Uploaded by Ronda Swenson


Grade 6 Drama Collective Unit
Unit Overview:
Over the course of 10 – 12 lesson, students will collaboratively create a piece
of dramatic work. This piece of work will include a variety of “episodes” that all
relate back to the agreed upon theme. Students will have the majority of the creative
control and the teacher is there only to facilitate and ensure the language and
themes discovered are age and school appropriate.
Educational Outcomes
Initiate and develop roles in selected drama forms (e.g., contextual, improv, puppetry,
radio drama)
Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g.,
factors such as pop culture, cultural heritage, peer groups, personal and family interests,
Create sound compositions that explore relationships between music and identity (e.g.,
influencing factors such as pop culture, cultural heritage, peer groups, personal and
family interests, gender)
Create personal responses to a variety of arts expressions (e.g., respond to music using
poetry, or respond to visual art using music).
Investigate and identify ways that the arts can express ideas about identity.
Investigate how personal, cultural, or regional identity may be reflected in arts
Time Line
Lesson 1
As a class, we will discuss the upcoming events we will be facing in drama.
Teacher will explain what a “Drama Collective” is and what is expected of the students.
Students will participate to the best of their ability
Students will act respectfully towards each other and support each other as we try
new things
Students will contribute ideas and be accepting of ideas
Students will take time at home to review/memorize or complete various works.
Students will be good sports in the event their idea is not used
Teacher will explain the various types of collectives (themed, location, character,
As a class we will silent vote on the type we would like to do. Then, we will all
think about ideas based on the type of collective we are doing – write them down on
paper and do a vote for our idea – We will choose the top 3 ideas and students will
choose one of those ideas and brain storm in groups the different ideas they have
about that certain topic.
Assessment – No formal assessment
Lesson 2
Start lesson with a warm up, both physical and mental.
Each group will have 5 minutes to “pitch” their topic.
After pitches are complete – we will have a silent vote.
After we have decided our final topic for discover we will begin brainstorming
Under those headings, we will list all the things we can think of that relate to our topic.
Assessment – no formal assessment
Lesson 3
Students will create character sketches today. They will choose a character (either
from the brainstormed list, or a new idea) and draw a picture of what they think
that character would look like. They will also fill in a character form that asks
questions about their character. (Favorite food, interests, dislikes… etc)
Students will then write one paragraph in their journal finishing the following
prompt: My character is similar/different to me because…
Assessment: Character Sketch will be graded on a scale (see attached form)
Character Information sheet will be graded (1 mark for answer, 2 marks
for detailed answer)
Lesson 4
- Based on their characters, teacher will place the students into groups for their first
scene. Groups will be made based on the types of characters we have.
- In their groups, students will share their character pages and information sheets with
each other and create a similarity and differences chart on the characters.
-The teacher will then lead the students in a character walk. This will be the first time
students will have the opportunity to actually embody their characters and try them out!
-Teacher will ensure that they get the chance to explore by themselves, but also with
interactions with each other.
Assessment: Student will complete a self-assessment for todays lesson
Lesson 5
Students will work in their groups to start brainstorming ideas for their first scene
 Where does the scene take place?
 Why are all of your characters there?
 What is happening in the scene?
 What is the conflict of the scene?
 How is the conflict solved?
 How does the scene relate to the overall topic?
Students will show their planning page to the teacher once they are completed. If
done early students can start practicing their scenes and adding dialogue to it.
Assessment: Students will receive 10 marks for completing their planning page.
Lesson 6
Students will use this class to finish planning their scenes and start practicing
them in the mini gym. Students will work collaboratively to block their scenes
and come up with their story line.
- The teacher will work with each group multiple times throughout the lesson to
help provide direction and focus, but each group is responsible for the content
- Each group must also come up with a title for their scene as well.
Assessment: Students will complete a self-assessment form for this lesson.
Lesson 7
Students will receive the first 20 minutes to practice and remember their scenes.
Students will then each share their scenes with the remainder of the class.
As a class we will workshop the scenes and talk about the good points, as well as
what we can improve on. We will fill out a chart on the board that looks
something like this
Characters Problem Solution to Topic can all
be heard
Group 1 Group 2 - Each group is responsible for taking notes on what their scene did well and what
it needs improving on.
Assessment: No formal Assessment
Lesson 8:
Students will create monologues during this class.
We will begin with a discussion of what a monologue is.
Students will then create a one page monologue that states their opinion of or
feelings towards the topic (from the point of view of their character)
- Once they have completed their monologue they may begin practicing reading
that monologue out loud.
Assessment: The student’s monologues will be graded based on a rubric (see form
Lesson 9:
Students will get the class period to work with a partner on their monologue.
Time should be spent editing, and practicing saying it verbally.
Teacher will make frequent visits to each group and hopefully hear everyone’s
monologue at least once.
Lesson 10:
Students will get the first 10 minutes to practice their monologue.
Students will share their monologue out loud.
As a class we will decide an order for all of our scenes/monologues. Perhaps not
all will be chosen but every student will be involved and have a role.
Lesson 11 – 13
Over the next few lessons, students will have the opportunity to work in their
groups to remember their scenes and practice. They will need to decide on
costumes, props etc. We will also decide as a group how we would like to open
the performance, and close the performance.
Final Performance!
Final Assessment:
- Students will complete a group evaluation form that asks them to assess their
group members as well as themselves.
- Teacher will record the performance, so that it can be watched again. Teacher will
grade the student’s individual performance based on a rubric. Students will know
how they are being assessed prior to final performance.
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