Drama 20 Improvisation Unit

Lunch Box Theatre

Ms. Welch
High School
February 12-17, 2015

Table of Contents

Rationale.
.3
Unit Objectives and Skills..4
Unit Overview...6
Lesson Plans11
Assessments.1
6
Materials..18
Bibliography.. 19
Appendices
20

Rationale

The goal of drama, and specifically of this unit, is for students to

become self aware through theatrical exploration and development.
Through the progression within this unit students will develop the
ability to express emotion in a variety of improvisational contexts.
Drama, and by extension this unit, strives to promote and model what
it means for students to become a contributing team player inside and
outside of the classroom. Within this unit students will be challenged to
present and perform for their peers. Through open mindedness, trust,
and optimism students will cooperate, and collaborate to take dramatic
risks through improvisational skills. Students will cultivate their
dramatic skills by understanding various perspectives. Understanding
and exploring other perspectives will develop the students
understanding of compassion and empathy. Through participation in
this unit students will also develop a deep sense of physical and vocal
awareness. Through the improvement of both of these skills, both
physical and vocal, students will learn how to present themselves
effectively outside of the classroom. Essentially the goal of this unit is
to instill students with confidence and communication skills that
extend beyond the classroom.

Unit Objectives and Skills

The purpose of this section is to show that I understand and use
backward design. I know that to ensure student-learning success I
must start with the end in mind. My learning activities must follow my
specific learner goals. With that being stated, assessment techniques
must be embedded into instruction from the beginning of the planning
process.
Drama 20 Improvisation Objectives Met Within This Unit

#8- Tell a story spontaneously.

#17- Demonstrate the ability to accept, advance, offer, or block

thought and action quickly and effectively.

#30- Demonstrating understanding of and apply the concepts of

a characters objectives and motivation.

#32- Sustain a character throughout a scene or exercise.
#36- Integrate improvisational skills learned, in planned and
spontaneous improvisations.

Lesson #1 Goal- To have the students will each participate in the

Goalie exercise. The skills required include spontaneity, basic
improvisation skills, trust, and audience interaction.
Lesson #2 Goal- To have the students perform Only questions first
in pairs, and then in larger groupings, and finally as a whole class. The
skills required include basic improvisation skills, confidence, and
performance skills.
** The students will also create posters for their improvisation lunch
hour show during this class.

Lesson #3 Goal- To have the students perform an in a with a based

on classmates suggestions. The skills required include performance
skills, spontaneity, setting up a scene & audience interaction.
Lesson #4 Goal- To have the students perform Paper Improv. The
skills required include audience interaction, spontaneity, setting up a
scene, confidence, performance skills, basic improvisation skills, and
confidence.
Lesson #5 Goal- To have the students perform A Day in the Life.
The skills required include audience interaction, spontaneity, basic
improv skills, acting on audience suggestion, teamwork, confidence,
physical and vocal awareness, setting up a scene, and performance
skills.
Final Project Goal- The students will perform a lunchtime improv
show for their peers. They will play both Paper Improv and A Day in the
Life. The skills required are confidence, teamwork, audience
interaction, basic improvisation skills, spontaneity, vocal and physical
awareness and performance skills.

Unit Overview
Lesson Objective
Activities
Learner Expectations
Assessment

Lesson #1To have the students each participate in the Goalie exercise.
The skills required include spontaneity, basic improvisation
skills, trust, and audience interaction.
1.Walk Around the Room
2.Walk Around the Room while greeting others
3.Walk around the room while shaking hands
4. Atom
5. Fruit Bowl
6. Introduce Accepting, Students practice in pairs
6a. Yes, Lets!
7. Introduce Blocking, Students Practice in pairs
7a. No, Lets Not.
8. Introduce Wimping, Students Practice in pairs
8a. Meh, Maybe.
9. Goalie- First in small groups. Then as a class, only those who
feel
every

comfortable can perform for the class. It is not essential that

student perform for the class today.

