Mime is one of the most challenging and most important skills for young actors to learn. Inspired by Gail E. Haley’s The Green Man, this lesson challenges actors to create group mimes based on scenes from the book. This lesson comes with variations for students in grades 3-8 and provides an excellent way for students to practice concentration, collaboration, and transforming into a character.
Watch out! This poem may just give your students ideas about how NOT to use the US Postal Service. Students in grades 1-4 can practice collaboration, imitation, and body object skills by working together to tell the tale of a mischievous older sibling who puts their little brother in a package and tries to mail him away. We have also included some recommended step-by-step delivery instructions to help you turn this poem into a full lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Who doesn’t love summer? This short and sweet poem provides a great opportunity for students in grades K-3 to practice imitation and collaboration skills. Students can work in pairs or small groups to imitate all the different summer activities mentioned. You may choose to integrate Language Arts by discussing how the author creates setting in this poem. We have included some step-by-step delivery instructions to help you turn this poem into a full lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Is the Wicked Witch really so wicked? What did the Big Bad Wolf do that was so bad? Is Prince Charming’s life not quite as charmed as we thought? Students in grades 3-8 will love this hilarious retelling of classic fairy tales. With plenty of active roles available, this piece is a great way to integrate drama and language arts by giving students a chance to practice transformation, characterization and storytelling skills.
Whether or not you are new to Reader’s Theater, this lesson will provide you with innovative ways to bring it into your classroom. Providing a bridge from drama to theatre as well as an excellent opportunity for vocal work, Reader’s Theater is a versatile learning tool and tons of fun for all! Adaptable for all age groups, you can even extend this lesson to introduce public speaking to older students. There is also a rubric available which can be used to teach up to 7 different skills of your choosing. Inflection, tone, pitch, rate, and projection are all skills introduced through this lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
What if every band-aid were a badge of honor? This heartfelt poem for grades 3-6 tells the story of an accident-prone child who comes to view boo-boos as stories of bravery. Students can practice action/reaction, body objects, problem solving, and/or narrator skills. We have also included some recommended step-by-step delivery ideas to help you turn the poem into a full lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each poem, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Students will love this globe-trotting poem, packed with action and humor! The narrator wants to run away but can’t decide where to go: Tokyo or the Midwest? Timbuktu or the Florida Keys? In this exciting adventure for grades 2-6, students could practice transformation, narrator skills, body objects, and settings. Additionally, students could practice geography skills by locating places on the map. We have also included some recommended step-by-step delivery ideas to help you turn the poem into a full lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each poem, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Objective: Students demonstrate the creative process using basic drama skills.
Lewis Carroll’s poem “Jabberwocky” provides the inspiration for this fun and challenging lesson. After the introduction of the poem, students work in teams to enact the various characters and events. They use their basic drama skills (concentration, imagination, collaboration, problem solving, and improvisation) to create a final product with their peers. The lesson is perfect for integration with a unit on poetry or poetic devices. This lesson is a part of our recommended sequence in the Fifth Grade Curriculum.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each lesson in the curriculum, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses. If you use the journal for assessment and would like more assessment tools, visit our Fifth Grade Curriculum.
Objective: Students analyze how emotions can be portrayed in drama.
How do different colors make you feel? That’s the starting point for this hour-long lesson that explores the ways colors are connected to emotions. From there, students also have the opportunity to create their own story dramas. This lesson challenges students to work together in small teams to collaborate on a final product. Teachers may choose to integrate this lesson with visual arts or language arts. This lesson is a part of our recommended sequence in the Fifth Grade Curriculum.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each lesson in the curriculum, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses. If you use the journal for assessment and would like more assessment tools, visit our Fifth Grade Curriculum.
Objective: students use drama to reflect on situations from real life.
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This Life Drama uses written memoirs as inspiration for creating a drama that reflects situations in real life (part of the fourth grade objectives). The lesson uses the poem “Alone in the Grange” by Gregory Harrison and the story “Wilfrid Gordon McDonald Partridge” by Mem Fox. Students work through an improvisational process where there is no pre-written story or pre-determined outcome. They apply the practice of "no denial of creation" by saying “yes” to what others create as a way to support the drama and honor the imagination of others. The lesson culminates in a series of tableaux that present snapshots of a character's life. This lesson is part of our recommended sequence in the Fourth Grade Curriculum.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each lesson in the curriculum, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses. If you use the journal for assessment and would like more assessment tools, visit our Fourth Grade Curriculum.