Lesson Plans From The Class

*Note my lesson plan is found with log #4

**I also have no clue how to format well with a blog, so if these look strange on
my blog, rest assured I have the hard copies sent to me directly. I added them since they re a requirement.

***This is also just a personal observation/feeling, but I am actually surprised at how many people made sure to use boxes/tables etc. when putting their lesson plans together. I know everyone uses a lesson plan differently, but for me the vast majority of the lesson plans sent to me seem far too convoluted or containing unnecessary flourishes. While the content of these lesson plans are quite great, I would not use over have of them without first breaking out the information and changing the format to suit my needs. To each their own indeed. :)

Unit: Orientation Topic: Names & Building Trust Time: 40min
Date: Jan. 21, 2009 Name: Jayme Fisher
General Learning Outcomes:
To acquire knowledge of self and others through participation in and reflection on
dramatic experience.
Specific Learning Outcomes:
Demonstrate respect for others — their rights, ideas, abilities and differences
Extend understanding of, acceptance of and empathy for others
Learning Objectives:
Students will:
1. Become familiar with the expectations which will be in place throughout the year.
2. Orientate to each other and the teacher in order to develop a respectful and trusting
atmosphere.
Materials:
• Whiteboard
• Marker
Procedure: Assessment: Reflection:
Introduction:
5min
1. Introduction to drama:
a) What is drama? Group discussion. What
do the students think drama is? What is
included in drama? What is it not?
Body:
8-10min
10min
1. Name Games: Who are your neighbours?
a) Introduce yourself to the person on
your right and on your left?
b) Have everyone in the circle switch
places.
c) Introduce yourself to two people on
either side of you.
d) Move again. Continue introductions,
making the number of people larger.
e) Ask students if they can name everyone
in the cirle.
2. Discussion of classroom rules and
expectations:
a) Explain that as a teacher I will have
certain expectations of you. I would
like to hear your ideas on important
classroom rules and expectations.
-Can students learn
each others names?
-Do students
understand my
expectations?
5min
5min
b) Have students brainstorm in small
groups of two or three rules and
expectations that are important to
them.
c) Tell students that these rules and
expectations can be for them as
students or for me as a teacher. Allow
them 3-5 minutes to brainstorm.
d) After students have been allowed to
brainstorm each group will share the
rules that were important to them.
e) Write the rules on the board, or graph
paper if no board is available.
f) As a class decide which rules are most
important. Establish that these rules
and expectations will guide us
throughout the year.
3. Freeze, Jump, Turn, Twizzle:
a) Explain rules of the game.
b) What did you have to do to play this
game? Guide students toward listening.
Segway in Pruii.
4. Listening Game Pruii:
a) Explain the first game Pruii.
b) What was the value of this game? Why
do you think I made you play it?
Closure:
5min
1. Discussion:
a) Review of what we did in class.
b) Can you name everyone in the class?
c) Why do you think building trust is
important in drama? Why must we treat
each other with respect in class?
-Do students
understand point of
activities?
-Do students know
each other's
names?

Orientation Lesson Plan
Date: January. 21’2010 Teacher: Miss Courtney Peterson

Subject: Drama Unit: Orientation

Goal: Students will know the names of their other classmates and demonstrate cooperation and physical barrier breakdown by being able to untangle a giant human knot (class will be split in two groups).

Grade: 7

Materials: none

Objectives:
Students will be able to:
1. understand and respond to classroom rules, procedures and routines
5. participate positively in classroom activities
13. demonstrate trust by becoming comfortable, physically and emotionally, with others
14. work cooperatively and productively with all members of the class in pairs, small groups and large ground

Background information: Students are in grade seven so this may be their first introduced to drama and junior high. Because of this classroom expectations must be very clear and reiterated multiple times. Students also may not know one another very well because many may be coming from different schools, therefore, I must be sensitive to students’ anxiety about unfamiliar people/place. Students are just emerging into early adolescence so they may be uncomfortable making contact with the opposite sex. I must be cognizant of this when mixing of genders and take it slow and not forced.
(Teachers notes in italics or brackets)
Total Time: 40mins
Introduction (8mins)
- Organize students into a seated circle on the floor
- Introducing myself to the class and giving them a quick bio about myself
- Do attendance
o When I call each students name have them share one thing that enjoy or something about themselves
- Go over class outline/rules/expectations
o Give a brief description of what drama is and what the students can expect to be doing over the semester.
 Drama is an exploration of life through different forms such as acting, movement, speech, etc. Throughout this semester you will get an introduction to all of the forms I named previously as well as a brief over view of the technical aspect of theatre, like set, costume, lights, sound, etc. You will also develop the skills to look at theatre critically.
o Attendance is mandatory
 Drama involves a lot of hands on and group work therefore it is crucial that you here, on time and ready to participate in every class. If you are not here you will miss out on the fun and important activities we do in class. Also, how can I mark you if you are not here?
o Assignments/Presentations are to be done on time (will be lenient under circumstances or if students discuses before hand) and it is important that everyone contributes during group work
 We are going to work as a team in this class and I am going to put everything I have into making this the best class it can be, therefore I expect that you will all do the same. I can guarantee you that the more that you put into this class the more you will get out of it.
o Exit and entrance procedures, clothing
 Entrance
• When you enter the class room you will need to put your backpacks against the wall, remove your shoes (I will have sock for anyone that needs or wants them)
• Then sit on the floor in a circle and wait for instructions.
 Exit
• You may not leave the class until I have dismissed you and please leave in an orderly fashion.
• If you need to leave the classroom during class you must let me know where you are going and ask for permission
 Clothing
• This will be a physical class therefore you must wear clothing to class that allows you to move freely. I will provide bins for you if you would like to store some comfortable clothing so there is no excuse for not having appropriate wear.
o What will be used as a control signal
 There will be times during this class that I will need everyone’s immediate attention. In these cases I will use the word FREEZE. This means stop exactly how you are (as long as it’s safe), look, and listen. Just to make sure everyone understands in a moment I will say FREEZE and I need everyone to stop, look, and listen. The class will demonstrate the freeze position on my command.
o Explain the importance of building a community
 This classroom must be an emotionally and physically safe place where everyone feels comfortable. Everyone must feel secure to share and express him or herself without judgment. It must be a place where people are not afraid to take safe risks. Because we are creating this environment there is to be absolutely NO put downs, mocking, discriminatory language, or negative criticism. Please be aware that if hear or see any of these actions there will be serious consequences. One way that we can help build this trust in one another is through group cooperation. You will be expected at some point throughout the semester to work cooperatively with every person in this class. Things may go on outside this classroom but when you walk into this door all slates are wiped clean.
o Have a couple volunteers summarize the rules and expectations of the classroom. Receive a verbal agreement from everyone that they understand and agree with the expectations outlined.
Set
- Explain what we will be doing in class today and for the next couple of days
 We just discussed the importance of trust and cooperation in drama so for today and the next couple of classes we will be doing activities that are aimed at building that trust and cooperation. We will begin with a get to know you game, then move on to some trust games, and end with a cooperation game. Our two main goals of today’s class are to be able to name everyone in the class and be able to untangle a giant human knot using communication and teamwork.
Activities

