MYP ( 1 ) Monthly Lesson Plan # (32-35 )

Subject: Drama / Grade 6 Teacher: Mohammad Idreesi

Unit Title: Improvisation Week #: 32-35
SOI: The construction and representation of identity can be observed within improvisational practice.
Date: 5th- 30th May 19, 2019

Objective(s):
students will be able to:
 Demonstrate the ability to perform an unrehearsed scene on the spot using: specific drama techniques,
the body and language to portray character, entering and exiting, and displaying motivation.
 Recognize the techniques of offering, accepting, advancing and blocking.
 Use the body and body language to enhance characterization.
 Demonstrate understanding of character motivation
Criteria & Strands:
A: Knowledge & Understanding (i,ii,iii)
C: Reflection & Evaluation (i,ii,iii)
ATL Skills(Category / Cluster/ Strand):
Social
Collaboration: Take responsibility for one’s own actions.
Communication
Communication: Use a variety of speaking techniques to communicate with a variety of audiences.
Formative Assessment(s):
 Students will have daily samples and explorations of key concepts. Students will be encouraged to
discuss their thinking about the various topics covered in class. The information gained guides the next
steps in instruction and helps consider the additional learning opportunities needed to ensure success.
Learning experiences and teaching strategies Duration

Week 1: Lesson 1 – Discussion

(3) hours
 Introduction ( 45 minutes per
1. Talk about improvisation class)
Explain what it is, making references to popular shows that include
improvisational comedy such as Whose Line is it Anyway or Mock the Week.
This will give improvisation a point of reference for the learners and ensure
their interest and focus.

Brainstorm the following questions:

What is Improvisation? Why do actors do Improvising? Why do audiences consider it?

Pre-Assessment:
Making Connections,
Looking at what they already know about the topic of Improvising.
KWL, Graphic Organizer for Notes and Self-reflection of personal experiences

 Students will have the opportunity to explore the global context “Personal and
Cultural expression”, in order to increase their understanding of language and
culture.
  Week 2: Lesson 2 - Basic rules of Improvisation
1. Rules Reviewed
Students will interpret and apply the guidelines of improvisation by creating a
2 minute skit and game that demonstrates the guidelines given.
Differentiation - Students will work on a variety of spreadsheet assignments based on
their level of ability
2. Preparing
Explain to the students that they have 20 minutes to prepare their
presentations and to prepare their game. Circle the room guiding the students
in their ideas. Be available for questions and provide possible ideas or
directions.
 Students will take notes and judge the performance of their peers.
Peer Assessment:
Students will present their guidelines to the class through a skit and a game.
 Students will be asked to write reflection at the end of the class, using exit cards.
 Students will have the opportunity to explore the concept “Identity” while writing their
self-reflection.
 Week 3: Lesson 3 – Performances
1. Students will be introduced to written acting scenarios that they can create
scenes out of them. Each students will have one to perform in front of the
class.
2. Assure that each student participates at least once.
3. Students will take notes on their performing as they will be asked to write
a self-reflection on the reflection board right after they finish there
improvised scene.
4. Visible thinking routine “I Used to think..., But Now I think...” can be used to
help students to reflect on their thinking about their performing.
 Students will develop their collaboration skills by being taking the full responsibility of
their own presentation.
Pre- Assessment:
Self-awareness – students will seek to understand.

 Week 4: Lesson 4 -Summative assessment

1. Students will have the opportunity to perform their selected scenarios
inside a collective theatrical performance. In two rounds. In the first round
they will play the whole performance non-stop. In the second teacher can
stop the performance to give short notes on students performing.

 Students will receive direct feedback during rehearsals and during assessments.
 Grope work will help the students will develop their Communication skills during the full
performance.
Material:
 The classroom environment is safe, warm and close knit. A positive environment is created by
always critiquing work in a professional safe manner, starting always with the positive remarks first.
This allows students to be true risk takers with their creative work in drama. The classroom is
configured in a way that allows plenty of space for rehearsal, warm ups, lecture and performance.
 Summative Assessment Rubric.
 https://www.theatrefolk.com/dta_lesson_plan_categories/improvisation

Reflection:

Prior to teaching During teaching:

 Students will demonstrate the ability to perform an unrehearsed scene on the spot using: specific drama
techniques, the body and language to portray character, entering and exiting, and displaying motivation.
 Students must reflect orally using written reflection: four-sentence reflections, or self-assessment
checklists, or performance self-evaluations, or self-assessments of attitudes, in addition to allowing them
the opportunity to self-assess each of the MYP Arts Criteria of Assessment.
 Ensemble building through drama games.

During teaching:
 I believe I’m fulfilling the MYP requirement of having ongoing reflection in my class. The students are
constantly reflecting orally, in addition to carrying out at least one form of written reflection every
lesson.

After teaching the unit: