Drama Narrative Unit For Luke

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What Makes a Good Story?
Purpose: Apply narrative structure to design a well-constructed story and perform your script!
Key Concept: Communication
Related Concepts(s): Narrative and Structure
Statement of Inquiry: Creativity is Structure in Disguise
Global Context: Personal and Cultural Expression
Assessment Criterion: Fine Arts - A. Knowing and Understanding, C. Thinking Creatively
!Criteria:
Follow the Design Cycle to create a well-constructed scene.

Your scene must show a clear and well thought-out:
oSetting
oCharacter
oConflict
oRising Action
oClimax
oConclusion
oTheme
Division of work:
In groups of six you will use the design cycle collaboratively to create your story. Remember if there is six of
you, it means you speak once and listen five times.
!Checklist:
1. Choose a theme. Analyze this theme and think about why it is

important.
2. Develop multiple story lines using the narrative wheel.
3. Evaluate the story ideas and develop 2 further.
4. Evaluate the story ideas and using storyboards and
brainstorming develop 1 further.
5. Write the script. Be sure to include everyone in the story.
6. Revise the script.
7. Rehearse.
8. Revise the script
9. Rehearse.
10. Performance!!
11. Reflection on design cycle and process.
12. Self Evaluation on yourself and your group.
Setting: A. Knowing and Understanding

Setting is the time and place your story happens.
8-7
6-5
4-3
Setting is not overtly stated

Setting is clearly stated and
but clearly implied. The setting impacts the story directly.
affects the storyline directly.
Setting clearly depicted in
Setting speaks at a thematic character interactions and
level.
plot.
Character: A. Knowing and Understanding
2-1
Setting is clearly stated but Setting is not clear, No setting is

does not clearly impact the or not relevant to
apparent.
story. Setting makes sense story/characters.
based on plot.
Character are the people in your play.

8-7
6-5
Characters are not overtly stated

but clearly implied. They have
complicated backgrounds that
directly affect and propel the story
forward. Characters relate to the
story at a thematic level.
4-3
Characters are clearly stated and

have clear backgrounds. The
characters also directly impact the
story. Character traits clearly
depicted in interactions and plot.
2-1
Characters are clearly

stated and impact the
story. Characters make
sense based on plot.
Characters
are relevant
to the story
but do not
affect it.
0
Character
are not
relevant to
the story.
Conflict: A. Knowing and Understanding, C. Thinking Creatively

Conflict is the thing that happens that causes tension. (I.E. the princess is captured, the boys crush is moving away)
8-7
Conflict is clear and related

to the characters or setting.
Conflict is thematically
relevant and driven from the
characters interactions.
6-5
4-3
2-1
Conflict is clear and

Conflict is present and
related to the characters related to the characters
or setting. Conflict is
or setting.
socially relevant.
Conflict is present but There is no conflict.

not related to the
characters or setting.
Rising Action: A. Knowing and Understanding, C. Thinking Creatively

Is how the conflict gets worse. What happens that leads to the climax?
8-7
Rising Action is present and
6-5
4-3
Rising Action is present and Rising Action is present
related to the characters or

setting. Rising Action is
setting. Rising Action is
thematically driven from the socially relevant.
and related to the

2-1
Rising Action is
present but not

related to the
0
There is no
Rising Action.
Climax: A. Knowing and Understanding, C. Thinking Creatively

The high point of the action the turning point of the conflict.
8-7
6-5
4-3
2-1
Climax is clear and related to Climax is clear and related to Climax is present and
Climax is present but There is no
the characters or setting.
the characters or setting.
not related to the
Climax.
Climax is a clear result of the Climax is a clear result of the setting.
rising action and conflict.
rising action and conflict.
Climax is thematically and
driven from the characters
interactions.
Conclusion: A. Knowing and Understanding
The ending. The result of everything prior not a random event: I.E. A meteor crashes and kills everyone in a love story.
8-7
Conclusion is present and
setting. Conclusion is
thematically driven from the
6-5
4-3