Alliteration Name (5mins)
 Have the class stand-up
o Instructions:
 Beginning with me each student will think of an action and an alliteration that goes with their name.
• Ex. Merry Miss Peterson – action – a squat with a low arm swoop
 Once I have done my name and action the entire class in unison will say “Hi Merry Miss Peterson” while doing the action.
 Then the student to my left will say their alteration name and action.
 The students in unison will say “Hi so and so” with the action and “Hi Merry Miss Peterson” with action.
 This continues around the circle until everyone has gone. Remember that everyone’s name is repeated each time.
 Once everyone has gone repeat the entire class once more.
 Does everyone understand? Can someone please summarize the instructions?

Rational: Knowing each other’s names is the first step in creating trust, which is key in a drama classroom. Creating trust and comfort with one another is one of my objectives. Using the alliteration often can aid people in remembering names and also is interdisciplinary because alliteration is a term they will use in LA. Adding an action get them communicating through both voice and body (which is objective #18 in the Jr.H POS) and get them active. Students are also required to really concentrate to remember all the names (objective #9). This activity also allows the students to show some creativity, which is important in drama, and always show they can take some risks.

Name Circle Cross/Blind Circle Cross (4mins)
 Class remains standing in a circle
o Instructions:
 I will begin by saying a student’s name that is across the circle from me. The student that I name must respond with “Yes Miss Peterson” and switch positions with me by crossing through the circle and standing in my spot (and me in theirs).
 Does everyone understand? Can someone please summarize the instructions?
 Next two new students will do this. Increase the number of students that cross as you go along as game progresses.
 Continue until everyone has had the opportunity to cross.
 Next select a volunteer that is willing to try crossing the circle with their eyes closed.
 It is important that the class take care of this person by directing them across the circle safely
 Increase the number of blind people crossing the circle

Rational: By having the students name the classmate they switching with it continues to remind students of each others names and allows me to observe whether my goal, students will be able to name all their classmates, has been achieved. Progression into the blind circle cross further emphasizes trust and also gives students the opportunity to demonstrate safety (objective #2).

Pruii (8mins)
 Class remains in a circle but can sit while instructions are given (stand after instructions)
o Instructions:
 Everyone in the circle will close his or her eyes (they must remain shut). I will walk around the outside of the circle and tap one person on the shoulder. The person I tap is Pruii.
 If you are Pruii when I say go you will open your eyes, move to a spot in the room and stay there. If someone touches you and says pruii you must remain silent.
 If you are NOT Pruii when I say go you must still keep your eyes and carefully/slowly move around the room with your eyes shut. If you run into someone or if someone runs into you then you must say pruii.
 Continue moving around the room until you find the person who does not respond with pruii (cause they are pruii).
 Once you have found pruii you may open your eyes and wait quietly with Pruii until the other students have found Pruii as well.
 When a student touches you after you have become part of Pruii you remain silent when you are touched.
 You must use your listening skills to finding Pruii by moving towards the silence.
 Does everyone understand? Can someone please summarize the instructions?

Rational: This activity emphasizes trust even more because everyone cooperates and trusts one another all at the same time. It’s great for breaking down the physical barrier because it requires students to touch one another. The touch is also less evasive because everyone is anonymous with his or her eyes closed. Becoming physically comfortable with one another is also one of my lesson objectives. Finally this activity engages their listening skills (objective #10).

Human Knot (10mins)
 Gather class into a circle again. I will slip the class into groups of 3-4
o Instructions:
 In your groups you must form a circle facing one another
 Next take your right hand and grab the hand of a person across from you, then take your left hand a grab the hand of a person different then the one you are already holding
 Without breaking your hands your must use communication and cooperation to untangle your group to form a circle again.
 Does everyone understand? Can someone please summarize the instructions?
 Have groups try a couple times then begin combining groups to make them larger
 Continue combining groups until the class is split into two large groups (or one large group if possible)
 Make sure that you are encouraging one another positively and supporting one another. If someone has an idea don’t just shoot it down, try or discuss it.

Rational: This activity demonstrates that all of the objectives of the previous activities have been accomplished because it requires physical contact, students to use each others names to communicate, listen effectively, and cooperate in smaller and larger groups (my fourth objective #14). It also allows students to demonstrate positive support for one another (objective #15), which further builds the sense of trust and community.

Closure (5mins)
You all did a great job today and I hope that everyone is feeling more comfortable. We got to know each other a little more today and cooperated as a team. I am looking forward to getting to know all of you more and really creating our own little community. To wrap-up we will go around the circle and I would like each of you to answer these four questions:
1) Name one other person in the class
2) What is one the classroom rules/expectations we discussed or if I missed one you think is important you may add it?
3) What is one thing you learned today?
4) What are you looking forward to the most in this class?
Thank you everyone for your hard work today. See you next class for some more fun trust and team building exercises. You’re dismissed!

Rational: Gives positive reinforcement. Allows assessment and reiteration of students learning.

Evaluation - How will you know the children have attained the objective(s) set for this lesson?
- Objective #1: If the students are able to give one classroom expectation during our closer discussion, if they respond properly to the Freeze command, and if they stay in class until they are dismissed then I will know that my first objective has been accomplished.
- Objective #5: If all students participate in each activity and the class discussions I will know that my second objective has been accomplished. I will also have to rotate the room and monitor during the human knot activity to ensure that everyone is participating cooperatively.
- Objective #13: If students are secure enough to walk the room with their eyes closed, if they all participate in the human knot activity, and if they are providing positive comments to their classmates then I will know that my third objective has been accomplished.
- Objective #14: If students willingly participate with the groups or partners given and if they are providing positive feed back to one another then I will know that my fourth objective has been accomplished.

To monitor and keep track of this I will create a chart with each students name with a column for each of these objectives. I will put short notes under each student indicating whether I feel each individual student accomplished my objectives. Also make note of any problems, difficulties, or student action that may need to be addressed in the future.

Follow up - What will the students do next?
- At the begging of next class we will review names and have a few students try naming the whole class.
- Make sure that students are following the appropriate entrance procedures. If they didn’t follow procedure, review it.
- Build on trust and communication further and begin introducing control and listening.

SELF-EVALUATION – WHAT WOULD YOU DO DIFFERENTLY NEXT TIME TO IMPROVE THIS LESSON? WHAT WENT WELL THAT YOU SHOULD BUILD ON?

