Objective

SWBAT react spontaneously to adapt to improvised situations and stay in character, in collaboration with their classmates.

Material List

Prompt cards

Exploration/ Integration

Could easily be integrated with ELA or Social Studies by using characters from fiction or history respectively.

Curricular Connections:

“Take creative risks to express feelings, ideas, and experiences” is a curricular competency. Additionally, improvisation is an element of drama and a dramatic skill that students can improve over time.

FPPL: "Learning is holistic, reflexive, reflective, experiential, and relational." The game definitely fosters relationships and collaboration, but a part of this FPPL that is particularly applicable is reflexivity, as students will need to be aware of their actions, thoughts, and responses.

Hook/ Warm Up

Ask students: “What makes a character unique?” Get students to brainstorm different traits that make characters stand out (ie. voice, posture, personality). Tell students that today’s activity will involve them switching between characters. Discuss the terms Improv (improvisation), Scene, Characterization, and Physicality. Go over the rules of improv.

Important Vocabulary

character

scene

prompt

action/ cut

Description

1. Form two lines with the students. Two students will stand at the front to start.

2. The students at the front begin to improvise a simple scene based on a prompt given by the teacher.

3. At any moment, the teacher can shout "PAUSE!" A student at the front of their line comes to the front, takes over the current character, and continues the scene once the teacher says “GO”. The original person steps out of the circle and goes to the back of the line.

4. The new person must continue the scene where the last person left off, keeping the character's main traits but adding their own twist.

5. The game continues as the teacher shouts “STOP” and “GO” and new people take over the characters and scene.

6. End the activity with a discussion on what it felt like to swap characters and scenes so quickly and how it challenged their improvisational skills.

Variations

   -You can also do a freestyle variation where students shout “SWITCH” whenever they want to join the scene

-For younger grades, it could be easier to only have one character in a scene at a time

-For older grades you could try three or more characters in a scene

Description

1. Explain the rules to your students

   1. They must only use their bodies (no props or furniture)

   2. When time is called they must be completely frozen and silent (no sound effects)

   3. All members must be included

   4. They can utilize different height or depths in their “scene”

2. Assign groups of 4 or 5

   1. Groups can be of any size to fit the needs of your classroom.

3. Tell students the theme. For bodies of water, the theme might be 'lake'. Students then have roughly 10 seconds (this timing can be flexible depending on grade level and topic) to get their bodies into that shape. 

4. Once in their positions, students must freeze and stay silent.

5. Teacher can assign points as desired

6. Repeat 

7. Students can be assessed based on observation of participation, effort, safe bodies, and general accuracy. 

Important Vocabulary

Bodies of water (river, lake, ocean, pond)

Collaboration

Audience

Tableau

Freeze

Role

Material List

Vocabulary List 

Room for groups to move around 

Exploration/ Integration

Grade 2 Science (water cycle)

Big Idea: Water is essential to all living things, and it cycles through the environment.

C#7-water sources including local watersheds

C#9-the water cycle

C#11-local First People’s knowledge of water:

• water cycles

• conservation

• connection to other systems

CC#18: Communicate observations and ideas using oral or written language, drawing, or role-play

Hook/ Warm Up

Teacher will lead a quick stretch (touch the sky, touch your toes, squat (frog) , arm circles, side stretches)

Teacher will over quick vocabulary about what has been taught on water sources, maybe small bit about water cycles (if pre taught)

Curricular Connections

Arts 2

Big Idea: Dance, drama, music, and visual arts are each unique languages for creating and communicating.

C#4-a variety of dramatic forms

C#5-symbolism as a means of expressing specific meaning

C#8-personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment

CC#1-Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts

CC#2-Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

CC#7-Interpret symbolism and how it can be used to express meaning through the arts

CC#10-Experience, document and share creative works in a variety of ways

Objective Statement

SWBAT work as a group to create their own interpretations of water sources and use their bodies to symbolize various aspects of their interpretation. 

Variations

This activity could be changed to reflect various themes in the curriculum. Some examples are: location (items at the grocery store), science (life cycles of salmon), alphabet (shout out a letter and students will become something that starts with that letter). 

Objective statement-Students will be able to incorporate concepts that they have learned in the lesson or previous lessons and collaborate with their group to create a cohesive and relevant story using only one word at a time. 

Curricular Connection-Grade 3 Math: Fraction concepts-equal partitioning, Grade 1 social studies (Community) 

Material list: Story topics, print out of paragraphs etc for the teacher.

