PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE: CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 2
DRAMATIC ARTS
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March – 13 March 2009.
Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be
remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document
will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject
Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy/ Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a
group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment
Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made
to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject
during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been
made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum
Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement
and/or substitute some of the activities given here (depending on the school environment, number and type of learners in
your class, the resources available to your learners, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve
Teaching, Learning and Assessment.
Dramatic Arts
Grade 12
Lesson plan
Duration
6 Weeks
Woza Albert /Poor Theatre /South African Theatre
LO 1
Personal Development
LO 2
Create make and represent
LO 3
Understand and Analyse
AS 1
AS 1: Presents a polished
AS 1
Applies techniques of
physical expressiveness,
including physical release,
voice-body integration,
physical versatility, use of
space, rhythm and energy
for the purpose of
communicating thought,
feeling and character
creatively.
performance applying
interpretative and
performance skills to
narrative, lyrical and dramatic
forms.
Evaluates at least THREE
different texts in order to
compare the many
purposes of drama in
society.
AS 2
AS 2
AS 2
Applies techniques of vocal
production and expression
Selects and uses improvised
and available technical
elements which will best
contribute to a cohesive
theatrical presentation
Examines through research
how aspects of texts and
performances change to
reflect historical, social,
political, cultural, theatrical
and economic contexts.
AS 3
AS 3
AS 3
Documents their involvement
in any one aspect of theatrical
presentation from conception
Compares the roles and
involvement in the Dramatic
Arts of both the privileged
LO 4
Reflect and Evaluate
x
AS 1
x
Evaluates and compares the
forms, styles, conventions
and processes used in own
and others’ dramatic action
and performance
x
AS 2
x
Evaluates and justifies
choices in own work and that
of others using specialised
vocabulary and culture-fair
aesthetic values
x
AS 3
Reflects on and evaluates
how a drama relates: to own
personal experiences, to
x
to final performance and
audience reception
and the disadvantaged from
various cultures and
periods in terms of access,
resources and patronage
x
human commonality and
diversity, to specific aspects
of human experience,
ranging from issues of
community interest to those
of historical significance
AS 4
Identifies and discusses the
interpretative choices made
in the realisation of a
dramatic product, noting who
made the choice, for what
purpose and to what effect
x
Teacher Activity
Learner Activity
Resources
Assessment
Strategies
Read the play with careful attention
to the meaning of each scene
Meaning in context
Historical
Social
Political
Cultural
Economical
Theatrical
Intention f the playwright
Keep notes
Teacher assist learners to make a
summary of the play
Read the play with careful attention
to the meaning of each scene
Woza Albert
Oral questions
Observation
Discussion
Summarize the play Create a mind
map for each of the scenes
Listing the :
Characters
Events and actions
Subtexts
Interpretation
Theme(s)
Woza Albert
Summary
Assist learners to Identify the
structure of the play
Script
Study guide (Blue
Line)
Test
Hand in list
Set Test on Woza Albert
Make a list of the scenes and write
next to each one the relevance where
applicable to the new testament
Write Test
Poor theatre discus and understand
the Grotowski approach and
theatrical techniques
Actor audience relationship
Use of design elements
Actor training
Textbook page 159 170
OBE FET Dramatic
Arts Grade 12
Oral questions
Learners create a sequence of events
Discuss interpretations as they read
Test and
memorandum
Date
Completed
Teacher assist learners to Identify
the Grotowski approach and
techniques in the script of Woza
Albert
Make a list of examples of each of
the techniques and his general
approach
Teacher discuss Staging and the
use of performance space
Audience actor relationship
Theme
Acting
Use of design elements
Evaluation /Reflection interaction
with learners;
Class discussion on the impact and
relevance to audience:
During the apartheid years
Today
Personal experience of the play
Impact o the play
Language
Satirical elements
Apartheid
Biblical play
Political play
Actor audience relationship
Use of design elements
Actor training
Notes From Drama
Rama
Script
Text book
Study guide
Oral questions
Write an essay that discuss the way
Woza Albert should be staged
Script
Text book
Study guide
Pen and paper
Hand in essay
Rubric
Teacher assessment
Learners write a brief evaluation with
short motivations for their ideas –
could be done in point form
Script
Study guide
Text book
Make notes
Hand in reflection
Dramatic Arts
Grade 11
Lesson plan
Duration:
At least twice a week every week
Movement / warming up
LO 1
Personal Development
AS 1
x
Applies techniques of
physical expressiveness,
including physical release,
voice-body integration,
physical versatility, use of
space, rhythm and energy
for the purpose of
communicating thought,
feeling and character
creatively.