Ms. Hooper Drama 7 Date
40 Minutes
G.L.O • To acquire knowledge of self and others through participation in and reflection on dramatic experience

S.L.O • Develop a sense of responsibility and commitment
• Strengthen powers of concentration

Learning
Objectives Students will:
• recognize the importance of and participate in warm up activities
• Demonstrate trust by becoming comfortable, physically and emotionally, with others
• Listen effectively to instructions and fellow classmates

Materials • N/A


Intro.
5-7 min. Activity 1) Teacher/Class Introduction
• As students come in the room I will greet them and ask them to sit in a circle in the middle of the room.
• Introduce myself to the grade 6 students
◦ I welcome you all to drama 6, for those of you who may or may not know me I am Ms. Hooper. I am a student teacher from the University of Lethbridge where I specialize in Drama. I grew up outside the hamlet of Blackie, Alberta and fell in love with Improv in High School and here we are today
◦ This week we will be focusing on getting to know each other and creating a safe and fun environment in this room so that we all feel comfortable working with each other and exploring our creativity.
◦ My classroom rules are respect and safety and we do activities throughout the semester that build trust, respect within the safety of the classroom.
I will randomly chose one student to start and have everyone say their name around the circle for everyone to hear and so I can take attendance
Visual/Verbal: Students call out their names

Body
20 min. Activity 1) Walk and Talk
• Have everyone sitting in the circle stand
• Ask everyone to start walking around the drama room and not to leave the parameters of the classroom.
• “Just keep walking around the room, try not to just walk in one big circle but instead explore the space around you”
• “Once you become familiar with the space begin to introduce your self to people that you pass by stopping, shaking their hands, and introducing yourself”
• Allow the students time to walk around and introduce themselves to at least 5 people
• Now that you are getting to know your fellow classmates this time when you stop to introduce yourself also tell them one interesting fact about yourself. If you can't think of an interesting fact perhaps your favourite colour, or food.
• Continue to walk around introducing yourself and saying one thing about yourself.
• Now keep walking but this time when you are introducing yourself you must say one thing about yourself and name another person in the class on one thing you learned about them.
Activity 2) 3 Things You May Not Know
• Once the students have had time to introduce themselves and another person from the classroom ask students to freeze and to grab a partner (or group of 3 depending on #'s)
• Sit down where you are with your partner and you have 5 minutes to learn at least 3 things about your partner that you will share with the class
• Students take turns going around the circle introducing their partners and sharing info about themselves

Sponge Activity- Get to know you Atom
• questions which require participants to arrange themselves in space in relation to other people according to various individual and social characteristics.
• find someone who:
• had the same breakfast as you
• has the same shoe size (or has the same size
• hand)
• has a different religious belief
• you haven't met yet, but would really like to
• has the same favourite season
(Any questions that pop into your mind that students may share similarities)
Formal Assessment: watching the students walk, shake hands, talking to other students: shows they are following the instructions
Closure
10min Why do you think it is important to have a safe/trusting environment in our drama class?

Answer: So everyone can feel comfortable working with each other and willing to explore creativity.

How did our walk and talk game create a safe/trusting environment for you today?

Answer: Everyone was participating and getting to know one another because everyone was working with one another and it builds trust. Formal Assessment: students reflecting on the warmup activities and why it is important to trust one another

LESSON PLAN
Instructor Name:
Mark Ogle
Class:
University Drama
Lesson Title:
Orientation Lesson
Tech Requirements: (list all materials you might need. Include special materials like balloons and also basic classroom materials like chalkboards).
• Well-lit room with a large open space
Administrative Notes: (if relevant, include any information needed to share with the teacher or the class).
•
General Outcome:
To acquire knowledge of self and others through participation in and reflection on dramatic experience.
_____________________________________________________________

Specific Learning Objectives:
• Develop a positive and realistic self-image
• Increase self-confidence
• Apply imaginative and creative thought to problem-solving situations
• Sharpen observations of people, situations, and the environment
• Develop a sense of inquiry an commitment to learning

_____________________________________________________________

KSA’S:
1)How contextual variables affect teaching and learning
2) The structure of the Alberta Education system
3) The purposes of the Guide to Education and programs of study for subject disciplines you teach
4) Subject Disciplines you teach
5) All students can learn albeit at different rates in different ways
6) The purposes of short, medium and long range planning
7) Student’s need for physical, social, cultural and psychological security
8) Importance of respecting student’s human dignity
9) There are many approaches to teaching and learning
10) The functions of traditional and electronic teaching/learning technologies
11) The purposes of student assessment
12) The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning
13) Student learning is enhanced though the use of home and community resources
14) The importance of contributing independently and collegially to the quality of your school
15) The importance of career long learning
16) The importance of guiding your actions with a personal, overall vision of the purpose of teaching
17) You are expected to achieve the teaching quality standard

_____________________________________________________________

Assessment:
Observing the interaction of students with one another.
______________________________________________
ACTIVITIES
Name of Exercise:
Name Game Expected Length: (in minutes)
5
Purpose: (why is this exercise included in the lesson)
Before we can become comfortable with other people in the class, we need to know who they are.
Detailed instructions: (how will this exercise be explained to the group)
1. Students will be instructed to sit in a circle
2. One person will start by saying their own name.
3. The person next to them says the previous person’s name, followed by their own.
4. This continues until everyone’s name has been said.
Name of Exercise:
Passing the energy (A.K.A. Pass the Clap) Expected Length: (in minutes)
5
Purpose: (why is this exercise included in the lesson)
After sitting down to learn names, getting up to get the energy flowing is a must.
Detailed instructions: (how will this exercise be explained to the group)
1. All students will be instructed to stand
2. One person will start and clap in the direction of the person to their right or left.
3. The person they pass to must to receive the clap by clapping towards the passer, and then pass it on to the next person beside them.
4. This keeps going around and around the circle, faster and faster each time.
5. After the group has done this confidently a few times, we will add in a second clap and possibly a third and fourth clap depending on how well the group is doing.



Name of Exercise:
Meet and Greet Expected Length: (in minutes)
10
Purpose: (why is this exercise included in the lesson)
This will help cement the names of the fellow students to one another and break down barriers.
Detailed instructions: (how will this exercise be explained to the group)
1. I will advise students to start walking around the room
2. I will direct them to walk in different ways (slow, fast, small steps, big steps, like a giant, like a snail, etc.)
3. I will section off parts of the room and make them walk close to one another
4. I will open up the room again and let them walk all around the room
5. As they are walking, I will instruct them to meet and greet each other. They may nod, shake hands, high five, anything they want to do but they must say the name of the person they are meeting.
6. Still walking around the room, I will instruct the students that they must introduce one student to another using their correct names.
7. Once this is done, I will ask them to find a partner and sit down next to them.