 Hook/warm up: Find the fraction-Call out a fraction (ex., ½). Students must find a group with the fraction. For example, 1/2 - Students must find a group of 2 and 1 out of the 2 must have a meaning (½ of the group wears glasses). 

Exploration/integration opportunities: This activity is a great way to integrate different subjects as the topics of each story can be changed. In this activity, we will look at a social studies and a math concept, but all subjects can be used for these stories. ELA is also a great integration opportunity as this activity requires storytelling and ahead of time, can look at ideas such as parts of a story and oral storytelling features. 

Important vocabulary: Theme: The central idea or concept of the story (e.g. adventure). Tone: The emotional quality of the word (e.g., joyful, somber, mysterious). Imagery: Words that evoke visual or sensory experiences. Character: A person or figure represented by the word (can be abstract). Conflict: The tension or challenge implied in the word. Setting: The context or environment suggested by the word. Emotion: The feeling that the word conveys (e.g., hope, despair). Action: A verb that implies movement or change. 

Thorough activity description: 1) Warm up: Find the fraction 2) Explain that each member of their group must say only one word at a time to complete their story. They must take turns and listen carefully to the person before them to ensure that their word is relevant and can continue the story. 3) Assign groups-3 or 4 depending on grade and expectations 4) Give groups their story topics 5) Allow 5 minutes to brainstorm story ideas 6) Gather groups to perform 7) Allow students to perform 

Variations: Two-Word Story: Use two words to create a concise narrative or evoke an image. 

Three-Word Story: Expand to three words for slightly more complexity while maintaining brevity. One-Word Prompt: Provide a single word that participants must use to inspire their own short stories or poems. One-Word Emotion: Choose one word that encapsulates a specific emotion, and explore its meaning or implications. Visual One-Word Story: Pair a single word with an image or illustration to create a visual narrative. 

Assessment: Observation: Creativity and clarity, does the word the student chose to add connect to the theme. Discussion: Does the student comprehend the activity? If they are taking longer to say their word does that mean they do not understand what they are being asked. Product: The word flows with the rest of the sentence.

Curricular Competencies

• Create artistic works collaboratively and individually using imagination, inquiry, and purposeful play.

• Develop an understanding of personal and collective responsibility in creating and presenting a safe learning environment.

Materials List

• Prompts for historical figures or events.

• Simple costumes or props (optional).

Hook – Warm-Up:
Play "Time Machine": Students gather in a circle, and the teacher suggests a time period. Students quickly strike a pose or perform an action representing life during that era.

Activity:

1. Divide students into small groups. Assign each group a historical figure or event.

2. Groups have 10–15 minutes to create a 2-minute scene dramatizing the figure’s significance or the event’s impact.

3. Encourage students to include key facts and imaginative dialogue.

Presentation:
Each group performs their scene. Audience members guess the figure or event and offer constructive feedback on how well it conveyed the history.

Assessment
Students will be assessed on creativity, collaboration, and their ability to reflect historical context accurately.

Vocabulary:

Drama, character, dialogue, historical context, improvisation, reenactment.

Students will work in groups to reinterpret a well-known fairy tale with a twist, focusing on character development and creative expression.

Curricular Competencies

• Transform existing stories using creativity and experimentation.

• Collaborate to develop and present a unique interpretation.

Content

• Elements of storytelling (plot, character, conflict).

• Personal and collective responsibility in a supportive creative space.

Cross-Curricular Connections

• ELA: Retell or reinterpret a familiar text, focusing on literary elements.

• Social Studies: Incorporate cultural variations or settings in the reinterpretation.

Materials:

A list of classic fairy tales (e.g., Cinderella, Jack and the Beanstalk). Props.

Important Vocabulary

• Plot, character, setting, conflict, resolution, twist, improvisation.

Hook – Warm-Up:
Play “What Happens Next?”: The teacher begins narrating a fairy tale, and students take turns adding a line to change the story in unpredictable ways.

Activity:

• Divide students into groups and assign or allow them to choose a fairy tale.

• Groups brainstorm a creative twist (e.g., setting the story in the future, making the villain the hero, or flipping character roles).

• Groups rehearse a 2–3 minute scene reflecting their twist.

Groups perform their reimagined fairy tales. Audience members guess the original story and provide feedback on the creativity and coherence of the twist.

Assessment
Students will be evaluated on teamwork, originality, and their ability to incorporate elements of the original story.

Curricular Competencies

• Develop characters that embody positive traits.

