Year Plan

Class: Drama School Year: 2022/2023 Teacher(s):

Grade: 7 Weems

September October November December

Tableau Improv. Status. Monologue

Unit(s) (Still Planned Improv Character Creation.
Images). Scenes. Creation.
Scene Status.
Creation.

To develop To develop To develop To develop

Specific competency competency in competency in competency in
Outcomes in communication communication communication
communicat skills through skills through skills through
ion participation in participation in participation in
skills and exploration and exploration and exploration
through of various of various of various
participation dramatic dramatic dramatic
in and disciplines. disciplines. disciplines.
exploration
of various To acquire To acquire To acquire
dramatic knowledge of knowledge of self knowledge of self
disciplines. self and others and others and others
through through through
To acquire participation in participation in participation in
knowledge and reflection and reflection on and reflection on
of self and on dramatic dramatic
others dramatic experience. experience.
through experience.
participation To develop an To develop an
in and appreciation for appreciation for
reflection on drama and drama and
dramatic theatre as a theatre as a
experience. process and art process and art
form. form.
To develop
an
appreciation
for drama
and
theatre as a
process and
 art form.

-Warm up -Warm up and -Warm up and -Warm up and

Major Teachingand Question of the Question of the Question of the
& Learning Question of day (stretching). day (stretching). day (stretching).
Activities the day -Play short form -The status unit -Monologues will
(stretching). improv games will have be the final
-Orientation such as drop students learning project of the
drama paper, press how different semester having
games (zip, conference, characters students create
zap, zop, four square, present an original
splat, etc.). themselves monologue that
woosh, - Take depending on the includes all of the
pass the knowledge from situation, who technical aspects
energy, short form and they are, how they would like to
etc.). apply it to long much power they bring the moment
-Tableau form improv hold, and how to life.
(Use freeze scenes. they carry
and -Improv games themselves.
changes to will vary from Students will also
create the games the play around with
scenes). eights and status that goes
-Provide nines will be against the social
students playing since norm.
with a this will be their -Character
proper first taste of creation will have
understandi improv in a the students take
ng of the large setting. what they have
fundamental -Following the learned so far
s of what improv throughout the
scenes introduction, semester and
entail i.e. students will be apply it in the
(Location, tasked with creation of their
characters, creating own characters.
relationship planned improv -This project will
s, activities, scenes in order give students
conflict, to test their fully creative
resolution, knowledge of control within
etc.). the unit. reason and
-Students -The status unit approval from
will also be will have teachers.
provided students
with fun little learning how
challenges different
to create characters
their scenes present
from. themselves
depending on
 the situation,
who they are,
how much
power they
hold, and how
they carry
themselves.
Students will
also play
around with
status that goes
against the
social norm.

-Rubrics -Rubrics -Rubrics -Rubrics

Resources -Materials -Materials for -Materials for -props
for different different games different games -set
games -props -props pieces/costumes
-props -set -set
-set pieces/costume pieces/costumes
pieces/cost s
umes

- -Participation -Participation -Participation

Participation -Improv Work -Status Work -Monologue
-Tableau -Planned -Character Creation
Work Improv Scenes Creation
Assessment &
-Scene -Status Work
Evaluation
Creation
Work