LESSON PLAN: Week Two Professional Experience Target Year Level: Primary, Grade Five/Six Curriculum Link: The

Arts: Drama Learning Objectives: Students will develop their observation, creativity and physical awareness skills. The activities will also develop a students cooperation and teamworking skills, showing how by working together and valuing each other, they can achieve more (5 steps to success). The activities were also designed to allow students to relax and have enjoyable afternoon after a stressful day of NAPLAN testing. Learning Outcomes: TASMANIAN CURRICULUM (Standard Three) 1) Begin to build group sills, sharing ideas and raching consensus, compromising when necessary 2) Work in structured groups with an awareness of the needs of the individuals in the group, reconsing that there are different roles within the group 3) Demonstrate an acceptance of others ideas, are commited to their group and show persistence in the development of group work 4) Have the confidence to explore ways of sharing their ideas PHASES Introduction (engage) TIME 3 mins ACTIVITIES Loosen Up Activity This activity is designed to calm the students down from a hectic day of NAPLAN testing and lunch break. It is to get them settled and ready to engage in the drama activities Students are to find themselves a spot in the room that is away from everyone else: 1) Take 3 deep breathes on my count 5 counts = breathe in, 5 counts = breathe out. 2) Stretch out your arms: upwards, behind your back, across your body 3) Stretch out your legs in any way you like 4) Stretch out your noses: wiggle it 5) And SHAKE it out: imagine your are shaking out all your worries, your fears, your anger Right we are ready for some drama fun! Class Web (See Appendix 1.0 for full outline of activity) Whole Group Understand that we are all important members of the classroom, that we are responsible for what happens in our classroom and that we are all connected as a one group. There Is Only One Liar (See appendix 2.0 for full outline of activity) Whole Group This is a fun activity, which helps students to develop the dynamic of the group for the activities to follow and to help develop their observation skills. Ten Second Objects (See appendix 3.0 for full outline of

Main activities (explore)

30 mins

activity) Small Group Work This activity is designed to encourage creativity, develop physical awareness of each other and to develop students cooperation skills and communication skills

Summary (evaluate)

Gibberish Sentences (See appendix 4.0 for full outline of activity) *If time permits Whole Group This activity is designed to help students to develop their nonverbal communication skills, help generate student cooperation skills and build class morale *A reflection/discussion will take place after each activity has taken place as to what they think is the purpose of the activity, what the students enjoyed about the activities, what the students didnt enjoy and what they have learnt from it. If time permits, I will end the session with an overall discussion about the learning objectives of this drama session

EQUIPMENT Outline of each activity (See Appendix Ball of wool or string Cards with sentences printed on them (Gibberish Sentences) CLASS MANAGEMENT/SAFETY ISSUES Encouraging all students to have a go but I understand that some students do not enjoy being the centre of attention/standing up in front of the whole class. Thus, I will ensure I let students volunteer when necessary EVALUATE This drama lesson worked well in allowing the students to let out some steam, have a relaxing and fun afternoon and helped to build their relationships with one another. Most students were very keen to get involved and worked very cooperatively, coming up with some fantastic ideas for the Ten Second Objects. It was also pleasing to notice that there wasnt the usual boys on one side, girls on the other side type of group work happening. Rather, the students were laughing alongside one another and encouraging each other. I had to be quite flexible with the lesson as students were coming and going from the classroom all afternoon with different activities such as Choir. If I was doing the lesson again, I would ensure I gave clearer instructions for the second activity, There Is Only One Liar. This activity didnt really work effectively as I had hoped as the students were a little bit confused about when they were tapped on the shoulder and thus, the purpose of the activity was lost. I need to ensure students have a thorough understanding of the activity before they begin. Possible ways of the achieving this would be to ask if there are any questions before we start or to get a student to repeat the instructions so that students can validate their understanding. 2

APPENDIX 1.0: CLASS WEB Roffey, S. (2006). Circle Time for Emotional Literacy. London: Sage Publications (Chapter 7, Page: 85 Feelings of Belonging: Tuning into Others) Everyone stands up. The person holding the ball of string holds one end and says: I like because .., and throws the ball of string to that person who says: I like because this continues until everyone is included. The facilitator may wish to be the last person. When all students have had a go, discuss what the string pattern look like e.g. a spiders web, that connects everyone together and everyone is an important member of the team. What does it feel like when someone says something nice about you? Lets try this week to be as encouraging and supportive of each other as we can, telling them things to make their day a little brighter.