#17- Demonstrate the ability to accept, advance, offer, or block

thought and action quickly and effectively.
Student Daily Journal Reflection, Running Chart (Shows participation,
effort and skill development.)
Lesson #2- To have the students perform Only questions first
in pairs, and then in larger groupings, and finally as a whole
class. The skills required include basic improvisation skills,
confidence, and performance skills. There will also be small
summative quiz on basic improvisation terms and skills.
** The students will also create posters for their improvisation
lunch hour show during this class.
1. Walk Around the Room
2. Walk Around the Room greeting classmates
3. Walk around the room following a character prompt.
4. Face to Face
5. Partner Question
6. Poster Creation
7. Only Questions- In small groups.
8. Audience Warm Ups
9. Only Questions- As a full class. All students must participate,
either by monitoring the game, or performing.
#17- Demonstrate the ability to accept, advance, offer, or block
thought and action quickly and effectively.
#32- Sustain a character throughout a scene or exercise.
Student Daily Reflection, Summative Quiz, Running Charts.
Lesson #3- To have the students perform an in a with a based
on classmates suggestions. The skills required include
performance skills, spontaneity, and setting up a scene &
audience interaction.
7

1. Walk around the room.

`

2. Walk around the room greeting classmates.

3. Blind circle walks (each student must take a turn crossing the
circle.)
4. Pass the sound
5. Sound Machine
6. Communal Monologue.
7. Crisis Situation.
8. In a With A in small groups.
9. In a With a As a class.

#17- Demonstrate the ability to accept, advance, offer, or block

thought and action quickly and effectively.
#8- Tell a story spontaneously.
#36- Integrate improvisational skills learned, in planned and
spontaneous improvisations
Student Daily Reflection, Running Charts
Lesson 4- To have the students perform A Day in the Life. The
skills required include audience interaction, spontaneity, basic
improv skills, acting on audience suggestion, teamwork,
confidence, physical and vocal awareness, setting up a scene,
and performance skills.
1. Walk around the room.
2. Greet others in accents.
3. Jump, Turn, Twizzle.
4. Prui
5. One Word.
6. Gibberish Charades.
7. FREEZE
8. Outline appropriate audience suggestions.
9. Paper Improv in Pairs
8

10. Paper Improv as a class (preparation for the show.)

#8- Tell a story spontaneously.
#17- Demonstrate the ability to accept, advance, offer, or block
thought and action quickly and effectively.
#30- Demonstrating understanding of and apply the concepts of a
characters objectives and motivation.
#32- Sustain a character throughout a scene or exercise.
#36- Integrate improvisational skills learned, in planned and
spontaneous improvisations.
Student Journals, Running Checklist.
Lesson 5- To have the students perform A Day in the Life.
The skills required include audience interaction,
spontaneity, basic improv skills, acting on audience
suggestion, teamwork, confidence, physical and vocal
awareness, setting up a scene, and performance skills.
1. Walk around room
2. Greet classmates around room, first as self, then in accent.
3. Create characters and walk around the room.
4. Greet in character.
5. Duck, Duck, Anything.
6. Ding Characters
7. Three Line Solo.
8. Communal Monologue- First in small groups, then in larger
groups.
9. Day in the Life
10. Run through outline for improv show, decide roles (hosts etc.)
#8- Tell a story spontaneously.
#17- Demonstrate the ability to accept, advance, offer, or block
thought and action quickly and effectively.

#30- Demonstrating understanding of and apply the concepts of a

characters objectives and motivation.
#32- Sustain a character throughout a scene or exercise.
#36- Integrate improvisational skills learned, in planned and
spontaneous improvisations.
Student Reflection, Running Checklist
Lesson 6- FINAL PROJECT The students will perform a lunchtime
improv show for their peers. They will play both Paper Improv
and A Day in the Life. The skills required are confidence,
teamwork, audience interaction, basic improvisation skills,
spontaneity, vocal and physical awareness and performance
skills.
1. Student Hosts introduce class. While students hand out paper
for

paper improv.
2. Students warm up audience. Audience Wave, Tongue Twister.
3. Paper Improv Using Half off the class
4. Day in the life using half of the class. Run through this game

twice,

with two different audience member examples.

