Lesson Plan

Lesson Title: Emotional Charades - Recognizing Disgust Grade: 6

Date: Wednesday, November 15, 2017 Subject/Strand: Arts Unit: Drama
Location: Classroom Times: 30 Minutes (12:40-1:10)
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Students will be learning to use their body to express emotions. This is the beginning of their drama unit and provides an introduction
to how body language can convey meaning. After this lesson, students should understand that they can use their body to show how
they feel without needing to use words. Students will begin to consider how bodies can be expressive.8
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Drama B1 (page 124): Creating and presenting: apply the creative process to process drama and the development of drama works,
using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Drama B1.4 (page 125): Communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological
aids to strengthen the impact on the viewer. Application.
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn:
● How to silently convey an emotion
● To infer emotions from body language
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
● Physically express an emotion without speaking (A)
● Accurately name a peer’s emotion (A)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Performance - Acting and guessing Students are actively acting, when they are not Students can self-assess by recognizing
acting they are to be guessing emotions. that they are or are not accurately
Oral Students will know they are learning when they portraying the emotion based.
are able to guess accurately or have peers Anecdotal notes will be used to track
accurately guess their emotion without student participation and understanding.
assistance.
Students will demonstrate learning and
understanding in a group discussion.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have:
Had language lessons about descriptive writing and beginning to learn to show and not tell
I.E.P. program implications: Accommodations, Modifications

Differentiation: Content, Process, Product, Environment, Assessment

Environment: provide adequate space for students to move around when acting, ensure each group knows the location of their
designated space.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [X] collaboration, [ ] initiative, [ ] self-regulation
Students will be working together to guess what their peers are attempting to portray. They must give everyone a turn and keep the
classroom volume at a reasonable level.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Gesture, infer, emotion
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
● Student observation sheet
● List of emotions for students to portray (cut into individual pieces and divided by groups)
● 4 baskets for students to use to select emotions from
● Video clip of disgust from Inside Out

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 5 minutes (Indicate time breakdown of instructional elements)
“In today’s drama lesson we’re going to learn how to physical
convey emotions to others.”

“Our learning goals are: I will learn to silently convey an emotion

and I will learn to infer emotion from body language. Our
success criteria ensures that we have accomplished our goals
and those are: I can physically express an emotion without
speaking, and I can accurately name a peer’s emotion.”

“Let’s talk about the emotion disgust. First, how can we define “something is gross”, “not liking it”, “being turned off”
disgust?” - a feeling of revulsion or profound disapproval
aroused by something unpleasant or offensive.

“What are some ways that we can physically show disgust to “gagging”, “turning up your nose”, “physically turning away”
someone?”

“Those are all really good ideas. I have a short video that shows
a lot of things we have talked about.”

Show video of disgust from Inside Out.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 20 minutes (Indicate time breakdown of instructional elements)

“Now that we have an idea of how to portray emotions

physically, in your table groups you will get to play emotions
charades. In each of these buckets are a series of pieces of paper
with emotions written on them. When it is your turn to act, pick
only one piece of paper and use your body but not your words
to convey that emotion. Your peers will have the opportunity to
guess what you are trying to portray. Please remember that
there will be four groups doing the same activity so be conscious
of your volume.” One student will pick a slip (such as sadness) and then use their
“Make sure that each person in your group has the opportunity body and body language to express it to their peers. The other
to act out an emotion.”
Pass baskets to each table group and select a student to go first. students in the group will be guessing the mystery emotion.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 5 minutes (Indicate time breakdown of instructional elements)

“3 (pause) 2 (pause) 1. That’s all the time we have for our action
today. It was fantastic to see everyone putting in so much effort! Students raise hands.
Raise your hand if someone else was able to guess what
emotion you had.” Wait.
Students raise hands.
“And raise your hand if you were able to guess what emotion
someone else was portraying.” “That it’s really easy (hard?) to show emotions without talking”
“Some emotions are displayed with similar characteristics as
“What did you learn from this activity?” others.”

“We learned how to show, not tell so we can use this in our
“Is there anything from today’s lesson that we can use with our writing.”
descriptive writing unit?” “Instead of saying someone was sad we can describe how they
looked and that they were crying so the reader would know that
the character is sad.”
“Thank you again for your participation. It’s almost lunch time
now so ensure that you are ready to be dismissed.”
Dismiss students by table group as they are ready to follow
standard classroom routines.
Extension Activities/Next Steps (where will this lesson lead to next)
Students will:
● continue to explore drama
● Take on/create unique roles to portray
● Incorporate the big ideas from this lesson into their descriptive writing
 Angry Angry Angry Angry

Relaxed Relaxed Relaxed Relaxed

Impatient Impatient Impatient Impatient

Tired Tired Tired Tired

Nervous Nervous Nervous Nervous

Surprised Surprised Surprised Surprised

Flattered Flattered Flattered Flattered

Frustrated Frustrated Frustrated Frustrated

Bored Bored Bored Bored

Happy Happy Happy Happy

Pained Pained Pained Pained

Sad Sad Sad Sad