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Students will use sentence starters to self-assess and reflect on what they’ve done in drama class over the past year. What was their favourite unit? How do they compare their skills now to the beginning of the year? What were their personal goals for the class and how did they achieve them?

Students will use sentence starters to set goals and expectations for their time in class. What do they expect to learn? What do they expect from their classmates? What is the purpose of drama class? Have students fill out an expectations and goals form at the beginning of the year and you can use it to compare and contrast their work at the end of the year.

Students will read a handout and discuss what it takes to write a two character scene. They will then apply their knowledge through exercises done in class. Finally, they will write and hand in a two character, one location scene which will be assessed.

Many students dream about becoming a professional actor. But what are the steps? How do you start? It’s not as simple as saying “I want to be an actor.” Students will move beyond this vague statement to research and present specific aspects of starting an acting career.

Many students dream about becoming a professional actor. The headshot is one of the most important calling cards of the professional actor. A bad headshot can get an actor rejected before they step through the door. Students will complete exercises that respond to the question What makes a good Headshot?

In this ELP, students reflect and respond to a variety of questions and statements about the Theatre. The aim of the lesson is to have students identify statements they connect to and express their point of view on those statements.

In this ELP; students study a picture, create a character profile for the person in the picture, and then write an inner monologue for that character.

Students often rely on their verbal skills to tell a story. They “tell” us what’s happening instead of “showing” us what’s happening. “Show don’t tell” is a guiding principle in theatrical storytelling. We want to see what’s happening to characters as they experience it. We don’t want to hear characters explain the story or what they’re feeling. This lesson plan will put this principle into action through the exercise Silent Story.

For some students, the first draft is the final draft. I got to the end. I’m done. For some students, writer’s block sinks in quickly after a couple of scenes. Use this lesson plan in the middle of a playwriting unit, after your students have completed some writing on a play - either a first draft or even a couple of scenes. When your students aren’t sure how to move their writing forward - ask questions, define purpose, address writer’s block.

In this ELP, students complete a model crossword on a topic and then create their own crossword. They will create the crossword grid and come up with their own clues and questions.

Theatre spaces have changed throughout history, from the outdoor amphitheatres of Ancient Greece to the black box of modern times. In this lesson plan, students will identify what makes a theatre space in a specific era and then compare and contrast two different theatre spaces.

What tools do students need to properly prepare a scene? What exercises? This multi-class lesson plan models and practices those tools and exercises with the full class before they have to take on a scene for assessment.

Learning to deal with rejection and turn rejection into a positive motivator is a lifelong skill. In this multi-class lesson, students will reflect on and discuss their views on rejection, theatricalize that view through movement, research someone who has found success only after rejection and failure, and theatricalize that information.

Costumes are a visual medium and so is theatre. A theatrical vision is incomplete without costuming. In this Lesson Plan, students will answer questions in order to develop a costuming vision for a show.

Costuming with colour is a great way to visualize theme and mood. How do different colours make you feel? What colours are associated with different moods? Can colour be used to identify a group? Students will first assess character types and use the colour wheel to create a costume look. Their assignment for the lesson is to assign colours to different groups in a play based on relationship, mood, and era.

In this ELP, students will take their existing knowledge about a text and create a commercial for that text. Not only is this a great way for you to see how students comprehend material, but it’s a great “Emergency” backup if you have to be away in the middle of a text-analysis unit.

Some students dread writing. Just the thought of pencil and paper make them want to crumple up that paper and throw it. Well, now they can. In this exercise, students are introduced to story elements such as character, objective, obstacle/conflict, tactics, and resolution. Pairs of students add each new story element to an ever growing story that can be shared with the class. Reflection and Rubric included.

Birds flying in the sky appear as if they’re in perfect formation and synchronization. They’re aware of each other and the space around them at all times. Through this exercise, students will explore different types of movement and how it can express certain feelings and concepts. They’ll also build trust and ensemble by working together to create choral movement connected to vocal pieces.

In this exercise, students will learn about the concept of status and how it affects character interactions. Using the good old system of “Rock, papers, scissors”, they’ll determine who moves up and down the status ladder.

In this highly structured exercise, students work in groups and use clearly defined goals to create the dialogue of a scene. Each member of the group has an assigned task and contributes to the final creation.