5. Thank Audience for coming.
6. Clean Up.

Student Final Reflection for Summative Assessment

10

Lesson
Title/Focus

Goalie - Lesson 1

Subject/Gra
de Level

Drama 20

Unit

Lunch Box Improvisation

Date
Time
Duratio
n
Teache
r

80 minutes
Ms. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

To develop competency in communication skills through

participation in and exploration of various dramatic disciplines.
#17) Demonstrate the ability to accept, advance, offer, or block
thought and action quickly and effectively

LEARNING OBJECTIVES
Students will:
Participate in the Goalie exercise. The skills required include spontaneity,
basic improvisation skills, trust, and audience interaction.

ASSESSMENTS
Are the students participating? Can students display
blocking, accepting, advancing, and wimping
improv skills?
Products/Performances Running Checklist, Student Daily Journal
:
Observations:

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Improvisation Encyclopedia

MATERIALS AND EQUIPMENT

PROCEDURE
Attention Grabber

Transition to Body

Introduction
I will tell my students that we are starting
a new unit with a clear destination. We
will be starting improvisation. And after
two weeks of practicing we will be putting
on our own lunchtime improv show.
I will then tell the students that it is time
to warm up, mentally and physically.
Body

Time

5
minutes

Time

11

Learning Activity #1
Warm Up and Team
Building

Assessments/Differentiati
on

Learning Activity #2
Improvisation Skills

Assessments/Differentiati
on

Learning Activity #3

We will start by exploring the space. I will

have the students walk around the room
with a soft focus. A soft focus is being
aware of the space, while not directing
focus on one particular thing. We will then
continue to walk around the space by
greeting classmates with a head nod, or
hello. After greeting, we will begin to
shake our classmates hands as we greet
them. I will outline what a firm
handshake looks and feels like. After
this I will explain what the game Atom is.
This will be a non-elimination version of
Atom. After playing Atom we will continue
on to Fruit Bowl. I will label the students
into 5 different types of fruits. We will
need chairs to play this game. This version
of the game will not eliminate anyone.
Are there connections being formed
between students? Do the students follow
my instructions?
If Atom is too simple I can introduce
simple math questions. Example: Atom 5
minus 3.
I will then have the students form a circle.
I will begin by introducing accepting. I will
explain the important of accepting within
improvisation scenes. We will then play
yes, lets in pairs. Students will be
challenged to first accept all offers. Once
comfortable with accepting the students
must advance. I will then introduce what
blocking is. For the purpose of this unit
blocking is not good. We will then play No
lets not in pairs. Finally I will explain what
Wimping is. We will then play Meh, Maybe
in pairs. After this we will have a class
discussion where each pairing must share
what the significance of blocking,
wimping, accepting and advancing is
within improvisation.
Do the students understand each
concept? Can the students display these
concepts within an improvisational
context? Did the students benefit from the
class wide discussion?
We will put our skills learned within this
class to use through the game goalie. We
will perform the game in groups of 5-6.
Eventually if time permits will be have a
class wide game. Not all students have to
participate during this class. But is
important to remind students that they

5
minutes
walking
in the
space.
7
minutes
atom
13
minutes
of Fruit
Bowl
25
minutes
total

7
minutes
of
Accepting
and
Advancin
g
5
minutes
of
blocking
5
minutes
of
wimping
13
minutes
of
discussio
n
30
minutes
Total
15
minutes

12

Assessments/ Differentiation

Transition To Next
Lesson

will have to be in front of their peers

eventually.
Can the students work with a variety of
peers? Can the students display their
understanding of basic skills through a
new improv game?
Closure
I will have the students reflect on their
experiences in class today in their
journals. I will want to know what they
have learned, what they have liked etc. I
will have the students think about the
audience, as this will be a focus in the
next class. I will also have the students
write their biggest concern when it comes
to performance in their journal.

Lesson
Title/Focus

Only Questions/ Audience Lesson 2

Subject/Gra
de Level

Drama 20

Unit

Lunch Box Improvisation

Time

5
minutes

Date
Time
Duratio
n
Teache
r

80 minutes
Ms. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

To develop competency in communication skills through

participation in and exploration of various dramatic disciplines.
#8- Tell a story spontaneously.
#17- Demonstrate the ability to accept, advance, offer, or block
thought and action quickly and effectively.
#36- Integrate improvisational skills learned, in planned and
spontaneous improvisations.

