Component One: Organizational Information

Teacher
Grade 4/5
Name(s) Rachel Nibogie
Level(s)
Unit(s) /
Subject Introducing Drama Through
Drama/ Physical Education Topic(s) /
Area(s) Physical Education
Strand (s)
Position
Start/Stop
of Lesson
Times +
30 minutes within Lesson #6 “Mask”
Lesson
Sequence
Duration
:

Component Two: Description and Rationale

Students will be further looking at the concept of character building. Initially students were led
through a discussion and activity based on empathy, emotion, movement and voice from
previous lessons. This lesson is meant to expand on those concepts. Students will be led
through a more in depth discussion on how these attributes can be used to bring a character to
Description life. Students would have previously created a mask to showcase their own character. This class
: gives them the opportunity to wear their mask and act as this character alone as well as in a
group. Students should also be thinking about the way they move their body. They will be
allowed to roam the gym to get a feel for these characters.
Students should have knowledge of voice, ensemble (how to work with others) and how to
move their body in relation to emotion and in relation to others. This should help with their
character creation and exploration.
This lesson is meant to prepare students for the lesson to come where they must act in scenes
and create their own character on the spot. Having ideas of the type of characters they like to
play (their own creation) as well as ideas about the characters that others can play should help
them in later lessons. It will also give students the chance to use some of the skills that they
Rationale:
have been scaffolding up to this point like body, voice, and cooperative learning.
Learning can be greatly affected by role playing. Students will be given an opportunity to access
their imagination and interact with fellow students in a playful yet influential way within the
drama curriculum.

Component Three: Learner Outcomes

PE
Organizing
Idea
- Movement Skill Development
Drama
- Foundational Elements/ Presenting and Creating
PE (Grade 5)
Specific - Identify patterns and elements of movement that are visible in rhythmic and expressive
Learner activities
Outcome(s)
- Patterns and elements of movement are featured prominently in rhythmic and
(SLOs)
(or expressive activities including dance [or drama].
equivalent) Drama (Grade 4)
- A character is developed through the body and in relation to the dramatic role and
relation to the dramatic role and situation.
 - A situation in drama that includes time and place.
- Body expression has a relationship to other characters, space and voice
- Expression can be enhanced when the body and voice are combined
- Sustain body actions in the representation of character
- Analyze different ways if moving alone and with others
- Experiment with how character react in different situations
- Explore how combining the body and voice can contribute to character development

Component Four: Learning Objective(s) and Assessment Evidence

Learning Objective

1.) Students will be able to express common rhythms between different stereotypical characters, how they carry
themselves and how they move.

2.) Students will demonstrate how a character they have created reacts to different scenarios.

3.) Students will demonstrate how they interact with their character by themselves and with others through the use
of their body movements and voice.

Component Five: Pre-Lesson Preparations

Teacher Tasks
- Large Space (Gymnasium)
- Masks
- Make sure masks are fully equipt
- The elastics are tied on and they are fully dry and ready to go
- Bluetooth Speaker

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Transition Students will already be grouped up in the middle, therefore, they should play a
game of “Everybody's It Tag” to warm up and get some energy out of their 5 minutes
system.
Attention Fish Man Mask
Grabber - Students are already familiar with the fish man mask and therefore
wearing it should be a silly and engaging sign that we are to work on our
masks again. It will also give a model to use when explaining concepts
for the lesson.
Introducing the Concept of Mask
5 minutes
- Ask students to brainstorm some things about your character like..
- How do they move?
- How do they sound?
- How do you think they would interact with the world around them?
Interacting with another person
- Ask someone to come up as a volunteer
 - “How do you think they might interact with another
person?”
- You can ask the other person if they wouldn’t mind
acting like their character and we can interact with each
other
- Remind students that acting with other is about
taking the information the other person is giving
you and responding to it
“These are the types of things I want you to think about today throughout our
activity”
Activities Time
Allotment
Learning Experiencing the World For the First Time
Activity #1 - “Now We are going to bring our characters to life.”
- “When I say GO please find a place in the gym that is separated from
other people and put your mask on. When you get to that spot I am
going to give you more instructions so keep your ears open.”
- “GO”
- “Okay when I say GO I want you to start walking around the gym as your
character, at first I want you to only experience the world by yourself to
develop your character, later we will interact with each other.”
- Don’t be afraid to remind students of characteristics they have
seen in movies. Base your character off of examples you have
seen before.
Safety
- “Before we get moving remember that it can be hard to see out of
these masks so even if your character moves fast make sure you are
aware of where other people are and please don’t run, only walk fast if
you feel.
- ” I also want you to still be respectful of those around you, you may be
acting as another character but you are still responsible for your own
actions.” 18 minutes
- “GO”
- As the students walk around
Centre of Gravity
- “Think about how your character walks, which part of the body leads
them? Do they walk with their head forward first, maybe one shoulder,
are their hips the part of the body that juts out first?”
- Do they walk like they are dizzy and move flowy and light or do they
move in straight lines with heavy feet?
Space
- “Think about the space in the gym, how does your character interact with
the walls, the lines on the floor, the air, the benches?”
Status
- “Is your character shy or confident? Do they walk with a slouch and keep
their head down or do they walk straight up with their head held high?
Music
- Try introducing some music for them to move to. slow vs fast tempo. sad
vs angry sounding music.
- Give Students another reminder about limited visibility of some and to be
aware of their surroundings
 - Music thoughts: Moonlight Sonata, Clair de lune, flight of the
bumblebee, Death March, Toccata and Fugue in D minor, Spring
Vivaldi, Pink Panther Theme,

Interacting together/ Voice

- “Now that you know your character, start interacting with others. Think
about how you might talk to them or maybe your character doesn’t talk
at all. Do they make grunting noises? Or when they talk in words so they
speak slowly or fast? Think about what we learned last class.”
- Remind students that acting with other is about taking the
information the other person is giving you and responding to it
Questions

If we Have Time/ Plan B

Wink Murderer

Specific Guided Questions Intended Responses

1.) How did you character and So and so moved like this. I moved
other characters move and like this because I saw it in a movie
was it based on a stereotype once….
you have seen in a character
before?

2.) How did your character react Student responses should involve a
to other characters and the personal response that offers signs
gym? Was it different from that they experience the space and
what you were expecting? interacting with others from the
perspective of their character.

3.) How did your character Student responses are personal

sound? although they should incorporate
some of character creation involving
what we learned last class about
voice.

Closure/Cliffhanger Time
Allotment
Assessment Asking a Guided Question
of Learning: - “What were some ways your character or other character moved and
2 minutes
sounded that you recognize as a stereotype? Could be things that remind
you of movies you have seen outside of class.”
Transition Next class
- “We will be looking at how to act out scenes within drama by perhaps
playing some theater games.”
Mask Written Assignment

Character name:_______________

1.) List 5 character traits that your character has.

-
-
-
-
-

2.) Write 2-3 sentences about your character’s backstory. You can
include things like…
a.) Where do they come from?
b.) How old are they?
c.)What is their personality like? (Use your character traits to
help you)
d.) Are there any interesting facts about your character?

3.) Brainstorm how you will bring your character to life. Write one
sentence for…
a.) What does your character’s voice sound like?
b.) How do they walk/move?