Stageworthy by Widy

Description

Grade 3 & 4 Drama Unit – Character Development

Use improv drama games to teach character development to your class or drama club using these easy lesson plans.

Teaching drama or leading a drama club without training or experience? These improv or drama circle lesson plans will guide you in teaching the fundamentals of tableau in drama in just 20 minutes per week, using fun improv drama games!

In this drama unit, students will:

• participate in fun and skill-based warm-ups and improvisation activities that develop strong drama skills without the need for scripts or long projects;
• explore ways to communicate character through posture, physical expression, and voice;
• learn the concept of intent and experiment with how intent can change the meaning behind words;
• learn the importance of maintaining focus and staying in character during a performance;
• communicating and responding in role;
• create a short final assessment scene with a fun superhero theme

I strongly believe that a child’s ability to read should not interfere with their ability to perform or enjoy drama classes. That’s why I’ve created these drama units based on improv techniques (which are really the basis for good acting) rather than written scripts. You may be surprised to find that some of your struggling students will excel in this format.

This package is designed to be a low-frills-but-high-quality drama curriculum for teachers who may not have a great deal of drama background, or time to dedicate to a complicated drama program. It covers curriculum while providing easy to understand explanations for teachers and a step-by-step guide for instruction.

Each set includes 10 twenty minute lessons, which will take three months to complete if you do one lesson per week. You could easily combine two lessons together if you are lucky enough to have a larger block of time. (Several of the activities also include extension suggestions that you can also use if you have more time.)

Standards Alignment (Grades 3–4)

Students build character through voice, posture, movement and intent, work in role, and use improv and tableaux to create a short superhero-themed scene. They reflect in debriefs and self-assess their own work. It supports the following curriculum expectations:

• Ontario (The Arts, 2009, Drama, Grades 3–4): B1.1 engage in dramatic play and role play. B1.2 demonstrate an understanding of the element of role. B1.3 plan and shape the drama or role play, in and out of role. B1.4 communicate feelings and ideas to an audience using aids to enhance drama work. B2.1 express thoughts, feelings and ideas about drama experiences. B2.2 describe, using drama terminology, how elements and conventions of drama are used. B2.3 identify their strengths, interests and areas for growth as drama participants and audience members.
• British Columbia (Arts Education, Grades 3–4): Exploring & Creating; Communicating & Documenting; Reasoning & Reflecting. Content: drama forms and elements (character, time, place).
• Saskatchewan (Arts Education): CP3.3 sustain roles in dramatic situations and CP3.4 contribute ideas in and out of role (Gr 3). CP4.3 assume a range of roles and CP4.4 contribute ideas in and out of role (Gr 4). The Gr 4 outcomes include indicators for reflecting on how roles function, and responding to the work in and out of role.
• Manitoba (Dramatic Arts Framework, Grades 3–4): DR–M1.1, DR–M2.1, DR–M2.2, DR–M2.5, DR–M2.8, DR–CR1.3, DR–R1.1 to DR–R1.3, DR–R2.1 to DR–R2.3, DR–R4.1 to DR–R4.3
• Alberta (Elementary Drama, Grades 3–4): Dramatic movement; role play and dramatization. These are skill areas, not coded outcomes.
• Québec (PFEQ Drama, Cycle Two): Competency 1, Invent short scenes; Competency 2, Interpret dramatic pieces; Competency 3, Appreciate dramatic works, personal productions and those of classmates.
• California (VAPA Theatre): 3–4.TH:Cr1, 3–4.TH:Pr4, 3–4.TH:Pr5, 3–4.TH:Pr6, 3–4.TH:Re7, 3–4.TH:Re8, 3–4.TH:Re9.
• Illinois: TH:Cr1.1.3–4, TH:Pr4.1.3–4, TH:Pr5.1.3–4, TH:Pr6.1.3–4, TH:Re7.1.3–4, TH:Re8.1.3–4, TH:Re9.1.3–4.
• New Jersey (NJSLS-VPA Theatre, Grades 3–5): 1.4.5.Cr1a, 1.4.5.Cr1c, 1.4.5.Cr3b, 1.4.5.Pr4a, 1.4.5.Pr5a, 1.4.5.Pr5b, 1.4.5.Pr6a (practise and share reflections individually and in small groups), 1.4.5.Re7a (identify artistic choices and personal reactions through participation and observation).
• Texas (TEKS Theatre):
  • Grade 3, §117.113(b): (1)(D), (2)(A), (2)(B), (5)(B), (5)(C).
  • Grade 4, §117.116(b): (1)(C), (1)(D), (2)(A), (2)(C), (2)(E), (5)(C).