• Use drama to reflect real-world issues and solutions.

Content

• Character creation and expression.

• Emphasizing values through storytelling.

Cross Curricular Connections:

• SEL (Social-Emotional Learning): Explore themes of kindness, empathy, and courage.

• Health Education: Relate scenes to scenarios promoting wellness and safety.

Materials

• Prompts for everyday situations or real-life scenarios.

• Props to represent everyday settings (e.g., backpacks, aprons).

Important Vocabulary

• Superhero, value, empathy, courage, conflict, resolution, teamwork.

Hook – Warm-Up:
Play “Superpower Circle”: Students name an imaginary superpower that reflects a value (e.g., “I have the power to always tell the truth!”).

Activity:

• Groups brainstorm an ordinary scenario (e.g., helping someone in need, standing up for a friend).

• Develop a short scene where an “everyday superhero” uses values like kindness or honesty to solve a problem.

• Rehearse and prepare for presentation.

• Present in small groups or the whole class

Assessment
Students will be assessed on creativity, teamwork, and their ability to convey the chosen value effectively.

Curricular Competencies

• Explore ways to create atmosphere and emotion through sound.

• Collaborate to develop a cohesive performance using nonverbal elements.

Content

• The role of sound in storytelling and drama.

Cross-Curricular Connections

• Science: Explore sound properties like pitch, volume, and rhythm.

• Music: Experiment with creating sound effects using everyday items.

Materials List

• Everyday objects (e.g., pots, paper, bottles) and student voices.

Important Vocabulary

• Soundscape, rhythm, pitch, tone, atmosphere, environment, auditory.

Hook – Warm-Up:
Play “What’s That Sound?”: The teacher plays or makes a sound (e.g., rustling paper, tapping on a table), and students guess its source and imagine a story it could belong to.

Activity:

• Divide the class into groups of 4–5. Assign each group a setting (e.g., jungle, busy city, haunted house).

• Groups use their voices, body percussion, and objects to create a soundscape that represents their setting. No words are allowed—only sounds.

• Groups practice layering their sounds to create a dynamic effect.

• Groups perform their soundscapes while the audience guesses the setting

Assessment
Students will be assessed on attitude, collaboration, and their ability to use sound effectively to set a scene.

Curricular Competencies

• Experiment with movement and voice to develop characters.

• Use drama to explore relationships and situations imaginatively.

Content

• Characterization through movement and vocal expression.

Cross-Curricular Connections

• SEL: Build empathy by exploring different perspectives.

• Physical Education: Incorporate movement and spatial awareness.

Materials List

• A list of character traits or archetypes (e.g., a shy child, a confident superhero).

• Space for movement.

Important Vocabulary

• Character, posture, interaction, tone, expression.

Play “Mirror Walks”: In pairs, one student leads by walking in a unique way (e.g., hunched over, skipping), and the partner mirrors their movements.

Activity:

• Students spread out across the room. The teacher calls out character traits or archetypes (e.g., “You are a pirate searching for treasure,” “You are a nervous kid at a new school”).

• Students begin walking around the room, embodying the character through posture, speed, and gestures.

• Add prompts: “How does your character greet someone they like? Someone they dislike? How do they react to finding a lost item?”

Reflection:
Discuss how physicality and voice helped students better understand their characters.

Assessment
Students will be assessed on their engagement, creativity, and ability to adapt movement and speech to their assigned character.

Title of Lesson: Werewolf 

Objective statement: To support students through the process of friendly debating and increase conversational skills. Secondarily, stimulates the creative thinking process to quickly develop a persuasive argument under pressure.

 Curricular Connection: This game can EASILY be made to fit a variety of different cross curricular connections such as, socials (elections, debates), science (solar systems, gravity), english language arts (after a novel study, character analysis), and of course drama. The original game itself connects to drama 7 by allowing students to take creative risks and express complex feelings and ideas. 

Material list: A deck of cards with enough for each student to have one card. A sharpie or something to write on the cards with. Chairs for everyone to sit upon in a circle, and enough space to have 20-30 students sitting in a circle. 

Hook/warm up: Play some kind of warm up game that allows students the opportunity to speak out loud in front of the class to get rid of some tension and fear of speaking aloud in front of a group. Exploration/Integration Opportunities: Lesson should follow a lesson/unit on teachers choice. This activity can be used as a formative assessment tool to see how students remember all the elements discussed in the unit or be used as an assessment tool in drama to see how students use dramatic skills. Important Vocabulary: It will depend on how you choose to integrate another subject into the game as that will determine what vocabulary you are looking for students to use. In the original game I expected only clear, appropriate, and logical speaking.