LEARNING OBJECTIVES
Students will:
Perform Only questions first in pairs, and then in larger groupings, and
finally as a whole class. The skills required include basic improvisation skills,
confidence, and performance skills. There will also be small summative quiz
on basic improvisation terms and skills.
** The students will also create posters for their improvisation lunch hour show
during this class.

ASSESSMENTS
Observations:

Are the students participating? Did the students

remember their basic improv skills? Has student

13

confidence increased? How did the students feel

when they had a mock audience?
Products/Performances Running Checklist, Student Daily Journal, Summative
:
Quiz

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Improvisation Encyclopedia

MATERIALS AND
EQUIPMENT
Summative Quiz

PROCEDURE
Attention Grabber

Transition to Body
Learning Activity #1
Warm Up and Team
Building

Assessments/Differentiati
on

Learning Activity #2
Poster Creation/
Formative Quiz

Introduction
I will give the students an outline for
todays lesson. We will warm up, then
review our basic improv terms, we will
then be creating posters for our improv
show, then finishing up with an improv
activity that will be performed for the
whole class.
I will then tell the students that it is time to
warm up, mentally and physically.
Body
We will start by exploring the space. I will
have the students walk around the room
with a soft focus. A soft focus is being
aware of the space, while not directing
focus on one particular thing. We will then
continue to walk around the space by
greeting classmates with a head nod, or
hello. I will then give the students
character prompts. We will explore three
characters. Then the students will greet
each other in their favourite character
they have created. We will then play face
to face as an entire class. No student will
be eliminated.
Are there connections being formed
between students? Do the students follow
my instructions? Are the students able to
create three distinct characters? Is there a
sense of community being formed in my
classroom?
First students must complete the formative
quiz on basic improvisation terms. Once
the quiz is completed they can hand it in to
myself, to receive their poster making
supplies. We will then create posters for
our improv lunch hour show. Each poster
must have: The title of the show (which we
can create as a class), the date, the time,
where it is, and to encourage audience
members to bring their lunch! Poster can
also be put up around the school during
this time.

Time

5
minutes

Time

5
minutes
walking
in the
space
5
minutes
of
characte
r work
5
minutes
of Face
to Face
15
minute
s total

10
minutes
for the
Quiz
20
minutes
of poster
making
30
minute
s total

14

Assessments/Differentiati
on

Learning Activity #3
Only Questions

Assessments/ Differentiation

Learning Activity #4
Audience Warm Ups

Assessments/ Differentiation

Transition To Next
Lesson

Did the students accurately explain each

improv skill through the quiz? If any
students really struggled, more review can
be done next day at the beginning of class
during warm up.
First in small groups, then as a larger class
if time commits. The students will perform
the game only questions. It is important
for the students to understanding that this
activity focuses on wimping. I will ask the
students to think about how a question can
inform an audience of background
information.
Are the students creating effective
questions? Are the students able to think
quickly within an improvisational context?
To end todays class we will prepare some
audience warm ups for our show. I will give
two examples of audience warm ups (the
wave, or a group cheer.) I will then
challenge the students to think, in small
groups (3-5) of some audience warm ups
we can use in the show.
I will ask the students why they think
audience warm ups are important in a
performance setting?
Closure
I will have the students reflect on their
experiences in class today in their journals.
I will want to know what they have
learned, what they have liked etc.

15
minute
s

10
minute
s

Time
5
minute
s

15

Assessments
Running Checklist- Formative/Summative
1. Student is on time and prepared for class.
2. Student is actively engaging with peers in activities.
3. Student is willing to take risks (at a variety of levels)
4. Student is able to follow direct instructions.
5. Student is displaying appropriate improv skills.
6. Student is creating a variety of characters.
7. Student understands the importance of warm up, and takes time to
do so at the beginning of class.
8. Student gains confidence performing with peers, or with class.
#1

#2

#3

#4

#5

#6

#7

#8

Criteria
Student

16

Emily
Caitlin
Kristen
Alea

Student Journal Reflections- Formative/Summative

The students will complete daily reflections based on that days class.
Journals must be one page double spaced, minimum. At the end of the
unit students must complete a final reflection on the improv show. This
final journal will be summative. Questions the students may reflect on:

What was it like to improvise in front of an audience?