Name of Exercise:
Interview-You Expected Length: (in minutes)
10
Purpose: (why is this exercise included in the lesson)
Getting to know other students on a more personal basis breaks down the walls of insecurity and can create a common bond between each other.
Detailed instructions: (how will this exercise be explained to the group)
1. Students will interview each other to find out appropriate information to tell the rest of the class.
2. They will be instructed to respectfully ask each other about their partner. Things like what hobbies/interests they have, sports/activities they like to play, etc.
3. After about 5 minutes they will introduce their partner to the class by name and then proceed to tell the class what they have learned about their partner.
4. When partner A is done, partner B will introduce partner A.
Name of Exercise:
Giants, Wizards Elves. Expected Length: (in minutes)
10
Purpose: (why is this exercise included in the lesson)
This game is a fun team building exercise that will let them collectively portray a mythical creature. What’s not fun?
Detailed instructions: (how will this exercise be explained to the group)
1. Students will number off with 1’s going to one side and 2’s going to the other.
2. When they are divided, I will let them know how the game is played. It is essentially a live action game of Rock Paper Scissors. Giants beat Elves, Wizards beat Giants, and Elves beat Wizards.
3. As a group, each side must quietly (so not to give it away) pick what creature they want to act out. I will demonstrate the actions when I explain this.
4. When each group has decided, they come up to the center across from one another. They count down and act out “Giants, Wizards, Elves” followed by acting out their creature.
5. Whichever team beats the other, must chase them and try to tag them before they reach their home base (generally a back wall).
6. If they are tagged, they are now part of that team.
7. The game is completed when all players are one unified team.

Lesson Plan
Name: Chantell Gamble Grade/Subject: Drama
Topic: Orientation Date: January 21, 2010 Length of Lesson: 40 Min.

GLO’s 1) To acquire knowledge of self and others that results from reflecting on dramatic play.
2) To develop competency in communication skills through drama.
3) To foster an appreciation for drama as an art form.

SLO’s 1) Demonstrate trust by becoming comfortable with others, physically and emotionally.
2) Display consideration and respect for self and others.
3) Positively support the work of others.

Learning Objectives Students will introduce themselves to their classmates.
Students will work together with one another to build trust.
Materials - Bouncy ball
Procedure Assessment Methods

Introduction
(10 mins.)
1) The students will gather, sitting in a circle in the middle of the room. (Please quietly find a spot in the middle of the room, we are going to sit in a circle. Once everyone is settled we will get started.)
2) I will introduce myself (name, where I grew up, schooling, background in drama, what I like to do in my spare time) and will lay out the expectations of the class. (Attendance is mandatory as the class is heavily based on participation, this room is an open and caring environment- no negative comments or behaviour,
3) Beginning with myself, each person around the circle will introduce themselves. The students will then pair up with someone they don’t know and will have two minutes to interview their partner. After the time is up the students will take turns introducing their partner.
4) Students will then play a name game to reinforce the importance of knowing their classmates names. The first person will start holding a bouncy ball. They will then say his/her name and quickly bounce the ball to another while saying his or her name. The ball must keep moving as quickly as possible. This will be based on participation.

Body of Lesson
(25 mins.)





1) The class will be divided into groups of approximately five. They will play “ten second objects” which is similar to “the machine game”. The teacher will say an object out loud (a car, a washing machine, a plate of breakfast, a zoo). When the object is called out the students will have ten seconds (teacher counts down aloud) to silently use their bodies to create the object. Once the students have created a few objects they will then be able to use their voices to contribute to add to their object.
2) Students will play “zucchini”. The teacher will ask the students to walk around the room in no particular direction. When the teacher says freeze the students will partner up with the closest person (Take note of who your partner is and where in the room you are standing. This is now person #1 and position #1, or zucchini #1.) The students will then perform a front zucchini (stand facing one another, hold hands, slowly shuffle your feet towards the middle to meet your partner’s feet. You will need to trust your partner as you lean back to balance. This is called a zucchini.Students will then be asked to continue walking. The teacher will review #1 zucchini by calling #1 and the students will perform the zucchini as quickly as possible. The students will then continue to do #2- a side zucchini, and #3- a back zucchini. After all three have been mastered, the teacher will call 1, 2, or 3 in random order and the students will have to remember their partners and where in the room each number are. This will be based on participation.

Closure
(5 mins.)
1) Students will gather together, sitting in a circle in the middle of the room.
2) The class will review the rules and expectations of the class that I had laid out at the beginning. (have the students repeat these to me to ensure they have an understanding, Do you think these are fair expectations? Any questions?)
3) Students will discuss the importance of the games played in today’s class ( name games- important to build relationships and to make our classroom a positive environment, Ten second objects- again to build relationships, to work together with classmates, to make students aware of their personal space, zucchini-teamwork, memory, trust) Students will be able to name some of their classmates. Students will be able to state the class rules and expectations.

Sponge Activity
- Students will play “Turn, Jump, Twizzle”, lead by the teacher.

Lesson Plan
Name: Courtney Mignault Grade/Subject: Drama
Topic: Orientation Date: January 21, 2010 Length of Lesson: 40 Min.
GLO’s To develop competency in communication skills through drama.

SLO’s 1) Demonstrate trust by becoming comfortable with others, physically and emotionally.
2) Demonstrate willingness to challenge and extend oneself: physically, emotionally, intellectually and artistically.
3) Work cooperatively and productively.

Learning Objectives Students will work together in order to learn about one another.
Students will be able to
Materials
Procedure Assessment Methods

Introduction
(10 mins.)
1) The students will enter the room where I will ask them to sit on the floor in a circle.
2) Introductions will take place, starting with myself. Ask the students to share their name, an interest and why they are taking the class.
3) Students will stand and walk around the room introducing them self to everyone that they meet while walking. Have them make sure they talk to everyone else.
4) Bring students back to a circle and have them introduce the person to their left. This will be based on participation.

Body of Lesson
(25 mins.)





1) Look Up (Dude!)
The class stands in a circle looking down at the floor. I will call out, “look up” and everyone must lift their head and look at another person without making eye contact. The pairs making eye contact are “out” and as they leave the circle they yell out “dude” to one another.
2) The Martha Game:
The class will be split up into teams of 4
One person from each group declares that they are an object of any kind.
Each other team member will join the one before, one at a time, becoming another object in the picture. Try 2 times, then combine two groups together. Then the whole class.
3) Friendly Follower:
The students are partnered off by me. Have them choose between being A and B. They will touch hands palm to palm. Partner A will close their eyes while B leads them around the room. Switch. Touch finger tip to finger tip and repeat. Finally lead with just voices. This will be based on participation.

Closure
(5 mins.)
1) Have the students grab a seat and reflect on the Friendly Follower activity. How did they feel being the follower? Leader? What was the hardest part of the acivity?
2) Stand in a circle and have everyone recite the names of everyone in the class one by one around the circle. Students will be able to name some of their classmates.

