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In this lesson, we’ll look at multiple perspectives that can lead to a conflict. Students will take an objectives quiz to demonstrate their understanding of objectives, conflict, and stakes. This could be graded as a daily work grade or an assessment, and will give you a snapshot of students’ current understanding.

In this lesson, we’ll look at multiple perspectives that can lead to a conflict and strategies employed to resolve it. Students will improvise a scene using 2+ tactics in partner groups. Some groups will perform for the class and receiving coaching and feedback on the Tactics Rubric.

In this lesson, students will use a variety of methods they’ve learned so far to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Brainstorm Sheet to plan out their partner scene for assessment.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will complete a Rehearsal Checklist.

In this lesson, students will use a variety of methods they’ve learned so far during this unit to communicate meaning in a scene: setting, pantomime, relationship clues, objectives, stakes, and tactics. Students will perform their final partner scene in front of the class for assessment. They will also complete an Audience Feedback Sheet in which they give their peers feedback on Rubric skills.

7 posters for the drama classroom, designed to support the objectives of the building improvised scenes unit.

In this second improvisation lesson, students will practice accepting offers, building on offers, and thinking quickly in improvisation exercises. Students will also give written and verbal peer feedback on the second row (QUICK THINKING) of the Improvisation Rubric, using language from the Rubric.

In this third improvisation lesson, students will practice accepting offers, building on offers, thinking quickly and giving STRONG OFFERS in improvisation exercises. Students will also give written and verbal peer feedback using language from the Improvisation Rubric.

In this fourth improvisation lesson, students will participate in a mock improv assessment in small groups. They will also give partners written feedback on the entire Improvisation Rubric. Students will learn the exercise that will be used for their final improv assessment.

In this seventh lesson, students will practice their skills for the Lesson 8 test using a tongue twister (from Gilbert and Sullivan) as well as the improv game. Students will self-assess, and give/receive peer feedback.

In this final lesson for this unit, students will participate in the improv game Hitchhiker as part of a peer and teacher assessment on the Improvisation Rubric.

8 posters for the drama classroom, to support the objectives of the Improvisation Basics unit.

Students will be able to brainstorm fitting characters, setting, and conflict for a contentless scene. Students will use a variety of methods they’ve learned in the previous unit to communicate meaning: setting, pantomime, relationship clues, objectives, stakes, and tactics.

In this lesson, students will perform for peers and give and receive feedback on the Scene Details Rubric. Students will be using a variety of methods they’ve learned in the previous unit to communicate meaning in a contentless scene: setting, pantomime, relationship clues, objectives, stakes, and tactics.

In this lesson, students will learn the terminology needed to identify different parts of the stage and to create a set design that uses levels in an effective and appealing way. Students create a basic kitchen set design for a kitchen set design that applies their new knowledge of stage parts, levels and scenery.

In this lesson, students will decide how best to include movement in their scene to help an audience understand what is happening in the scene. Students will complete a set design for their partner scene and add 3+ blocking notes to their scripts. Students will also take a Stage Directions Mini-Quiz to demonstrate their understanding of stage directions/basic blocking notes.

In this lesson, students will review the “open body” element of projection. Using this technique, students will make it easier for audiences to see and understand their actions in the scene.