What was it like to use the audiences suggestions?
Explain at least two instances from the show where you used

basic improvisational skills.

What have you learned about yourself from this improvisation
unit?

Improvisation Skill Quiz- Formative

17

** If concepts are not grasped by students through the

information provided from this quiz more time would be spent
developing basic improvisation skills.
1. Define blocking and give an example.
2. Define Accepting and give an example.
3. Define wimping and give an example.
4. Define advancing and give an example.

Materials

Quiz
Student Journals
Chairs
Poster Supplies
Scrap Paper (Paper Improv)

18

Bibliography

Teacher Resource Manual: High School

Drama High School Program of Studies
www.improvencyclopedia.org
www.rapidfiretheatre.com

19

Appendices
Here you will find all games and or activities used in this
unit. All games include a time estimate, skill level (low to
high), and focus (if applicable). Games are listed in
alphabetical order.
Atom
5 mins and up. Low. Orientation.
One player is it (this can be the teacher) and everyone else spreads
out and walks/keeps moving around the play area. It calls out a
number. Players then have to scramble to get in a group with that
number. Numbers can be called in equations. Example three minus
one, students would then assemble in groups of two.
Blind Circle Walks
5-10 minutes. Low. Orientation.

20

Students will assemble into a large circle. First start by having the
students all walk across the circle to a new spot. There can be no
collisions and this must occur simultaneously. The students must rely
on each other. Once the students have accomplished this three to four
times, have one to two students close their eyes. The other students
must support the students with eyes closed as they cross the circle.
Communal Monologue
5 minutes and up. Medium. Improvisation.
All improvisers in a circle. One player in the middle, and that player
starts improvising a monologue. At any point in time, any other player
may step (or rather glide) in and take the middle's player's place, and
continue the monologue. The transitions should be smooth of course.
Crisis Situation
10 minutes. Medium to High.
2 players on stage approach each other with a crisis, and an object
unrelated to the crisis. After each has presented his or hers, each
solves the other`s crisis with their own object. Replies must be
instantaneous and may be ridiculous. Example:

Player A: My wife left me and I`m stuck here with this t-shirt

Player B: I got robbed and all I have left is my good looks.

Player A: Here`s my t-shirt; you can sell it and make some

money.

Player B: Erm... Marry me.

Day in the Life

20 minutes. High.
A Student picks a member of the audience, of a fellow student, and
interviews this person about their average day. Questions asked may
include `What is your job? "Where do you live, with who?", "What are
your hobbies?", "How do you get to work?", "Who are your
colleagues?", and more. The players then improvise a day in the life of
this audience member, based on the elements provided by the
interview.
Ding Characters
10 minutes. Medium. Character Development.

21

Students create a scene. When a bell is rang, they both need to drop
into a completely different character, but the scene continues. This
exercise is unlikely to lead to good scenes, but it`s a great help to
teach players to drop into clear and varied characters instantly
Duck, Duck, Anything
5-10 minutes. Low. Warm Up/ Character Development.
Played the same as Duck, Duck, Goose. Instead of saying goose,
students must say another character, or animal. Then the students
must run around the circle as this character or animal. Example: Duck,
Duck, Grandma!

Face to Face
5-10 minutes. Low Medium.
The speaker, or teacher, calls body part to body part. Students must
find a partner then touch those body parts together. If there is an odd
number and a student is left without a partner, he or she calls the next
body part.
**Doesnt always have to be the same body part. (Arm to leg)

Freeze!
15 minutes. Medium.
Two Four students improvise a scene together, physicality should be
emphasized. A student outside of the scene calls FREEZE, all players
within the scene must then freeze. The student who then called freeze
must resume the position of one student within the scene. The student
tagged leaves the scene, and the student who just joined must start a
completely new scene.