Orientation Lesson Plan – Kate Litvak
Learner Expectations:
#2- Students will demonstrate a responsible attitude toward physical and emotional safety and comfort for self and others
#4 - Students will respond appropriately to established control signals
#5 – Students will participate positively in classroom activities

Materials/Preparation:
None

Objectives: Students will be able to:
1. Identify everyone in the class by their first name
2. Participate in a variety of classroom activities with a positive attitude
3. Change tasks on the delivery of a certain transition/control word.
4. Create awareness of specific teacher’s voice.

Introduction/Warm Up:
1. Review of everyone’s names: Alliteration Name Game (See activity#3)

Body
• Activity: M&M’s
 Students are divided into two groups, lined up facing the opposite group
 Students are asked what “M&M’s” marketing slogan is. Response should be “Melt in your mouth, not in your hand”
 Teacher then explains that upon hearing M&M’s called out, students will stop what they are doing and respond with their full attention in unison with the rest of the class “Melt in your mouth not in your hands” (Once students can successfully complete the call and response move on)
 Students then complete a variety of small games with the person on the opposing team that is facing them. Games suggestions are: rock;paper;sciccors, thumb war, slaps, staring contest etc.. When sufficient time for an individual game is completed teacher will call out M&M’s to stop play and students will respond.
 Upon completion of a game, one team will move down one person until each player has played everyone on the opposing team.
 Note: have a different game for each set of pairs to ensure variety.
• Activity: Captains Coming
 Explain each action associated with command (Captains coming; stand tall and salute, Captains daughter; kneeling with another person sitting on their knee, Peel Potatoes; on one knee miming the action of peeling potatoes, Scrub the deck; on hands and knees miming scrubbing the deck, Submarines: laying on floor flat on back with on leg up, Lifeboats; create group of whatever number is called out at the time and miming paddling the lifeboat, Hit the deck: everyone lays flat on their stomach. Bow, Port, Stern and Starboard; designate a wall in the classroom to each and students must run and touch the wall associate)
 Have students practice each action upon the calling out of each command, if some are confused have them play it out and their confusion will diffuse once they have some time to play
 Play game :0)

Closure:
• To complete Captains Coming call out “M&M’s” and students will respond with “Melt in your Mouth not in your hand”
• Discuss the importance of identifying a teacher’s voice and the significance within each game play throughout each class.

Evaluation:
• All students participated in classroom activities with a positive attitude
• Students transitions between certain tasks with a simple voice command
• Student displayed the ability to identify the teachers voice within a group of voices

Lesson Plan

Name: Christine Hauck Grade/Subject: Grade 7/ Drama Unit: Orientation
Topic: Orientation day Date: (insert date here) Length of Lesson: 40 minutes
General Learning Outcomes (P.O.S.) To acquire knowledge of self and other through participation in and the reflection on dramatic experience

Specific Leaning Outcomes (P.O.S.) • Classroom behavior learner Expectation- Knowledge and safe practice of classroom rules, procedures and routines: positive attitude and classroom participation; positive response to control signals. Students should dress appropriately
• Personal development learner expectation- Personal and interpersonal learner expectation that foster individual growth and assist in creating a positive classroom climate.
• Preliminary discipline learner expectations- Involvement in activities that lay a foundation or plant seeds for further study in five disciplines that will be addressed in the junior high program,
Learning Objectives
1. Students will discuss classroom rules, expectations, procedures and routines.
2. Students will be able to respond appropriately to established control signals.
3. Students will be able to share ideas confidently.
4. Students will be able to respond to directions without breaking concentration.

Materials
• Whiteboard
Procedure Assessment Methods
Introduction (10 min.) 1. Instructions- (3-5 min)When students come in ask them to stand in a circle. Tell them that they will be playing Pruii. “I would like start with playing a game, then perhaps we can get into the serious stuff. In a moment I need to all close your eyes, I will pick someone at random and this person will be Pruii. When I say the rest of you will walk around SLOWLY with your eyes closed. If you come into contact with someone you must ask if are Pruii by simply asking “Pruii”. If the other person says Pruii back, then I’m sorry you have not found Pruii and you must keep trying to find them. Pruii will have his or her eyes open and will not be moving or speaking. If you touch someone and ask them and you hear no response… congratulations you have found pruii. You then attach yourself to Pruii and can open your eyes. The game will end when everyone has attached themselves to Pruii. Oh and remember when you attach yourself to Pruii remember to keep quiet.”
I will ask if there are any questions and if everyone understands. I will remind them that I will know if they don’t understand. Then I will get a student to repeat the instructions and perhaps demonstrate what to do. I will then ask them to close their eyes and I will then walk around the room and tap someone on the should to let them know that they are Pruii
2. Pruii (5-7 min) I will observe students playing the game, If I notice cheating or otherwise lack of interest then I will pull those students out of the game.


•Students will effectively play the game of Pruii. I will keep track with an observation checklist.
Body of Lesson
(20 min.) Activity #1 Rules and expectation Brainstorm. (5 min)
Ask Students to sit. Tell students “This classroom is a safe area, meaning that all of you can express your ideas without fear of anyone judging or making fun of them. But since this is your classroom too I would like some assistance in making the class rules. In a minute I will place you into group and you will come up with three rules that you would like in this classroom”

Activity #2 Collaborative rules. (15 min)
Discuss the rules that the students have come up with, and discuss why they might be important. Have students write these on a whiteboard.

•Students will work collaboratively with each other to come up with three rules.

Closure
(10 min.) 1.(5min) Ask students get a piece of paper because they will be writing a WILT explain what a WILT is “A WILT is What I learned today”. Have it handed in.
2. (5 min) Have students share WILT’s with the rest of the class on a volunteer basis.

•Have students reflect on what they learned, and hand it in.