APPENDX 2.0: THERE IS ONLY ONE LIAR http://www.dramaresource.com/games/group-dynamics/there-is-only-one-liar 1) The group sits or stands in a circle and closes their eyes. There should be no talking until the exercise is over. 2) I tell them that one person will be selected by a tap on the shoulder. I walk around the whole circle, then ask the group to open their eyes. 3) The group members must look around and try to guess who was chosen. They are asked to remember who they decided upon but not to reveal it at this point. 4) The game is repeated once more 5) When everybody has finished looking round, I ask the students, on the count of three, without talking, to point at the person they thought was chosen the first time. Everybody points. 6) Now, they do the same again for the second time. 7) Afterwards, members are asked what it was that led them to choose a particular person, for example, the facial expression that person had, the way the student is standing etc. 8) Then, on a signal, they are asked to put up their hands if they were touched the first time. They discover that no one was touched the first time. They are asked to do the same for the second time. The group discover that they were all touched the second time. Thus, there is only one liar THE TEACHER! Reflection: What do you think is the purpose of the activity? Did you enjoy it/not enjoy it and why?

APPENDIX 3.0: TEN SECOND OBJECTS http://www.dramaresource.com/games/warm-ups/ten-second-objects This is a very popular drama game and a useful technique, which can be developed easily towards improvisation or physical theatre. It's also highly accessible and great fun! 1) Divide everyone into small groups (3-6). 2) Call out the name of an object and all the groups have to make the shape of that object out of their own bodies, joining together in different ways while you count down slowly from ten to zero. Usually every group will find a different way of forming the object. All group members need to be involved 3) Have a look at each groups /shape/formation and discuss their ideas e.g. what is effective in representing the object, did you find it hard and why, what do you think are the benefits of doing activities like this 4) Examples of objects to be made include: a car, a fried breakfast, a clock, a fire, a washing machine, a house, a playground, a television, a garden bed, a bowl of fruit Reflection: What do you think is the purpose of the activity? Did you enjoy it/not enjoy it and why? Did you find any of the object more challenging then others? Why do you think this is so?

APPENDIX 4.0: GIBBERISH SENTENCES http://www.childdrama.com/gibberish.html It is designed to get the students thinking about what it must be like for someone who is suddenly thrust into a world in which he or she doesn't speak the language or understand the culture. It's extremely simple, but it shows how even simple drama activities can be constructed to directly support other curriculum. Preparation Before class, prepare some cards with one simple sentence written on it. A complete list of the sentences in one of my decks of cards is at the bottom of this lesson. Play the Game 1) Students sit in a semi-circle. One student volunteers to go to the front, and glances at the top card in the pile. 2) The student's job is to communicate the precise meaning of the sentence as efficiently as possible without the use of spoken language. (Sometimes I say without making any sound, but usually I allow sounds as long as they are not words. The title of the game comes from the fact that I sometimes allow the students to speak "gibberish" as they gesture.) The student must imagine that he or she is a stranger in a new country and does not speak a word of the language. 3) Without calling out. students raise their hands and try to guess the meaning of the sentence. I do not, of course, insist on exact words, but I am fairly picky about precise shades of meaning. (For example, if the card says, "I like your new haircut," I do not allow "Is that a new haircut?" but I do allow "Nice haircut!") 6) Depending on the success of the class and the sophistication of the particular sentence, I may coach and hint--"you're close!" etc. 7) After a minute or two if no one has guessed the student tells the class what his sentence was. If this happens I always ask the class for suggestions for how the student could have made the meaning clear. 8) Repeat these steps for each new sentence. Encourage all students to have a go but do not force students if they do not wish to get up in front of the group. Discussion Be alert for the opportunity for analysis, discussion and critical thinking during the game using teacher-directed questions to generate discussion

Examples of Sentences:

I have a toothache. I like your new haircut. Where is the exit? That is a very beautiful hat. I've missed my bus. Please don't shout. Are you my mother? Is this your hat? Who's in charge here? May I take your order? My feet hurt. I can't find my shoes. Does the train stop here? Stop, in the name of the law. I'm thirsty. It looks like rain. What a beautiful day! We're going to be late. This food is spoiled. Get off my lawn! My head hurts. Where is the telephone? Do you have a pen? Leave me alone! I'm cold. I'm hungry. My leg is broken. Have you seen my dog? You mustn't smoke in here!