Class: Drama 09 Date: March 21, 2007

Topic: Narrative Tableau Subject: Drama

Lesson Plan
Content:
The purpose of this lesson will challenge the students to present tableau’s to portray an idea of a story. The teacher will be reading them the middle of a story called “Boy Soup” by Loris Lesynski and the students will present a prequel and sequel telling of the story through tableau. They will present their ideas, in groups, of the events leading up to where the teacher has started reading and the events after the teacher has finished reading. They will be able to tell these events in five tableaus or more to present their ideas to the class.
Objectives:
Students will:
·  sustain belief with confidence and concern within the drama
·  understand the importance of commitment to making the drama work
·  increase understanding of connections between their own experience, their imagination and the roles they assume
·  sustain belief in their own role(s) and in the role(s) assumed by others
·  initiate ideas which contribute to the topic choice, focus and progress of their drama work
·  identify and discuss the presence of symbol in their drama work
·  recognize that the elements of theatre form can be manipulated to help achieve intention
·  make purposeful choices among the processes, strategies and elements to direct the course and quality of the work
·  demonstrate a willingness to take occasional risks by attempting less familiar roles and strategies which may lead to new or unusual discoveries.
Assessment:
·  Participation
·  Group work
·  Presentation
CEL’s:
Communication – giving and accepting ideas from group members
Critical and Creative Thinking – creating new ideas to present a prequel or sequel to the story
Personal and Social Values and Skills – working companionship among peers
Prerequisite Learning:
·  Tableau experience and basic knowledge
Lesson Preparation:
Equipment and Materials
·  none
Advanced Planning:
·  Story book “Boy Soup” by Loris Lesynski
Presentation:
Set (10 Min.)
o  Firstly, the teacher will organize the students into 6 groups of 9 (depending on the class size).
o  Next, the teacher will read the middle of the story “Boy Soup” by Loris Lesynski starting on page 12 and ending on page 16.
o  The teacher will tell 3 groups of students they will be working on tableaus to tell the story of the events leading up to where the teacher started reading. The other 3 groups will have to tell the events that happened after where the teacher left off reading. Essentially, 3 groups are creating a prequel and the other 3 a sequel.
o  The students must create five tableaus
Development (25 Min.)
o  The students will begin working in their groups and the teacher will ask the students questions to keep in mind to create their tableaus.
o  A good way to get the students thinking is for the teacher to always ask the students WHY. Therefore, they will answer their own questions and begin brainstorming. Do not take I DON’T KNOW for an answer from the students.
o  The teacher will help the groups as needed and mark on participation.
Closure (25 Min.)
o  The last part of the lesson will be the student’s presentations of their tableaus.
Extension:
o  Further practices in tableau – Narrative tableau
Adaptive Dimension:
o  Allow for more time to present and more time for scene development
o  Separate students into groups by numbers, not on their own

Drama Participation, Group Work, and Presentations

CATEGORY / 1-2 Poor / 3 Satisfactory / 4 Good / 5 Excellent
Participation / Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. / Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. / Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! / Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Group Work / Does not give ideas or accept ideas from their partner. Usually distracted and disturbing other groups. / Sometimes gives ideas of poor quality, does not take work seriously, and is easily distracted. / Provides ideas to partner and accepts ideas from partner. Takes the work seriously and tries to develop a good scene with partner. / Provides excellent ideas to their partner and uses their partner’s ideas as best as they can. Tries to develop the best quality work the are capable of.
Presentations / Does not take presentation seriously and will refuse to try. Continues to be distracting. / Presents scene in order to complete the assignment. Not exceptional work completed by student. No focus is maintained in the scene. / Student presents a good scene doing as the teacher has requested. Student is in role and tries to keep focused. / Student is totally focused in the presentation and presents new and thoughtful ideas through their presentation. Caliber of work is excellent.