-Take note in checklist of which students are volunteering information


Sponge Activity
Begin Name game—Where they must learn the names of the people sitting beside them. •
Reflection:

DRAMA ORIENTATION LESSON PLAN
Instructor Name:
Colleen Trumble
Class:
Drama 10
Lesson Title:
Getting to know you, Getting to know all about you
Tech Requirements: (list all materials you might need. Include special materials like balloons and also basic classroom materials like chalkboards).
• Whiteboard
• Whiteboard markers
• Felt markers (Enough so there is one for every student)
• Flash cards (one for every student)
• Exit slip (one for every student)
• Ipod dock
• Ipod with “Who are you” on it.
Administrative Notes: (if relevant, include any information needed to share with the teacher or the class).
•
General Outcome:
Students will become familiar with classroom procedures as well as classmates.
_____________________________________________________________

Specific Learning Objectives:
• Students will learn the name and 1 hobby of everyone else in the class
• Students will participate in two trust/orientation activities
• Students will create a list of classroom rules

_____________________________________________________________

KSA’S:
1)How contextual variables affect teaching and learning
2) The structure of the Alberta Education system
3) The purposes of the Guide to Education and programs of study for subject disciplines you teach
4) Subject Disciplines you teach
5) All students can learn albeit at different rates in different ways
6) The purposes of short, medium and long range planning
7) Student’s need for physical, social, cultural and psychological security
8) Importance of respecting student’s human dignity
9) There are many approaches to teaching and learning
10) The functions of traditional and electronic teaching/learning technologies
11) The purposes of student assessment
12) The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning
13) Student learning is enhanced though the use of home and community resources
14) The importance of contributing independently and collegially to the quality of your school
15) The importance of career long learning
16) The importance of guiding your actions with a personal, overall vision of the purpose of teaching
17) You are expected to achieve the teaching quality standard

_____________________________________________________________

Assessment:
Student’s will be assessed based upon whether they make an effort to participate or not in the activities. The teacher will use both observational assessment for the most part, but will also give out participation marks if the student correctly makes a name tag.
______________________________________________
ACTIVITIES
Name of Exercise:
Who are you? Expected Length: (in minutes)
15 minutes
Purpose: (why is this exercise included in the lesson)
1. So the students may learn each other’s names and a little bit about their classmates. This will help to develop community and trust in the classroom.
2. To help the teacher learn the students names and find out what their interests are, so the teacher may develop lessons in the future that appeal to their interests.
Detailed instructions: (how will this exercise be explained to the group)
1. Teacher will ask the students to sit in a circle on the ground. Will everyone please sit in a circle on the ground and we will get started as soon as everyone is seated and quiet.
2. Then the teacher will announce that we are going to play a game, this game is called ….then the teacher will play the first 40 seconds the song “Who are you” by The Who. Now to play this game we need to find out who everyone is, you might already know each other, you might not. But I still need to find out who everyone is. The instructor will then explain that I am going to hand out a flash card to everyone with a felt marker and that you are to write your first name in large clear letters and their last initial on one side of the card, and then on the other side, they are to draw either a favorite hobby, animal, band, food, or sport. You have 5 minutes. The Instructor will then hand out index cards by starting them on either side of the circle as well as a package of markers. The instructor will start the countdown from 5 minutes once every student has a marker and flash card.
3. When there is one minute left, the instructor will let the class know that they have one minute to finish up. Once the time is up, the instructor will give directions that what we are going to do is go around the circle introduce ourselves and whatever favorite thing we drew on the back of our card. However, since this is a drama class there is a small catch. When you list your favorite thing, you and the whole class will quickly act it out in place. The teacher will then demonstrate with her own name card My name is Ms. Trumble (or Colleen Trumble if it is a school where teachers go by their first names) and my favorite mythical animal is a unicorn. The instructor will then tell the class that everyone would now quickly act like a unicorn, then move onto the next person, the instructor will go to her left and whoever is on her left will start. This will go around the whole circle until everyone is finished.

Name of Exercise:
Zucchini! Expected Length: (in minutes)
15 minutes
Purpose: (why is this exercise included in the lesson)
So students may learn to trust each other as well as develop their listening and communication skills
Detailed instructions: (how will this exercise be explained to the group)
1. Instructor will start off the game by just asking the students to walk around the room quietly, and not in any specific shape or direction.
2. Instructor will then say alright, when I say stop, I want you to stop walking and partner up with the person closest to you, once you have done this, we are going to do a balancing/trust exercise. Stand facing your partner, then move so your toes are touching each others. Next grab each other’s hands and slowly learn backwards, until you have your arms straight. Instructor will let students walk around for another 10 seconds or so and then they will tell them to stop. Once everyone has reached this pose, the instructor will tell them to think of a word, any word that comes to mind doing this pose and to shout their word in 3, 2, 1. Then the instructor will tell them this is pose 1, remember who your partner was, where you were in the room and what word you shouted, now continue walking around the room again and when I say stop, we are going to do a different balance, again partner up with the person closest to you.
3. After 10 seconds the instructor will say Stop, ok, now I would like you to stand next to your partner, but facing the opposite direction, so one of you should be facing forwards and one should be facing backwards. Place your feet right next to each other and keep them together. Now grab each other`s wrists and lean away from each other until your arms are straight. You should be able to create a V shape, balancing each other’s weight evenly. Once everyone has reached the pose, the instructor will tell them to think of a different word and shout it in 3, 2, 1. Then the instructor will tell them this is pose 2, remember who your partner was and where you were in the room as well as the word you shouted. Now please continue walking around the room again and when I say stop, we are doing to do another different balance and again, partner up with the person who is closest to you.
4. After 10 seconds the instructor will say Stop, ok now I would like you to stand back to back with your partner, and pushing against each others back, I would like you to sit down and then stand up again. Once everyone has reached the pose the instructor will tell them to think of a different word and shout it in 3, 2, 1. Then the instructor will tell them This is pose 3, remember who your partner was and where you were in the room as well as the word you shouted. Alright, now when you walk around the room, I am going to shout a number, when I do this, please move as quickly as you can to that pose with the partner you were with, get into the pose and shout the word you two came up with.
5. The instructor will then get the class to walk around and randomly the instructor will shout 3, 1, 3, 2, 2, 1, 3. Depending on how time is going, the instructor will either add variables such as moving very slowly to the next position, or quickly.

Name of Exercise:
Classroom Rules/Exit Slip Expected Length: (in minutes)
7 minutes (classroom rules)
3 minutes (Exit Slips)
Purpose: (why is this exercise included in the lesson)
To create a set of classroom rules which will help to keep students safe and will help the teacher with classroom management.
Detailed instructions: (how will this exercise be explained to the group)
1. Instructor will explain to the class that to operate safely we need to create a set of classroom rules but that I want to create a set of rules together.
2. The instructor will then get out a whiteboard and marker and together with the class they will brainstorm different rules for the class
3. After there are 15 rules or so, the teacher will guide the class to narrow it down to 10 at the most (possibly combining similar rules together).
4. After the class, the instructor will record the rules on a nice looking chart to place in the classroom.
5. To end off the class the instructor will hand out exit slips which the students will fill in and hand out.


Observations/Comments/Reflections

Date: January 21, 2010
Subject/Class: Drama 10
Time: 9:00-9:30
Title: Orientation

General Outcomes:
Students will acquire knowledge of self and others through participation in and reflection on dramatic experience.

Specific Outcomes:
Students will develop the ability to interact effectively and constructively in a group process.
Students will extend the ability to understand, accept and respect others – their rights, ideas, abilities and differences.

Objectives:
Students will create a safe emotional atmosphere by learning each other's names.
Students will create a safe mental atmosphere by accepting ideas from one another.
Students will create a safe physical atmosphere by practicing appropriate physical contact.