setting. Conclusion is a clear setting.
result of all other aspects of
narrative.
2-1
Conclusion is
present but not
related to the
0
There is no
logical
Conclusion.
James Long
Drama 9 - Narrative Unit
Long, 1 of 4
IB Content
Key Concept
Communication
Related
Global Context
Assessment
Narrative
Structure
Personal and Cultural Expression
Objective
A: Knowing
and Understanding
Objective
B: Developing
skills
Objective
C: Thinking
Creatively
Objective
C: Thinking
Creatively
New Curriculum
Core
Competency
Big Idea
Curricular
Compentency
Content
Communication
Creative arts experiences can build community and nurture relationships with others.
Communication and Documenting: Revise, refine, analyze, and document creative works and experiences to
enhance presentation and/or performance in a variety of ways
Personal and social responsibility associated with creating, performing, and responding in the arts
Lesson
Learning Object Materiels
Intro
Lecture and
Design Cycle
By the end of - Projector

- computer
the lesson,
students will. . - Slides
- Youtube vid
.understand
- Kahoot
the different
- Students,
features that
Paper, pencil,
make up
narrative and
will
understand
the
assignment
- 10 min Check - Reminder of

in
- Story word
game
- https://
www.youtube.
com/watch?
v=c6I24S72Jp
s
Core
Closing
Kahoot on
Design Cycle Narrative
Lecture on the features
key features of
Narrative
Assesment
Kahoot results
James Long
Inquire/analyze
Develop
Multiple ideas
Create

By the end of - Newspapers
- Exit slip
the lesson,
students will. . - Students,
Paper, pencil,
. analyze a
societal topic
they wish to
address in
performance.
- 10 min Check - Perform
By the end of - Narrative exit

slip
the lesson,
Paper, pencil,
collaboratively
created the
skeletal
structures of 5
separate
narratives.
- 10 min Check - Using
in
- Captain on
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deck to choose
groups
Newspaper
scene
Exit slip Checklist

Newspaper
Chosen topic and Will check in
scene to group why
with each group
Groups of 6
to monitor
discussions on
progress
topics
Analyze
chosen topic
Exit slip Checklist
Narrative
Elements of the 6 Will check in
wheel develop stories
with each group
6 stories that
to monitor
explore chosen
progress
topic
in
- Narrator fairy
tale
- 10 min Check
By the end of - Story board
worksheet
in
the lesson,
students will. . - Topics for 30 - 30 second
sec wander/hat
wander in
. work
- Students,
pairs Rotating
together to
Paper,
pencil,
flesh out 2 of
- coloured paper
their chosen
and markers
narratives
Long, 2 of 4
- Choose 2 of
chosen stories
to develop
further
In trios,
Storyboard
ideas and
brainstorm
performance
ideas
Storyboards/
Brainstorms
submitted
Checklist
Will check in
with each group
to monitor
progress
James Long
Evaluate
Rehearsal
Rehearsal

By the end of - Brainstorms/
storyboards
the lesson,
Paper, pencil
. have a
drafted
version of
their script
that addresses
each feature
of the
narrative.
- 10 min Check - Groups of 6
By the end of - Scripts

- Rehearsal exit
the lesson,
slip
students will. .
Students,
. rehearse and
Paper, pencil,
revise their
script
scripts.
- 10 min Check - Revise Script

- Rehearse
in
- Whoosh
- Note any
By the end of
the lesson,
students will. .
. rehearse and
revise their
scripts.
in
- 5 min story
-
Script Submitted
decide on one
story to
develop
As a group
they review
ideas and
begin writing
the story/
script. Paying
special
attention to
narrative
structure
Checklist
Will check in
with each group
to monitor
progress
- Scripts
-
changes to
story
- Scripts
- 10 min Check - Rehearse
- Rehearsal exit
- Note any
in
- Tossing Game
slip
changes to
- Students,
story
Paper, pencil,
Items for
tossing (10
nonbreakables)
Long, 3 of 4
Checklist
submitted
Will check in
Rehearsal Exit with each group
Slip
to monitor
progress
- Scripts
-
Checklist
submitted
Will check in
Rehearsal Exit with each group
Slip
to monitor
progress
James Long
Performance
Performance

the lesson,
students will. .
. perform
their pieces or
practice good
audience
behaviour.
- 10 min Check - Quick

the lesson,
students will. .
. perform
their pieces or
practice good
audience
behaviour.
- 10 min Check - Quick
in
- On the Beach
in
- Breathing for
focus
Reflection
By the end of - Reflection

journals
the lesson,
students will. . - Self/group
assessments
. reflect on
the process of - Students,
Paper, pencil
creation.
in
Rubric
Rubric
rehearsal/
refresher
If performed
already,
discuss what
was great and
where things
could improve.
Performance
process
- Students
rehearsal/
refresher
Performance
- 10 min Check - Discussion of