Fruit Bowl

22

5- 10 minutes. Low.
All players but one sitting a circle, one person in the middle. The
person in the middle calls out a category or some descriptive that
might apply to some or all of the other players. E.g. all women, all
blondes. When called, if a player matches the description must leave
her chair and find another chair. Person that doesn`t find a chair
becomes the next in the middle. When `Fruitbowl` is called, everyone
changes chairs.
Gibberish Charades
10 minutes. Medium.
Students in pairs. Have each play issue a command to her partner, in
Gibberish. Players can`t move on until the command is understood and
executed. Simple things will do, like `pass me the salt, please` . The
idea is not to mime the command, but to try and make it obvious for
the way the command is issued, and the environment that has been
set
Goalie
10- 15 minutes. Medium- High.
Great high-tempo exercise. 1 player up front. He`s the goalie. The
other players all think of an opening line for a scene, and a character.
When everyone has their opening line and character, we bombard the
goalie with these offers, one at a time. Goalie needs to react right
away to an offer, acknowledging the opening and character, snap into
an opposite character and reply to the opening. Immediately after that
the next player comes up with his or her offer. This exercise is good for
teaching players to react right away, and to snap into a character
almost without thinking.

In a, With a
10-15 minutes. Medium.
Based on audience suggestion students are given an object, and a
location. The students must them improvise a scene around their
object and location. The scenes could start with both students on
stage, or with one student on stage with the other entering second.
Jump, Turn, Twizzle
5 minutes. Low.
Have the students walk in a circle. The teacher gives the students the
following commands: Turn- students must turn 90 degrees and then
freeze. Jump- Students must jump and turn 180 degrees. Twizzle23

Students must jump and turn 360 degrees. It is important to

emphasize the importance of stillness. You can eliminate students who
are unable to freeze.
Meh, Maybe
5 minutes. Low.
This game works on wimping. Have students in pairs. Each student
must ask the other a question. The other student must reply with a
maybe answer. The game continues with the students asking
questions back and forth.
No, Lets Not
5 minutes. Low.
This game works on blocking. Have students in pairs. Each student
must ask the other a question. The other student must reply with a
no. The game continues with the students asking questions back and
forth.
One Word
5 10 minutes. Low- Medium.
Students move around the room based on an adverb. Then remove a
student who cant hear what is going on in the room. The rest of the
group decides on an adverb. The student who was removed enters
back into the room. While the other students are moving around the
room based on the selected adverb, the single student must guess the
adverb.
Only Questions
10 minutes. Medium.
A scene is improvised, in which any sentence used by the players must
be a question. Players that use statements instead of questions are
boo-ed out by the audience (audience yells `Die`) and are replaced by
other players. New players need to take over the character of the
players they replace.

Paper Improv
20 minutes. High.
Have students, or audience members, write random phrases on to
scraps of paper. Collect these papers. Have the students start a scene,
based on a location. Once the host, or teacher, says DING the students
must open a piece of paper and incorporate it into the scene.
Pass the Sound
24

5 minutes. Low.
Have students standing in a circle. One student creates a sound, faces
the student beside them and performs their sound. The next student
must repeat the first students sound and then create their own, and
pass this new sound onto the next student. This process continues until
it goes around the whole circle. This can also be done with actions.
Prui
10 minutes. Medium.
Students objective is to find Prui. They must wander the room asking
for prui? and once they touch someone who does not respond by
saying prui they know that they have found Prui. They are looking
and listening for the silence.
Sound Machine
5-10 minutes. Low.
One student enters the playing area and makes a sound and an action.
Students must add on to what the student before them has created.
The end goal is for all of the students to be connected and to be
making sounds simultaneously.
Three Line Solo
5- 10 minutes. Medium.
Play a 3 line scene with 2 characters. Play both characters yourself.
Repeat at high speed so you run through your `easy` characters fast.
Yes, Lets!
5 minutes. Low.
Pick a group activity, like throwing a party or organizing a picnic. One
player starts, saying "Let`s ..." filling in what she wants to do. Then she
starts actually doing what she said she wanted to do. A second player
jumps in, saying "Let`s ..." do something else, to advance the group
activity. Both players say "Yes, let`s do that" and start doing whatever
suggested. Third player jumps in, suggests what to do, and again all
players loudly agree to do it, and actually do it. Continue till everyone
has suggested something.

25