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Drama Game - The Rock Cycle (Reader’s Theatre)

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Objective Statement: SWBAT use expressive language and body movement to dramatize different types of weather, enhancing their creativity and understanding of descriptive language.

Exploration/Integration: Science (Weather), Literacy (Descriptive Language), Drama (Role-Playing). Students explore weather phenomena by acting them out, combining scientific knowledge with creative drama skills.

Material List: Weather picture cards (sunny, windy, rainy, snowy), space for movement.

Hook/Warm-Up: Show a weather card and model how you might act it out (e.g., shivering for cold, waving arms like wind).

Assessment: Observe students’ use of movement and voice to express different types of weather. How are students participating.

Important Vocabulary: Descriptive, atmosphere, expression.

Activity Instructions:

1. Discuss different types of weather and brainstorm actions to represent each.

2. Divide students into groups and assign each a type of weather to role-play.

3. Groups perform their weather scenario, using body language, sound effects, and expressive language.

Variations/UDL/DI: Group work to allow students to feel comfortable and work collaboratively. Provides students the opportunity to put their knowledge to kinesthetic expressive work.

FPPL: Learning is embedded in memory, history, and story.

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Objective statement: SWBAT understand theatre terms in relation to their meaning

Exploration/integration: PE: physical movement.

Material list: Stage or picture of stage

Hook/warm up: Let students run around stage (if safe)

Assessment: Observe if students are in the right area

Important vocabulary: Reference the sheet

Thorough activity description: Let students explore the stage by asking students to go to the area of the theatre they think the term is referring to.

Variations/UDL/DI/FPPL: You can also provide a picture of a stage and have students label if a stage isn’t available.

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Gr: 3-6 - 30min

Objective Statement: SWBAT understand the concept of the solar system by embodying the movements of planets, demonstrating their understanding of planetary motion. Exploration/Integration: Science – The planets, motion, gravity, and orbits.

Material List: Open space, music (optional).

Hook/Warm-Up: Start with a short discussion on planets, their characteristics, and motions.

Assessment: Observation of how students incorporate planetary movement and orbit patterns.

Important Vocabulary: Orbit, rotation, gravity, solar system, planet.

Activity Description: Students will become planets in the solar system. Each planet has specific movements representing its orbit (slow or fast, large or small). One student will play the sun and act as the center of the solar system.

Variations/UDL/DI: Adjust movement complexity based on grade. For younger students, focus on simpler motions (like walking in circles), while older students can integrate more intricate and precise motions. Visual or tactile cues can be used to support students with different needs.

FPPL: Acknowledge the interconnectedness of all things, like the relationship between the planets and the sun, reflecting the holistic view of knowledge.

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Objective statement: SWBAT research a topic and present the information in a creative way.

Exploration/integration: in socials research practice and understanding history or individuals. In LA you could look at characters in novel studies. In science there could be an interview with an expert

Material list: Stage or picture of stage

Hook/warm up: Let students run around stage (if safe)

Assessment: Observe if students are in the right area

Important vocabulary: Reference the sheet

Thorough activity description: Let students explore the stage by asking students to go to the area of the theatre they think the term is referring to.

Variations/UDL/DI/FPPL: You can also provide a picture of a stage and have students label if a stage isn’t available.

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Objective statement: SWBAT show actions through miming

Curriculum connection:

Material list: Open space, word list

Assessment: observe what choices the students are making with their bodies. Are their actions matching the prompt given to them?

Important vocabulary: mime. Dependant on unit or lesson

Activity description: Class gets in a big circle and one person (A) starts in the middle miming an action. give a few seconds for the person to do the action. Then one student (B) at a time will enter the circle and ask "what are you doing?" person A will respond "I am.... (actioning)" the answer must be a new action. Person B will start doing the new action. The game continues in that pattern for as long as you'd like.

Variations/UDL/DI: This can be used in younger grades for understanding careers and community members. For older grades you could give word lists of target unit or lesson and have students mime different people or actions. Ex. different phases of matter.

FPPL: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

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(Grades 4-7) 30 min+

Objective Statement: Students will be able to develop their understanding of narrative structure, character roles, and problem-solving through drama (improv).

Exploration/Integration: Students will engage in role-playing as different characters and interpreting clues to solve a problem. Links to English Language Arts (storytelling, character analysis), Social Studies (problem-solving, critical thinking), and Arts Education (drama, improvisation).

Material List: Pre-made character cards & costumes or props.

Hook/Warm-Up: Dramatic Introduction: “Last night, in a grand mansion, a crime took place. It is now your job as the clever detectives to help solve the case. There are several people for you to talk with, try to gain clues and insight to the mystery that took place at the mansion”.

Assessment:

1. Observe students as they act out their assigned character, collaborate with others, and engage with the clues and story that is unfolding.

2. Converse with students as they explain how they solved the mystery (what clues were most useful, did they gain valuable information from their interviewee).

Important Vocabulary: Clue, inference, suspect, alibi, motive, evidence, character, & plot

Activity Instructions: Introduce the scene, have students role-play different characters and attempt to. Introduce the scene, have students role-play different characters and attempt to solve the mystery.

Variations/UDL/DI: Depending on the students, the narrative and details may be expanded or shortened. Provide visuals, character cards, scripts, allow students to work in pairs or small groups, or offer different roles with varying levels of responsibility (lead detective, assistant, witness).

FPPL: Learning involves patience and time - Focus on collaboration and shared responsibility in the process of solving the mystery. All characters must come together in a timely manner to participate in collective problem solving.

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Gr: 3–6 – 30min

Objective Statement: SWBAT develop focus, coordination, and active listening by following movement instructions, demonstrating their understanding through physical responses.

Exploration/Integration: Physical Education: Movement, coordination, and cognitive flexibility.

Language Arts/Science: Adapt commands to include punctuation marks or scientific terms.

Material List: Open space

Hook/Warm-Up: Begin by discussing the importance of listening, focus, and physical movement. Relate this to areas like sports, science, or everyday life.

Assessment: Observe students’ ability to follow commands, adapt to challenges, and remain focused during the opposite actions stage.

Important Vocabulary: "GO" = Walk around the space. "STOP" = Freeze in place. "CLAP" = Clap once. "JUMP" = Jump.

Activity Description

Stage 1: Start with basic commands: GO, and STOP. Practice until all students are comfortable.

Stage 2: Add two new actions: CLAP, and JUMP. use all commands and ensure understanding.

Stage 3: Add new commands or change the names of commands.

Stage 4: Introduce opposites: Leader mixes commands, and students must perform the opposites.

Stage 5: Final challenge: Leader calls actions while performing the correct ones. Students must still do the opposites, requiring heightened focus.

Variations/UDL/DI

For younger students focus only on stages 1–3.

Use tactile/visual cues for diverse learners.

Adapt commands to connect with curricular topics, like punctuation (period, exclamation, comma) or science (rotate, orbit, gravity).

FPPL: Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).