- Ha!
Long, 4 of 4
reflect on the 4
design stages
and how they
relate to
drama.
Students also
self/group
assessments
"
Checklist
- Submission of
-
Reflections/
Assessments
Captain on
Deck!
Self/groupassesment
may affect
overall grade
Lesson Plan: Lecture/Design Cycle

Teacher Candidate: James Long
IB Middle Years Programme: 4
IB Objective: Objective B: Developing skills, Objective C: Thinking Creatively
Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Lecture and Design Cycle

IB Statement of
Inquiry for Unit:
Creativity is structure in disguise.
IB Learner
Profile Focus:
IB aims to develop learners who are .. Communicators
Link to B.C.s
New Curriculum
(Big Idea):
Creative arts experiences can build community and nurture relationships

with others.
Lesson
Objectives:
By the end of the lesson, students will. . .understand the

different features that make up narrative and will understand
the assignment
Prior
Knowledge:
- General knowledge of scene work and basic voice, body, etc

skills.
Materials:
Time
(mins.
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2 min
Projector
computer
Slides
Youtube vid
Kahoot
Students, Paper, pencil,
Teacher
Gather attention
Students
Materials
Sit in circle
10min Check-in (leading

Each Respond to question in
questions if necessary,
circle
I.E. How is school doing?
I heard there was a hard
math test, how is
everyone feeling about
that?)
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5 min
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5 min
Introduce and Lead

Students are to provide one
story word game
word each to further a singular
(Caution them about
story.
keeping the story
coherent, I.E. not killing
off all the main
characters.)
(This will likely go
poorly, this allows the
teacher to refer to a
shared experience while
referencing narrative
structure)
Same game, but allow

full sentences
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Students are to provide one

sentence each to further a
singular story.
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10min + Introduce Narrative
Elements:
- Setting
- Character
- Conflict (plot)
- Rising action (Plot)
- Climax (Plot)
- Conclusion (Plot)
- Theme
4min + Flocabulary (Video https://
www.youtube.com/
watch?v=c6I24S72Jps)
3 min + Note Taking
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5 min + Review Design Cycle
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- Inquire/Analyze
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- Develop
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- Create
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- Evaluate
3 min + IB Design Video
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(videohttps://
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www.youtube.com/
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watch?
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v=uMprg0zMeT8)
2 min + Note Taking
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5 min + Review Notes for
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Kahoot
10min + Kahoot (Ensure
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students know I am
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collecting answers and
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that a right answer is
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more important than a
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fast one)
Students are attentive and ask

questions for clarity
10
min
Ask questions
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Students review
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Projector
computer
Slides
Youtube vids
Kahoot
Students take notes (will show a Paper and

review slide)
pencil
Students are attentive and ask
questions for clarity
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Students review
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Students take notes (will show a Paper and

review slide)
pencil
Students can ask questions, and Student devices
review their notes
Students will use their own
devices, or if they dont have a
device they may pair but no
more than 2 per device.
Students must use their own
names as grades will be assigned
Sub
Total:
1:04
min
+ Introduce project,
handout distributed
after
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Assessment
for/of
Learning:
Kahoot quiz - Assessment of Learning (graded)
Extensions:
If students show a strong understanding of the material we can

revisit the one word/sentence story to apply the knowledge gained.
Plan B:
Teacher will use white board and poster paper if projector fails.
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Lesson Plan: Inquire/Analyze

Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Inquire/Analyze

IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . analyze a topic they

wish to address in performance.
Prior
Knowledge:
- General knowledge of scene work and basic voice, body, etc

skills.
Materials:
- Newspapers
- Exit slip
- Students, Paper, pencil,
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
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10min Captain on Deck
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Students continually mill on

stage and respond to the
instructors commands
Captain (Instructor)
calls out commands and
students react:
Examples:
- Captains on Deck!:
Everyone stands at
"attention" (in a
salute), and they
cant move from this
position until the
caller says, "At Ease!
- To the ship!: Players
run to the right.
- To the shore!: Players
run to the left.
- Man Overboard!: One
person drops to one
knee the other stands
behind them, puts a
hand on their
shoulder. Both scan
the ocean for the
overboard man
- Crows Nest!: Three
players stand backs
to each other and
lock arms at the
elbows to form the
crows nest.
- Mess Table!: Four
players squat in a
circle like sitting at
table and pretend to
eat
- Lifeboat!: Six people
sit in a single file and The game will end (unknown to
row
students) with Lifeboat. This
group of six becomes their group
for the project.
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2min
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1min
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2 min
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10min
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20min
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Explain newspaper
Students listen
scenes
- Students will choose
one newspaper
article and put a
scene together (using
the narrative
structure from last
class)
Hand out newspapers to Students start looking
groups
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Observe (keep time)
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Tell them to start their

scene, Observe and
assist
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Gather and watch

scenes
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Newspapers
Students will choose one

newspaper article
Put a scene together (using the

narrative structure from last
class)
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Students perform and practice

good audience skills
Sub
Total:
57min
20min Groups discuss topics
(give examples:
bullying, racism, trust,
etc), Circulate and
assist
3 min Collect Exit slips
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Students will decide on a topic,

and write an exit slip on the
topic as well as why they chose
it.
Exit slip
Paper, Pencil
Hand in exit slips
Assessment
for/of
Learning:
Formative - Checklist - students will complete the exit slip.
Extensions:
Students may choose a specific societal topic to address, if cleared

through instructor and done tastefully.
Plan B:
If time is pressed, instructor will push performances to next class. It

is important to discuss topic.
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Lesson Plan: Develop Multiple Ideas

Subject: Drama
Grade: 9
Total Time:80
Develop
Ideas
Lesson Topic: Lecture
andMultiple
Design Cycle
IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . collaboratively

created the skeletal structures of 5 separate narratives.
Prior
Knowledge:
- General knowledge of scene work and basic voice, body, and

narrative structure.
Materials:
- Narrative exit slip

- Students, Paper, pencil,
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1

15min Narrator Fairy Tale
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2min
Get students in their
Instructor separates
students into two
groups and tells a well
structured story. The
students need to step in
when characters appear
and act out wat the
narrator says.
I.E: There once was
two kingdoms. A rich
kingdom with a
powerful monarch who
was hated by the people
and a poor kingdom
whose monarch was
loved by all.
! groups from last class,

! Make sure they are not
! trying to change groups
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4 min Explain Narrative wheel
! and refresher on
! vocabulary. Assign
! students numbers
! Students are to provide
! their aspect of the
! story. Once a story is
! complete they are to
! write it down and then
! rotate. Person 1
! becomes person two
! and person 6 becomes
! person 1.
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40min Circulate and assist
Students separate into two

groups and step into the story
when appropriate.
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Students get in groups
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Students will be assigned a

number.
1: Setting
2: Characters
3: Conflict
4: Rising Acting
5: Climax
6: Resolution
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Exit slip
Paper, Pencil
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Students go through the

Narrative wheel 6 times
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5min
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3 min
Remind students to
finish exit slips
Students will flush out their exit Exit slip

slips
Paper, Pencil
Collect Exit slips
Hand in exit slips
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Assessment
for/of
Learning:
Formative - Checklist - students will complete the exit slip.
Extensions:
Students may create more stories than 6
Plan B:
If students are struggling the number of stories can be reduced to as

low as three (although not ideal)
!3
Lesson Plan: Create

Subject: Drama
Grade: 9
Total Time:80

and Design Cycle
Create
IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . work together to

flesh out 2 of their chosen narratives
Prior
Knowledge:

Materials:
Time
(mins.
)
2 min
Story board worksheet

Topics for 30 sec wander/hat
Coloured paper and markers
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1
Lesson Plan: Create

15min 30 second Wanders
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Students are in project groups
Topics are secretly

