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Drama 9 Orientation Unit Plan

This drama orientation unit for grade 9 students lasts 1-2 weeks and aims to introduce students to theatre terms and build confidence. The unit focuses on developing skills like risk-taking, effective listening, cooperation, and communication through voice and body. By preparing mentally and physically through warmup activities and orientation, students will become more confident performers and the teacher can assess skill levels to meet student needs. Differentiation is provided for those with disabilities.

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283 views3 pages

Drama 9 Orientation Unit Plan

This drama orientation unit for grade 9 students lasts 1-2 weeks and aims to introduce students to theatre terms and build confidence. The unit focuses on developing skills like risk-taking, effective listening, cooperation, and communication through voice and body. By preparing mentally and physically through warmup activities and orientation, students will become more confident performers and the teacher can assess skill levels to meet student needs. Differentiation is provided for those with disabilities.

Uploaded by

api-490177257
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Drama 9

Orientation

Ashley Rittinger
Kate Andrews High School
Unit Overview
Subject: Drama
Grade: 9
Topic: Theatre Terms and Goals
Unit Duration: 1-2 weeks
Lesson Duration: 99 minutes each

General Learner Outcomes:


 GOAL I: To acquire knowledge of self and others through participation in and reflection
on dramatic experience.
Specific Learner Outcomes:
 Orientation:
o Demonstrate a willingness to take calculated and reasonable risks.
o Share ideas confidently with others.
o Focus concentration on one task at a time.
o Listen effectively.
o Generate imaginative and creative solutions to problems.
o Meet deadlines and follow through on individual and group commitments.
o Demonstrate trust by becoming comfortable, physically and emotionally, with
others.
o Work cooperatively and productively with all members of the class in pairs, small
groups and large groups.
o Support positively the work of others.
o Offer and accept constructive criticism, given specific guidelines, with a desire to
improve.
o Recognize the purposes of and participate in warmup activities.
o Communicate through use of voice and body.
o Move in a variety of ways.
o Respond to directions without breaking concentration — side coaching.
o Speak, move, and generate ideas spontaneously.
o Investigate a variety of roles and situations.
o Show awareness of story sequence.
o Understand that technical elements enhance verbal/physical communication.
o Recognize that there is an historical and cultural aspect of drama/theatre.
o Demonstrate awareness of the multi-disciplinary nature of drama/theatre.
Critical Inquiry Question: How does preparing the body and the mind through orientation
make me more confident and successful?
Rationale:
This unit is an orientation where the students will be introduced to basic concepts, skills and
attitudes in drama. Because there are no prerequisites for Junior High Drama, students coming
into the class may not have had any experience in the Dramatic Arts thus far, so it is essential
that students establish a common starting point. Orientation is a great time to ease the students
into becoming confident performers while also diagnosing the student’s individual skills. Using
the data collected from the orientation unit, the teacher can alter the rest of the program to meet
the needs and the skill level of the class. The orientation unit will help students to engage in
activities that are both enjoyable and challenging. This will help to stimulate an interest in
participating enthusiastically in class activities for the rest of the program.

Differentiation:
 Provide alternate activities or assistance for students with disabilities
 Provide written work alternatives if absolutely necessary
 Provide support as needed during each teaching session
 Provide support as needed through meetings before and after school
 Establish expectations clearly for each activity

Skills for Inquiry:


 Safety and risk-taking
 Focus and concentration
 Effective listening
 Work cooperatively in a group
 Offer and accept constructive criticism
 Communicate using the voice and the body

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