Thorough Activity Description: 

1) Warm up game. 

2) Ask students to bring chairs into a circle leaving space for the teachers chair as well. 

3) Hand out a card to each student face down and tell them not to let anyone else see what card that they have but to look at it themselves and memorize their character

 4) Explain each of the roles in the game (werewolf, doctor, seer, villager) and make sure that everyone understands their role and the rules of the game, i.e., daytime vs nighttime. 

5) Ask if there are any questions about the characters or gameplay or the overall objective of the game. If not then continue onto the play of the game. 

6) Allow the game to play out to completion or for as long as you have until the transition time. 

7) Have students give the cards back and bring their chairs back to their seats before transitioning. Variations: For younger grades perhaps this game is too complex for the entire class to take part of and instead you could make it a center that you lead as the teacher and make sure that all students get the same amount of opportunity to play to keep it fair. Other variations would depend entirely on the other subject that you choose to integrate into the activity.

Bring the excitement of competition and teamwork into the classroom with this speech-themed activity. Students will participate in "events" designed to strengthen articulation, focus, and vocal confidence. Each challenge builds their skills while fostering a sense of fun and achievement.

Materials:

Printed or Digital Display of Tongue Twisters

Hook/Warm Up:

Pretend the students are preparing for a sprint:

• Take a deep “starter’s breath” in through the nose.

• Exhale slowly, as if releasing tension before a big race.

• Repeat three times, pretending to blow a feather or balloon to emphasize controlled breathing.

Loosen up those “muscles” for speech with exercises:

• Start with humming, imagining a friendly "buzzing bee" moving through the air.

• Practice "lip trills" like revving the engine of an Olympic race car.

Activity:

• Organize students into “teams” or let them compete individually:

  • Set the timer for 30 seconds and see how many times they can say a tongue twister without stumbling.

  • Award points for accuracy and effort.

Bonus Event: Team Relay (Optional, 3 minutes)

• Divide the class into teams. Each team is assigned a tongue twister.

• They must pass it along like a “relay baton,” with each student saying the phrase before the next takes over

Assessment: Observe students’ engagement and being a good teammate. Encourage them to self-reflect on their speech improvement.

Extension: Create personalized tongue twisters tied to classroom themes or let students invent their own for the next "Speech Olympics."

• Use mime to creatively express familiar nursery rhymes, demonstrating their understanding of dramatic forms.

• Collaborate effectively in small groups to plan and perform a short mime.

• Explore how body language and facial expressions can communicate ideas without words.

• Reflect on how purposeful play fosters creativity and teamwork in the arts.

Curricular Competencies:

• Create artistic works collaboratively and as individuals, using ideas inspired by imagination, inquiry, experimentation, and purposeful play.

• Explore artistic expressions of themselves and their community through creative processes.

Materials:

• List of familiar nursery rhymes (e.g., Humpty Dumpty, Jack and Jill, Twinkle, Twinkle, Little Star).

• Slips of paper with nursery rhyme titles for charades.

• Open space

Hook/Warm Up

• Lead students in a quick warm-up to loosen their bodies for mime:

  • Stretch tall like a tree.

  • Shake out their arms and legs.

  • Practice exaggerated facial expressions (e.g., happy, sad, surprised).

• Guide them in miming simple actions (e.g., climbing a ladder, eating an apple, or flying like a bird).

Activity:

• Start with a discussion: "What are nursery rhymes? Which ones do you know?"

• Introduce the concept of mime: Acting without words or sounds, using only facial expressions and body movements.

• Explain the activity: Students will act out nursery rhymes using mime while the rest of the class guesses.

• Divide students into small groups or pairs.

• Each group draws a slip of paper with a nursery rhyme title.

• Give groups 2-3 minutes to plan how to mime their nursery rhyme. Encourage creativity and teamwork.

• Groups take turns performing for the class, who must guess the nursery rhyme.

• After each performance, briefly discuss what movements and expressions helped convey the rhyme.

• Gather students in a circle and ask reflection questions:

  • "What was fun about acting out the nursery rhymes?"

  • "What was challenging about using only movements and no words?"

  • "How did working in a group help you create your performance?"

• Emphasize how drama helps us express ideas and work together creatively.

Assessment:

• Observe student participation and engagement during warm-ups, planning, and performances.

• Look for evidence of creative thinking and collaboration in their mime presentations.