One student will act as time
handed out (From a hat) keeper until their turn
Each student takes a
turn talking about the
topic given (to their
group - for a reduced
witness)
Topic examples:
Cookies, holidays,
fashion,
Each student takes a turn

talking about the topic given for
30 seconds.
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15min Handout Exit slips from Students choose 2 of their 6

last class, Explain that
stories to develop further
it needs to be narrowed
to 2. Circulate and
assist. There will be
power struggles.
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15min Have them separate
! into groups of three and
! brainstorm ideas on one
! story.
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15min Hand out storyboards
! and explain it is another
! form of brainstorming
5min
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3 min
Topics/Hat
Have them separate into groups Coloured paper

of three and brainstorm ideas on and markers
one story.
Students start storyboarding
their chosen story. Focusing and
labelling on narrative elements
Remind students to
finish brainstorms/
Storyboards
Students will flush out their

brainstorms/Storyboards
Collect brainstorms/
Storyboards
Hand in brainstorms/Storyboards
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Storyboards
Paper, Pencil
brainstorms/
Storyboards
Paper, Pencil
Assessment
for/of
Learning:
Formative - Checklist - students will complete the Brainstorms/

storyboards.
Extensions:
If a group really wants to develop more, warn them they will have to
eventually choose one but let them develop 3 in pairs.
!2
Lesson Plan: Evaluate

Subject: Drama
Grade: 9
Total Time:80

and Design Cycle
Evaluate
IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . have a drafted

version of their script that addresses each feature of the
narrative.
Prior
Knowledge:

Materials:
- Brainstorms/storyboards
- Students, Paper, pencil
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1
Lesson Plan: Evaluate

1 min
Get students in their

groups
explain 5 min story:
They have 5 minutes to
stage a fairy tale. Tell
them it has to be 1.5
min long and will be
timed
Circulate and assist
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2 min
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5 min
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10min Ask for volunteer. Have
! them do their scene,
! time it with an alarm.
! Say thats fantastic, but
! lets try in a bit faster.
! 45 sec Do this a couple
! times until they have
! only 5 sec.
5 min Each group has to do a 5
! sec scene
2 min
5min
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Put fairy tale together
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Each group has to do a 5 sec

scene
Explain that this isolates Ask students to think about the
the key features of the key features of their stories.
plot
Hand out Brainstorms/
Students discuss their stories
Storyboards from last
and choose one to script
class. Ask them to
choose one to rehearse.
Refresh on story
structure
Brainstorms/
Storyboards
Start writing script paying

special attention to narrative
elements
Paper/Pencil
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3 min
Students are in project groups
Collect Scripts
Assessment
for/of
Learning:
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Hand in scripts
Formative - Checklist - students will make progress on script
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Lesson Plan: Rehearsal 1

Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Rehearsal 1

IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . rehearse and revise

their scripts.
Prior
Knowledge:

Materials:
- Scripts
- Rehearsal exit slip
- Students, Paper, pencil, script
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1

10min Whoosh
Students will play whoosh to
- Everybody stands in a increase focus and timing
circle.
2. Start with one
person, who waves both
hands to his/her
neighbour, saying
`Whoosh`.
3. The next person
passes the Whoosh to
his neighbour, and that
way the Whoosh is
passed around the
circle.
4. Theres 4 other
sounds/movements that
can be made:
5. Whoa!: indicated by
saying whoa, and
holding up both hands in
a stop motion. A
Whoa changes the
direction of the
Whoosh.
6. Zap: instead of
passing the Whoosh to
your neighbor, it gets
zapped to the person
you point to with your
hands clapped together.
The receiver continues
with either a Whoosh to
his neighbor, or another
Zap to another person.
A Whoa after a Zap
returns to the Zapper.
8. Freakout:
indicated by waving
both hands in the air.
Everybody starts
screaming and moves to
the center of the circle.
When everybody`s
freaked out a new circle
is formed.
!2

5min
Hand out Scripts and

comment on them.
Keep positive but give
some constructive
criticism
!
!
!
!
! !
! !
! !
Students note criticisms
10min Get students to fill out

