Checklist for participation/progress

Grade:
Grade2
Activity: Speech & Movement #2 (40 mins)
Goals/Key Questions
Goals: How will this lesson meet the overall goals of your overarching
question? What do you hope students will learn?
The students will do vocal warm-ups/ exercises individually and then learn to
think creatively and imaginatively with peers.
Objective (connected to PofS): Using the PofS connect your learning
goals to the curricular outcomes. What will students know by the end of this

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lesson?
Dramatic Play (Elementary)
- Become aware of body and voice as instruments of expression
- Express emotion
- Develop acceptance of self/others (tolerance)
- Develop appreciation of the work of self and others
Dramatic Movement (Elementary)
- Develop flexible, free and controlled movement
- Discover how to use the body as a vehicle for expressing and
interpreting feelings and ideas
- Appreciate the aesthetics of movement
- Express simple characterization through movement
Mime (Elementary)
- Learn to express oneself physically and imaginatively through
movement and gesture

Pre-lesson considerations
- A stage/set door (or imaginary door)
Content:
What is the teacher doing?
Include Key questions, logistics, key
concepts that will be addressed,
methods of formative assessment

Introductio
n (how will you

engage
students?
Connections to
previous
learning?)

Time
est: 6 min
Transition
consideratio
ns

Furthering knowledge about

one another: Introductions
and Applause
Students walk through
door, say name, and a
new, interesting fact about
themselves (or something
fun they did that week)
After students are done
sharing, class applauds
Students stand in circle in
center of room

What are the students

doing?

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Activity 1
(add more if
needed)

Time est:

4 Min

Transition
consideratio
ns
Activity 2

Vocal warm-up: Tongue

Twisters
Say them all together,
then faster and faster as it
is repeated
Tongue Twisters
- The sun shines on shop signs.
- Cheryls cheap chip shop sells
Cheryls cheap chips.
- Which witch wished which
wicked wish?
- Wishy-washy Wanda watched
her watch get washed.
- Have students pair up and sit
down beside their partner
-

Time Est:

8 min

Transition
consideratio
ns
Activity 3

Time Est:
15 min

One person is A, one person

is B
A asks B any question they
want, and B has to answer
Sausage every time
Example questions:
Whats your sisters name?
Whats your favourite
sport?
Do you like pizza?
B must try their best to keep
a straight face. If they laugh,
A and B switch
Students sit in circle
Why Are You Late? (similar to
charades)
6 players on the stage at a
time
2 people are chosen to be
the teacher and the
late student
The two people leave the
room, so the other 4 (the
class)can come up with

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Conclusion
-

How will you

know if
students
learned what
you hoped?
Connections
to next
lesson

a reason as to why they

were late
Teacher and late student
come in, teacher has back
towards the class
Class must act out their
excuse for the late student
Teacher can turn around to
watch the class at any
time to see if they are
working (if student is
caught off-task, teacher
can ask them to step
out/leaves the game)
Games ends if all students
are asked to step out, or if
the late student guesses
the excuse correctly

Example excuses:
- Got my hair caught in the
hairdryer
- My mom couldnt find her car
keys
- My brother wouldnt leave the
house with us
- Sit in circle
Today I learned
What I liked most about
this lesson was.

Assessment: Checklist for participation/progress

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ASSESSMENT
For assessment, I will use a participation/progress checklist (formative
assessment) with students names on it to keep track of what they are
showing they can do in class, so I can see that they are reaching the
outcomes of this unit. At the end, I will have a performance checklist
(summative assessment) to show that students have clearly demonstrated
their knowledge on what they have learned. Students will also be given a
Two Stars, 1 Wish slip, which will be done in their own groups and used to
evaluate their peers work.

Participation/Progress Checklist
Name
:
(Last,
First)

Participatio
n

Cooperatin
g with
peers

Performance Checklist

Shows
enthusias
m

Does not
show
understandi
ng of lesson
objective(s)

Shows
partial
understandi
ng of lesson
objective(s)

Shows clear
understandi
ng of lesson
objective(s)

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Nam
e:
(Last,
First)

Participates/Ful Cooperati
ly engaged
ng with
peers

Group
has
establish
ed
setting,
character
, plot

Does not
show
understandi
ng speech &
movement

Shows
partial
understandi
ng speech &
movement

Shows clear
understandi
ng speech &
movement

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MATERIALS & BIBLIOGRAPHY

Beat by Beat Press. (2013). New Plays for Kids and Children's Musicals. Retrieved
from Beat by Beat Press: http://www.bbbpress.com/
McDonald Publishing Company. (2003). Story Starters (Grades 1-3). St. Louis,
Missouri: McDonald Publishing Company.