Scheme of Work for Drama
Class: Year 11
Term: Second Term 2024/2025
Teacher: Opemipo Arowosafe
Duration: 6th January – 14th April 2025
Wee
k
Topic
1. Acting
Content
Introduction to the
fundamentals of
acting, including




the
developmen
t of
character,
vocal
expression,
body
language,
and
emotional
depth.
Learning
Objective/Outcome
s
Students to know:
Activities
 Introductio
n
Brief discussion:
 Define and
“What makes a
explain the
great actor?”
basic
principles of (Students share
ideas, and the
acting.
teacher
summarizes key
Students to do:
 Demonstrate points).
 Warm-Up
control of
Exercise
vocal and
Vocal and physical
physical
warm-ups to loosen
expression
the body and
in
performance enhance voice
projection.
.
Page 1 of 10
Resources/Material
s




Open space
for
movement.
Character
prompts and
scene
scenarios
(printed or
displayed on
slides).
Costumes or
props
(optional).
Evaluation
rubric for
performance
s.
Assessment/Evaluati
on



Observation
during warmups and
character
development
exercises.
Evaluation of
group
performances
based on a
rubric:
Creativity in
character
portrayal (5
points).

Analyse and
portray a
character
using
appropriate
techniques.
Perform a
short scene
with clarity,
emotion, and
believability
Example: Tongue
twisters,
exaggerated
gestures, and
mirroring exercises.
 Character
Developme
nt Exercise:
Students choose a
simple character
prompt (e.g., a
baker, a teacher, a
detective) and
develop a
backstory.
They practice
walking, talking,
and gesturing as
their character.
Students to know:
 Character
Developme
nt Exercise:
Students choose a
simple character
prompt (e.g., a
baker, a teacher, a
detective) and

2. Acting
Introduction to the
fundamentals of
acting, including

the
developmen
t of
character,

Define and
explain the
basic
principles of
acting.
Students to do:
Page 2 of 10

Use of voice
and body (5
points).
 Emotional
believability (5
points).
 Collaboration
and teamwork
(5 points).
Student reflection: A
quick written
response on what
they learned and
what they found
challenging about the
exercise.
(Assignment)
 Individual and
group
presentations


Open space
for
movement.
Character
prompts and
scene
scenarios
(printed or


Observation
during warmups and
character
development
exercises.
Evaluation of
group
performances

vocal
expression,
 body
language,
and
emotional depth.



Demonstrate
control of
vocal and
physical
expression
in
performance
.
Analyse and
portray a
character
using
appropriate
techniques.
Perform a
short scene
with clarity,
emotion, and
believability
develop a
backstory.
They practice
walking, talking,
and gesturing as
their character.
 Short Scene
Creation:
In pairs or small
groups, students
create and rehearse
a 1-2 minute scene
based on a
provided scenario
(e.g., a family
argument, a
surprise reunion).
Encourage students
to apply vocal
modulation, facial
expressions, and
body language.
 Performanc
e and
Feedback
Groups perform
their scenes for the
class.
Teacher and peers
provide
Page 3 of 10
displayed on
slides).
 Costumes or
props
(optional).
Evaluation rubric
for performances.
based on a
rubric:
 Creativity in
character
portrayal (5
points).
 Use of voice
and body (5
points).
 Emotional
believability (5
points).
 Collaboration
and teamwork
(5 points).
Student reflection: A
quick written
response on what
they learned and
what they found
challenging about the
exercise.
(Assignment)
 Individual and
group
presentations
3. Acting
Introduction to the
fundamentals of
acting, including

the
developmen
t of
character,
 vocal
expression,
 body
language,
and
emotional depth.
constructive
feedback using a
rubric (e.g., clarity
of dialogue,
emotional depth,
use of space).
Students to know:
 Short Scene
Creation:
In pairs or small
 Define and
groups, students
explain the
create and rehearse
basic
principles of a 1-2 minute scene
based on a
acting.
provided scenario
(e.g., a family
Students to do:
 Demonstrate argument, a
surprise reunion).
control of
Encourage students
vocal and
to apply vocal
physical
modulation, facial
expression
expressions, and
in
performance body language.
 Performanc
.
e and
 Analyse and
Feedback
portray a
Groups
perform
character
their scenes for the
using
appropriate class.
Teacher and peers
techniques.
provide
Page 4 of 10

Open space
for
movement.
 Character
prompts and
scene
scenarios
(printed or
displayed on
slides).
 Costumes or
props
(optional).
Evaluation rubric
for performances.






Observation
during warmups and
character
development
exercises.
Evaluation of
group
performances
based on a
rubric:
Creativity in
character
portrayal (5
points).
Use of voice
and body (5
points).
Emotional
believability (5
points).
Collaboration
and teamwork
(5 points).