Rehearsal exit slip
3 min Collect Scripts/exits
Fill out exit slip
Assessment
for/of
Learning:
!
!
!
!
!
!
Revise/Finish Script
!
Start blocking
Scripts/
Rehearsal exit
slips
!
!
!
!
Paper/Pencil
!
Paper/Pencil
hand in scripts and Exit slips
Extensions:
Adaptations:
Teacher will also repeat and rephrase key ideas to aid in aural
comprehension.Teacher will be sure to check comprehension while
they are working on the project.
Plan B:
!3

Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Rehearsal 2

IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . rehearse and revise

their scripts.
Prior
Knowledge:

Materials:
Time
(mins.
)
2 min
Scripts
Rehearsal exit slip
Items for tossing (10 non-breakables)
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1

15min Tossing Game
Students will play the Tossing
Start with one item.
game to increase focus and
Each student has to toss timing
it to someone who has
not been tossed to
before. They must also
remember this pattern.
- Once they are
comfortable start
adding other items until
all 10 are introduced or
students are dropping
items.
5min
Hand out Scripts and

comment on them.
Keep positive but give
some constructive
criticism
!
!
!
!
! !
! !
! !
Students note criticisms
10min Get students to fill out

Rehearsal exit slip
3 min Collect Scripts/exits
Fill out exit slip
Assessment
for/of
Learning:
!
!
!
!
!
!
Revise/Finish Script
!
Continue blocking
Scripts/
Rehearsal exit
slips
!
!
!
!
Paper/Pencil
!
Paper/Pencil
hand in scripts and Exit slips
Extensions:
Adaptations:
Plan B:
!
!2
Lesson Plan: Performance 1

Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Performance 1

IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . perform their pieces

or practice good audience behaviour.
Prior
Knowledge:

Materials:
- - Scripts
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
10min On the Beach (pg 3 112 Drama Games)
Students will be guided through

the relaxation technique to calm
nerves and to ease audience
restlessness.
!1

20min Allow students to
rehearse (hand out
scripts)
2 min Gather class, and
remind of good
audience behaviour
Students rehearse
!
!
!
!
!
!
!
!
!
3 min
Housekeeping/praise
Students applaud for classmates
Scripts
Students sit, first group

prepares
30min Students perform (3

3 groups perform, Audience
groups), give immediate answers teachers questions
feedback ask students
leading questions about
narrative. (I.E. Can
someone identify the
climax of the scene?
Why is that the climax?
How did the characters
interact with the story?)
Assessment
for/of
Learning:
Summative - Rubric - Students will demonstrate their understanding

of the narrative structure through performance
Extensions:
Adaptations:
Plan B:
!2

Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Performance 2

IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . perform their pieces

or practice good audience behaviour.
Prior
Knowledge:

Materials:
- - Scripts
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1

10min Breathing for Focus:
This exercise focuses on
tensing and releasing
muscles from the toes
to the face.
Students will be guided through

the relaxation technique to calm
nerves and to ease audience
restlessness.
Lie down with your

arms at your sides.
Focus on gently
breathing in and out.
Keep the body
relaxed and the mind
focused on breathing in
and out.
Starting with the
right foot, tense the
toes as hard as you can.
Hold for three seconds
and then let the tension
go. Repeat with the left
foot.
Move up to the right
leg. Tense the muscles
of the leg and then
release. Repeat with
the left leg.
As you continue,
keep remembering to
breathe. Keep focused
on slow breathing, and
keep your mind focused
on the breath.
Move up to the butt
and pelvis. Tense the
muscles and then
release.
Move up to the
stomach. Tense the
muscles and then
release.
Move to the right
hand, make a tight fist,
hold and then release.
Repeat with the left
hand.
Move up to the
!2

20min Allow students to
rehearse (hand out
scripts)
!
!
! !
2 min Gather class, and
! remind of good
! audience behaviour
! !
Students rehearse. If performed

already, discuss what was great
and where things could improve
3 min
Scripts
Students sit, first group

prepares
!
!
30min Students perform (3

3 groups perform, Audience
groups), give immediate answers teachers questions
feedback ask students
leading questions about
narrative. (I.E. Can
someone identify the
climax of the scene?
Why is that the climax?
How did the characters
interact with the story?)
Housekeeping/praise
Assessment
for/of
Learning:
Summative - Rubric - Students will demonstrate their understanding

of the narrative structure through performance
Text
Extensions:
Adaptations:
Plan B:
!3
Lesson Plan: Reflection