Materials:
– None

Procedure: (desks)
Opening: (3 minutes)
– Welcome to drama! It's going to be a fun class today. I'd like to start by asking what your ideas about drama are. What do you expect? We get to work, but when we work in drama, we call it “play.” The activities we work on, or the games we play all have very important objectives to accomplish. But in order to have a good time, we need to make everyone feel welcome and safe. What do you think safety has to do with drama? We'll come back to this idea later on. First, I'd like to know your names...

Body: (20 minutes)
– NAME GAME: (7 minutes) Students walk around the room, introducing themselves to one another. Change: students introduce themselves and shake hands. Change: students introduce themselves and high five. Change: students introduce themselves and touch elbows. Change: students introduce themselves and bump shoulders. Change: students introduce themselves and shake feet. By now, most people should have met everyone at least once, or a couple times. Come back to the circle and learn the names of one person on each side of you. Go around the circle and say the names of the people on each side of you. Increase the number of names you learn until someone can go around the circle and name everyone.
– Rationale: This game breaks the social barriers and lets students get to know one another and begin to feel comfortable in class with each other. It also helps them warm up physically and mentally, as well as begins appropriate physical contact.

– FREEZE, JUMP, TURN, TWIST game: (7 minutes)Choose a code word of the day: ex. WATERMELON. Students mill about the room in a safe manner. The teacher calls out instructions, and the students respond. When the teacher calls “Freeze” the students freeze as they are and cannot move until the code word is called, which releases them and they continue walking. Experiment with various lengths of time being frozen, and have the students listen for the right code word (If I say LEMON, it doesn't count.) If a student moves, they are out, but since this is a practice round, no eliminations yet. When the word “Jump” is called, the students jump and continue walking. This is different from Freeze in that they do not wait for the code word. “Turn” means to merely reverse directions, 180 degrees and continue walking. “Twist” is a combination jump and turn simultaneously, doing 360 degrees and continuing walking. The word “Stop” means to cease all movement, and turn to face the teacher. The code word releases them to walk again. Practice all these commands and add eliminations when everyone knows the rules. Speed up instructions. Slow down instructions.
– Rationale: This game gets people moving, and understanding the physical space of the classroom, especially in terms of other people. It helps them learn classroom rules and etiquette and will serve as a warm-up for other classes throughout the semester. It also helps them to practice listening skills, and responses.


Activity:
– ZUCCHINI game: (6 minutes)Get students into pairs. Students learn to hold hands and balance, accepting the other person's weight. Get new partners. Students practice leaning against one another's back and sitting down together. Get new partners. Students practice holding hands sideways and accepting their partner's weight. Groups of 3. Students make a circle and accept the other group member's weight.
– Rationale: Students cannot do this activity alone. It helps them learn to trust one another, and rely on one another in a physical sense which can be transferred to an emotional and an intellectual sense. Focus on the safety element and ensure that students are aware of their partner's safety.

Sponge Activity: (If time permits/requires)

– PRUI: (5 minutes) Students close their eyes. One person is selected as “Prui.” Prui is silent throughout the round, and may have their eyes open. Everyone else walks around with their eyes closed, and when they find another person, they ask, “Prui?” if the response is “Prui” then they continue on. If there is no response, they have found Prui and join together, and can open their eyes. When everyone has joined Prui, the round is over, and a new Prui is chosen.
Rationale: Prui gets students to listen to one another and create physical groups, which builds unity amongst students. It also breaks physical barriers in an appropriate and safe manner.


Closing: (7 minutes)
– Have students sit in the circle. Ask, “What did you learn today?” Accept all responses, with a focus being on teamwork, listening, and safety.
– “What do you think safety has to do with drama? What kinds of safety are there?”
– “How do you think this might help us as a class during drama?”
– “What would have happened if one person didn't work as hard during Zucchini?”
– “How can the physical reliance on one another help us to learn to intellectually rely on one another?”
– “How can we keep each other intellectually and emotionally safe?”
– “What would you like to learn in drama class this semester?”


Assessment:
• Students will be assessed on participation. Full participation merits full marks.
• Students responses during discussions will also be taken into consideration for daily participation marks. Each student will have the opportunity to respond to one or more questions, and they can demonstrate an understanding of the lesson through their responses.

Lesson Plan Structure 1
Date: January 21, 2010 Teacher: Michelle Hancox

Subject: Drama Unit: Orientation

Goal: To acquire knowledge of self and others through participation in and reflection on dramatic experience.
Objective: Students will develop a positive self-image (A)
Students will explore and develop physical and vocal capabilities (S)

Grade: 7

Materials: a soft nerf ball, bandanas,

Background information: this will be a new group of students that have probably never had a real drama class in school. I want to be able to gage their interest and help them learn the necessary skills throughout the course.
(Teachers notes in italics or brackets)
Time
(5 min)Introduction:
1) Introduce myself. (where I went to school, my interests and dislikes)
2) Discuss class expectations. (mention respect, what an audience members role is, what my expectations are of the class, including that this is a safe place that will have no put downs I do not want to hear anybody say “I can’t or who won’t try” as the only failure is the failure to try. Attendance is mandatory as this class is heavily weighted on participation as well as what the students can expect from me).

Set: For the next couple of classes we will be focusing on getting to know each other, building relationships and trust as well as starting to learn some of the basic skills used in drama.

Activities
1) (3 min) Names: have the students stand in a circle. Starting with myself say my name. Go around the circle having each student say their own name
2) (5 min) Catch (name game): the thrower is going to throw the ball to another classmate. The classmate who is catching the ball needs to say the throwers name as they catch the ball. As the class gets better at this put a ‘time limit’ on the amount of time they have until they are ‘out’ for an example within 5 seconds of catching the ball you must say the throwers name or you are out. When a student is out have them sit down.
3) (7 min) Wall of names:(now that we all are getting acquainted with each other we are going to move into some vocal games to explore what we can do with our vocals, please make the circle wider so that you cannot reach each others arms are swung up and down. We are going to play a game called the Wall of Names: demonstrate and have the students join in copying you when they understand the instructions.
i. Imagine that arms are birds’ wings; and
ii. Synchronize breathing with arm movement so that in-breath is coordinated with upward movement of arms, and out-breath with downward motion. (Once the groups arm movement are synchronized
iii. Add sound to the movement using the names of the people in your group;
iv. Ask each person to say their name on the out-breath in the style of a Gregorian chant, e.g., “Mic…helle….”;
v. One the next out-breath ask the group to repeat the chant of that person’s name; and
vi. Continue around the group until everyone has said their name and has had the group echo it.
4) (15 min) Blind: (3 min)(ok I need everybody to pair off. Good, not I need one partner out of the two to raise your hands- you are A, now may I have the second partner raise your hand- you are B. As I start to pass out bandanas I explain that partner ‘A’ you are going to be blind, and partner ‘B’ you are going to be the guide. All I want you to do right now is guide ‘A’ around the room in a safe manner, so no pushing. You may use talking or walking beside using one finger on the back etc... Partner B you will lead for 1 minute, then partner A will guide for one minute. (3 min) ok the next game we’re going to play is very similar and is called Blind Tag basically what is going to happen is in your pairs one person is still blind and the other is the guide. There will be one pair that will be IT. IT will be carrying the nerf-ball around trying to make another team IT by touching the BLIND person with the ball. As a blind person, you are using your guide as your eyes so you need to trust that they will keep you safe. Now Guides you may again guide your blind person any way you would like but I would suggest that it is very very quiet or silent and to figure out another way to keep your partner safe. (9 min)

