SOUTHERN CROSS UNIVERSITY PRACTICUM ONE LESSON PLAN TEMPLATE

KLA: Creative Arts Date:10/09/201 Time: Stage: 2 & 3 Class: School: Broadwater Public
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Syllabus Outcome:
DRAS3.2 - Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama
forms.
DRAS2.1 - Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.

Objective: As a result of this lesson the students will be able to:

Makes decisions about role interactions, symbolic representations and the dramatic context.
Use a combination of various drama forms such as space, movement and mime.

Background and / or Prior Knowledge:

Integration (highlight): MATHEMATICS ENGLISH CREATIVE ARTS HSIE / SOSE SCIENCE & TECHNOLOGY PDHPE OTHER (Type in name)
REFLECTION IN ACTION
Timing Procedure Considerations
Students Teacher
Warm up activity Clear a large space so
The game involves students listening to my there is plenty of room for The focus for reflection on my
8 commands and then acting out the actions. the students to move pedagogy this lesson is managing
minute Explain to the students that they have to act around. classroom activities: providing clear
s out whatever action or role I call. When they directions and using time wisely.
are not acting out, they are moving around Insist on silence when not
the room silently. acting out an action or
Insist that they can make plenty of noises role.
when acting out, but the noises have to relate Are students all
to the role or action. Make sure students are participating and
To start, get the student to either purposely bumping into engaged?
jog/skip/hop/run/slowly-motion walk in an anti- each other.
clockwise direction (silently).
Next call an action or role. E.g. acting like a
frog, or swimming.
Let them do this for a few seconds before

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 getting them to start walking/skipping etc
again.
Repeat until the time is up.
Orientation Get the students to sit on
3 Get the students to sit down on the floor. the floor making half a Insist on silence when required.
minute Find out what students already know semi-circle facing the Use a bell to gain attention, and
s about drama and improvisation. front of the classroom. praise students who stopped
Discuss the importance of having a go, talking and listened immediately.
and trying your best.

Mime & Gibberish Sentences Before class, prepare

Equipment: prepared index cards. some index cards--at Make sure I project my voice, and
Activity: least one for every everyone is listening.
Arrange the students into groups of two. student in the class - Are the pairs working
16 Pick two students to handout the cards to each with one simple together?
minute each group. sentence written on it. Did students listen and follow my
s Explain that the aim of this game is to create instructions?
a scene using mime. They are not allowed to When picking the groups,
talk, but can make sound effects. it would be ideal to pair
some of the younger
The cards are there for an idea, but students
students with the seniors.
are more than welcome to use that idea if
they cannot come up with something. The
Did I have to repeat myself?
groups are encouraged to make up their own
scenario involving a place and action.
Some ideas are written
Emphasis how impressive it would be if they
on the cards, so there
came up with their own.
should not be too much
Ask: If anyone has any questions? confusion.
Give the groups few minute to read their card,
and talk about how they might act it out.
Ask: For any volunteers to go up first? If there
is none, pick a group to go first.
The students then has to mime what their
card says or what they came up with, and the
rest of the class has to try guess.
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 Whoever guesses correctly can go next, or
the teacher can choose someone.

(REFLECTION)
3 Ask: which group performed the best, and why? Was there plenty of time left over to
minute Talk about the aspects that made their do reflection?
s performance so good.
Then talk about a group that did not do as well,
and get the class to suggest ideas how they
could do better next time.
Ask: what students liked and did not like about
todays lesson.
Then thank the students for their participation,
and

WEEK: 1 2 DAY:________________________ REFLECTION TEMPLATE

REFLECTION ON ACTION
Reflection on student achievement against the outcome, indicator or Reflection on your delivery of the lesson, effectiveness of
objective based on information / evidence provided by the assessment resources, strategies, questioning etc.
strategies within the lesson. Think about the skills & strategies you need to focus on improving.
May also include anecdotal notes about individual student progress.

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DRAS2.1 I think the class really succeeded at achieving this outcome.
Not only did the students meet the objective I set of using dramatic forms
such as space, movement, and mime, but they also incorporated props.
DRAS3.2 I think Maddies and Kyas group were the only ones that
lack direction. Their performances did not have a range of movement
and lacked clarity about the roles. Overall I was really impressed with the
groups performances. I especially enjoyed Rhiley and Zanes
performance as they both had really strong characters, and I think
everyone was able to guess what there noun and verb was.
I really enjoyed the sound effects that some groups used, as I think it
added emphasis on certain parts of their piece. Although I would have
liked to hear a lot more groups using sound effects in their performance.
I feel that the delivery of my lesson went really well. I am glad that I
did the warm up activity first then the orientation, as I think it settled
the students down and it kept the point of the lesson fresh in their
minds when designing their performance. I found that the triangle
was really effective at the start of the lesson, but then I started to
lose them with it during the performances.
I am pleased that I gave them the opportunity to come up with their
own ideas, and I am glad I used index card as I am sure the lesson
would have dragged out much longer without them. I used a loud
clear voice, which was sometimes too loud and single toned.
My plan and ideas and plan were really effective, but I think my
expectations about the timing was very off. This lesson would have
much rather suited an hour time slot.

REFLECTION FOR ACTION

If I taught this lesson again I would reinforce what it means when I hit the triangle, and I would only ever hit it the way I did at the very start when
I explained what it was for and what it meant. I realise that I do sometimes let the students persuade me into doing it the way they want, so next
time I want to stick to my plan and be firm with it. Next time I will most certainly keep in the back of my mind of what time the lesson is supposed
to finish.

Supervising teacher: Date:

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