Perform a
short scene
with clarity,
emotion, and
believability
constructive
feedback using a
rubric (e.g., clarity
of dialogue,
emotional depth,
use of space).
Student reflection: A
quick written
response on what
they learned and
what they found
challenging about the
exercise.
(Assignment)
 Individual and
group
presentations
 Conclusion
Recap the
importance of
physicality, voice,
and emotion in
acting.
 Brief Q&A
session for
students to
share
insights or
ask
questions.
4. Acting
Introduction to the
fundamentals of
acting, including

the
developmen
t of
character,
Students to know:

Define and
explain the
basic
principles of
acting.
Students to do:
 Performanc
e and
Feedback
Groups perform
their scenes for the
class.
Teacher and peers
provide
constructive
Page 5 of 10


Open space
for
movement.
Character
prompts and
scene
scenarios
(printed or


Observation
during warmups and
character
development
exercises.
Evaluation of
group
performances


vocal
expression,
 body
language,
and
emotional depth.



5. Techniques of
Play scripting

Definition of
term.
Demonstrate
control of
vocal and
physical
expression
in
performance
.
Analyse and
portray a
character
using
appropriate
techniques.
Perform a
short scene
with clarity,
emotion, and
believability
Students to Know:
 Elements of a
Play
feedback using a
rubric (e.g., clarity
of dialogue,
emotional depth,
use of space).
 Conclusion
Recap the
importance of
physicality, voice,
and emotion in
acting.
 Brief Q&A
session for
students to
share
insights or
ask
questions.

Questioning &
Discussion
Page 6 of 10
displayed on
slides).
 Costumes or
props
(optional).
Evaluation rubric
for performances.
based on a
rubric:
 Creativity in
character
portrayal (5
points).
 Use of voice
and body (5
points).
 Emotional
believability (5
points).
 Collaboration
and teamwork
(5 points).
Student reflection: A
quick written
response on what
they learned and
what they found
challenging about the
exercise.
(Assignment)
 Individual and
group
presentations


Internet to get
Play excerpts
Questioning &
Discussion
Classwork/Assignment





6. Techniques of
Play scripting


Elements of a
 Types of plot in
Play(the
a play
structure of a
 Other Parts of a
play)
Play
The story
Students to do:
The Plot
Types of plot in a  Describe the
structure of a
play:
play
Other Parts of a
 Create their own
Play
script

 Perform a role
play based on
students script
 Analyse and
comment on
their works

Students to Know:
 Elements of a
Play

Definition of
term.
Elements of a
Play(the





Individual &
group activity
Role play
Presentations
Story Creation
Engage in group
activity

Questioning &
Discussion
Individual &
group activity

Page 7 of 10

Smart Interactive 
board
Textbook



Individual & group
activity
Role play
Presentations
Story Creation
Classwork/Assignment
 Individual and
group
presentations
 Analysis of video
clips
 Dramatic role play
and commentary
Assessment Criteria
for Role Play.
 Concept
 Creativity
 Interpretation
 Teamwork
 Audibility

Internet to get
 Questioning &
Play excerpts
Discussion
Smart Interactive Classwork/Assignment
board




7. MID TERM
BREAK
8. Techniques of
Play scripting

structure of a
 Types of plot in
play)
a play
The story
 Other Parts of a
The Plot
Play
Types of plot in a
Students to do:
play:
Other Parts of a  Describe the
structure of a
Play
play
 Create their own
script
 Perform a role
play based on
students script
 Analyse and
comment on
their works




Students to Know:

Definition of
term.
Role play
Presentations
Story Creation
Engage in group
activity

Textbook




Individual & group
activity
Role play
Presentations
Story Creation
Classwork/Assignment
 Individual and
group
presentations
 Analysis of video
clips
 Dramatic role play
and commentary
Assessment Criteria
for Role Play.
 Concept
 Creativity
 Interpretation
 Teamwork
 Audibility
Questioning &
Discussion
Page 8 of 10

Internet to get
Play excerpts

Questioning &
Discussion





Elements of a
 Elements of a
Play(the
Play
structure of a
 Types of plot in
play)
a play
The story
 Other Parts of a
The Plot
Play
Types of plot in a
Students to do:
play:
Other Parts of a  Describe the
structure of a
Play
play
 Create their own
script
 Perform a role
play based on
students script
 Analyse and
comment on
their works





Individual &
group activity
Role play
Presentations
Story Creation
Engage in group
activity


Smart Interactive Classwork/Assignment
 Individual & group
board
activity
Textbook
 Role play
 Presentations
 Story Creation
Classwork/Assignment
 Individual and
group
presentations
 Analysis of video
clips
 Dramatic role play
and commentary
Assessment Criteria
for Role Play.
 Concept
 Creativity
 Interpretation
 Teamwork
 Audibility


9. Play Creation:
Improvisatio
n and
Excerpts

Improvisati
on
techniques
Students to know:
 improvisati
on skills
learn to

Page 9 of 10
Practical
improvisati
on
exercises.
Improvisation
prompts, play
excerpts
Group performance
and peer evaluation.
Excerpts from
plays.
10. Play Creation:
 Improvisati
Improvisatio
on
n and
techniques
Excerpts
Excerpts from
plays.
 prompting
Students to do:
 work with
excerpts.
Students to know:
 improvisati
on skills
learn to
 prompting
Students to do:
 work with
excerpts.
Performing scenes
from excerpts; Peer
feedback on
performances.

Practical
improvisati
on
exercises.
Performing scenes
from excerpts; Peer
feedback on
performances.
11. REVISION
12. EXAMINATIO
N
Page 10 of 10
Improvisation
prompts, play
excerpts
Group performance
and peer evaluation.