Subject: Drama
Grade: 9
Total Time:80
Lesson Topic: Reflection

IB Statement of
Inquiry for Unit:
IB Learner
Profile Focus:
Link to B.C.s
New Curriculum
(Big Idea):

with others.
Lesson
Objectives:
By the end of the lesson, students will. . . reflect on the

process of creation.
Prior
Knowledge:

Materials:
- Reflection journals
- Self/group assessments
- Students, Paper, pencil
Time
(mins.
)
2 min
Teacher
Gather attention
Students
Materials
Sit in circle

circle
math test, how is
that?)
!1

10min HA!
Learners spread out
around room, standing
with arms out, elbows
bent, hands up. One
random person at any
point must shout HA!
clap once and jump at
the same time. The
group must respond by
jumping around to face
that person, clapping
and saying HA.
Another random person
does this, group jump to
face them. There can
be other words and
sounds added to cause
different reaction, I.E
Yup! means all
students must jump to
face the opposite
direction.
Students will play Ha! to

increase focus but also have fun
while transitioning to the next
Unit.
5min
! Process. Ask leading

! questions about the
! design cycle.
5 min Think pair share on
! most useful part of
! cycle
5 min Students will share
! !
10min Have students Write
! reflection on the design
! cycle and its application
! to drama
Students will contribute to

discussion
3 min
Full class Discussion on
10min Self/group assessments

10min Captain on deck (see
earlier lesson plan)
Housekeeping/praise
!
!
Students pair to discuss
!
!
Each group assigns a speaker to

share their conclusions
Write reflection on the design
cycle and its application to
drama
Students fill out assessments

Play captain on deck for
relationship building
Scripts
!
!
!
!
!
!
!
!
!
!
!
!
Assessments
!2

Assessment
for/of
Learning:
Formative - Checklist - Students will fill out self and group

assessments
Extensions:
Adaptations:
Plan B:
!3

Drama Narrative Unit For Luke

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!!

What Makes a Good Story?

Follow the Design Cycle to create a well-constructed scene.

1. Choose a theme. Analyze this theme and think about why it is

Setting: A. Knowing and Understanding

Setting is not overtly stated

Setting is clearly stated but Setting is not clear, No setting is

Character are the people in your play.

Characters are not overtly stated

Characters are clearly stated and

Characters are clearly

Conflict: A. Knowing and Understanding, C. Thinking Creatively

Conflict is clear and related

Conflict is clear and

Conflict is present but There is no conflict.

Rising Action: A. Knowing and Understanding, C. Thinking Creatively

Rising Action is present and Rising Action is present

related to the characters or

and related to the

present but not

Climax: A. Knowing and Understanding, C. Thinking Creatively

Conclusion is present and

Drama 9 - Narrative Unit

Personal and Cultural Expression

Learning Object Materiels

By the end of - Projector

- 10 min Check - Reminder of

Drama 9 - Narrative Unit

- 10 min Check - Perform

By the end of - Narrative exit

- 10 min Check - Using

Exit slip Checklist

Drama 9 - Narrative Unit

- 10 min Check - Groups of 6

By the end of - Scripts

- 10 min Check - Revise Script

Drama 9 - Narrative Unit

- 10 min Check - Quick

By the end of - Scripts

- 10 min Check - Quick

By the end of - Reflection

- 10 min Check - Discussion of

Lesson Plan: Lecture/Design Cycle

Lesson Topic: Lecture and Design Cycle

Creativity is structure in disguise.

IB aims to develop learners who are .. Communicators

Creative arts experiences can build community and nurture relationships

By the end of the lesson, students will. . .understand the

- General knowledge of scene work and basic voice, body, etc

10min Check-in (leading

Lesson Plan: Lecture/Design Cycle

Introduce and Lead

Same game, but allow

Students are to provide one

Lesson Plan: Lecture/Design Cycle

Students are attentive and ask

Students take notes (will show a Paper and

Students take notes (will show a Paper and

Lesson Plan: Lecture/Design Cycle

Kahoot quiz - Assessment of Learning (graded)

If students show a strong understanding of the material we can

Lesson Plan: Inquire/Analyze

Lesson Topic: Inquire/Analyze