Closure: (5 min) Alrighty well guys and gals, you all did a wonderful job today in trying new things and that you are hopefully starting to feel safe within these 4 walls and with each other. During out next class we will continue with ‘get-to-know you games, some vocal games but our main focus will be on movement and exploring what we can do with our bodies with support from our peers

Evaluation - How will you know the children have attained the objective(s) set for this lesson? It will be hard to tell if they had learned my first objective yet as it is one involves taking baby steps and a lot of trust with your peers and surroundings. I am hoping to see some development and I can see this just by the way the students body posture by the end of the class…had it changed since the beginning or not? My second objective will be more noticeable and while we are playing the games I am hoping to hear the students voices gain some volume and confidence and be able to try new things throughout the game. As for Physical we did not work much on it but I am hoping that by being lead around the room blind they will become more aware of what body parts move when they’re walking and standing.


Follow up - What will the students do next? Human zucchini, 21, emotional transfer and possibly bus stop.

Art of Teaching - What specific area(s) of teaching will you be working on during this lesson and how will you know if you have succeeded?


SELF-EVALUATION – WHAT WOULD YOU DO DIFFERENTLY NEXT TIME TO IMPROVE THIS LESSON? WHAT WENT WELL THAT YOU SHOULD BUILD ON?

Orientation Lesson Plan
Date: Jan 21, 2009 Teacher: Miss Doran

Subject: Drama Unit: Orientation

Goal: To become familiar with some basic expectations and rules of the class, and to know the other students in the class.

Grade: 7

Materials: A variety of different music, ghetto blaster, Open space, and students

Objective:
Students will familiarize themselves with two new procedures for the drama class.
Students will introduce themselves to their classmates
Students will interact with their class mates through trust excercises

Objective comment: Students will participate in a variety of different activities that will help them to adjust to the demands of the class.
(Teachers notes in italics or brackets)
Time: 40 minutes

Introduction (5 mins)
Begin by introducing myself to the class and telling them a little big about my desires for the class.
• Very excited about this new class and getting to know each person
• Explain some of my expectations are for them and for myself.
• That Attendance is crucial/mandatory because drama is such a
participatory class. There is a lot of group work.
• That what you put into this class you will get out of it.
• That this is a safe place to come. It can be like a second home.
• This means that there are no negative put downs, mocking, or negative criticism.
Attendance: call each name to see if they are present.

Set: For the next little while we are going to be doing some activites that will help us to know more about each other and begin to relax you. The point of the next couple of days is so that we can build an environment that is safe to take risks. But before we can do that we need to know that the people in this room are people that we can trust.

Activity # 1: Come to Order (10 mins)
A Captain calls out what the rule for the line up is, for instance by height, and people line up. When the line has been formed everybody introduces themselves and shakes hands with their neighbors in the line. Repeat four or five times with new rules.
Criteria for forming the line can be:
• Age, youngest first
• Height, smallest first
• Alphabetically by given name, family name, town you come from, street you live in, ...
• Shoe size,
• Length of hair
• Size of nose (great discussions arise :-)
• Height you can jump etc.
Objective: Get the students to work collaboratively to make the right line and to meet new and old people. It is to know who their classmates are.

Evaluations: The students will be evaluated on their cooperation and communication skills so as to make the right sequence in the line. As well, they will be evaluated on participating in getting to know other students.

DISCUSSION QUESTION: What did you accomplish by this game? Why is it important?

The next activity is great for getting to know the space that we are going to be using. It is important to listen for my voice so that you know what the next task is.
Activity # 2: Walking in Decreasing Space (5 mins)
The students will begin to walk around the classroom, encouraging them not walk in a circle, but to make their own path in the room. As they are walking I will begin to decrease their space so that they are only walking in certain parts of the space. They releasing the tension by opening it back up. They will then need to link up with partners and have to walk with a partner in decreasing areas. Find new partners, and so on.
1. Walk fast in the space
2. Walk in decreased areas (3-4 times)
3. Walk with a partner, walk alone, find new partner.
4. Follow a named classmate, walk in your own path

Objective: This is to get the students to discover and use the space. As well as, to work in close space by proximity and touch.

Evaluation: The students are evaluated on being able to hear and respond to my voice and my commands.





I am going to asking you to make a circle with your chairs and we are going to be playing a game. This is a great game to get us active and more comfortable with each other.
Activity # 3: Pull-Up (15 mins)
Rules:
1. Have the class make a circle with their chairs facing inward
2. Select 3 of one gender and 2 of the opposite gender and get them to stand in the middle. (Have them turn their chairs facing outside the circle so that it remains the same diameter)
3. The object of the game is to have less of your gender in the middle when the music stops.
4. When the music starts the boys will go to a girl and pull them up gently, while the girls go to a boy and pull them up.
5. IMPORTANT: When you pull someone up , you then sit in their place.
6. No one can say “No”. The only way you can say no is if someone does not come to you in the appropriate action.
7. Note: the first couple of times have them just run or walk, but then change it up. Make them walk across the circle like a: chicken, agent, dinosaur, and ballerina.
8. Each time you see who won the round

Objective: To get the students to be active and become less cognitive of their insecurities. They begin to take risks very easy and laugh while they are doing it. It is a great ice breaker game.

Evaluation: Through the student’s participation and risk taking, I will be able to note the students comfort ability.

Closure (5 mins)
Wrap up: Today we were able to get to know each other a little bit more and start the process of making this space more comfortable and safe.
Review my expectations:
1. Attendance
2. Participation: What you put in you get out
3. Positive Environment/No Negative comments

Ask why these would be important expectations.
Evalulate: Through answering the questions the students will demonstrate they can name class new class members, and the expectations by putting them into their own words.
Questions: Who can name three new people that they didn’t know coming into this class? (2 volunteers)
Next Class: We will be creating the rules and consequences for this classroom. So come prepared with what you think would be important in making this space safe. As well, we will be doing some more activities to continue to get to know each other better.