AS 2
x
LO 2
Create make and represent
LO 3
Understand and Analyse
LO 4
Reflect and Evaluate
AS 1: Presents a polished
AS 1
AS 1
performance applying
interpretative and
performance skills to
narrative, lyrical and dramatic
forms.
Evaluates at least THREE
different texts in order to
compare the many
purposes of drama in
society.
Evaluates and compares the
forms, styles, conventions
and processes used in own
and others’ dramatic action
and performance
AS 2
AS 2
AS 2
Applies techniques of vocal
production and expression
Selects and uses improvised
and available technical
elements which will best
contribute to a cohesive
theatrical presentation
Examines through research
how aspects of texts and
performances change to
reflect historical, social,
political, cultural, theatrical
and economic contexts.
Evaluates and justifies
choices in own work and that
of others using specialised
vocabulary and culture-fair
aesthetic values
AS 3
AS 3
AS 3
AS 3
Documents their involvement
in any one aspect of theatrical
presentation from conception
to final performance and
audience reception
Compares the roles and
involvement in the Dramatic
Arts of both the privileged
and the disadvantaged from
various cultures and
Reflects on and evaluates
how a drama relates: to own
personal experiences, to
human commonality and
diversity, to specific aspects
periods in terms of access,
resources and patronage
x
of human experience,
ranging from issues of
community interest to those
of historical significance
AS 4
Identifies and discusses the
interpretative choices made
in the realisation of a
dramatic product, noting who
made the choice, for what
purpose and to what effect
Teacher Activity
Learner Activity
Resources
Assessment
Strategies
Observation and
feedback
Standing sequence
Stretching and swinging
Side stretches
Plies and squats leg extensions
Floor sequence
Shoulder stand and over
Leg bends and stretches
Backbend
Seated balance
Crouching to standing
Take learners through a full Warming
up sequence
Practice correct Breathing and
relaxation
release tension and breathe out on
exertion
Practice body relaxation
Floor
space
Text Book
Floor
space
Text Book
Observation and
feedback
Practice warm up sequence
Body – physical
Mind – concentration and mental
faculties
Mood – emotional
Floor
space
Text Book
Observation and
feedback
Date
Completed
Dramatic Arts
Grade 12
Lesson plan
Duration:
At least twice a week every week
Voice
LO 1
Personal Development
AS 1
x
Applies techniques of physical
expressiveness, including physical
release, voice-body integration,
physical versatility, use of space,
rhythm and energy for the purpose
of communicating thought, feeling
and character creatively.
AS 2
x
LO 2
Create make and represent
LO 3
Understand and Analyse
LO 4
Reflect and Evaluate
AS 1: Presents a polished
AS 1
AS 1
performance applying
interpretative and performance
skills to narrative, lyrical and
dramatic forms.
Evaluates at least
THREE different texts in
order to compare the
many purposes of
drama in society.
Evaluates and compares
the forms, styles,
conventions and
processes used in own
and others’ dramatic
action and performance
AS 2
AS 2
AS 2
Applies techniques of vocal
production and expression
Selects and uses improvised and
available technical elements
which will best contribute to a
cohesive theatrical presentation
Examines through
research how aspects of
texts and performances
change to reflect
historical, social,
political, cultural,
theatrical and economic
contexts.
Evaluates and justifies
choices in own work and
that of others using
specialised vocabulary
and culture-fair aesthetic
values
AS 3
AS 3
AS 3
AS 3
Documents their involvement in
any one aspect of theatrical
presentation from conception to
Compares the roles and
involvement in the
Dramatic Arts of both
Reflects on and
evaluates how a drama
relates: to own personal
final performance and audience
reception
the privileged and the
disadvantaged from
various cultures and
periods in terms of
access, resources and
patronage
experiences, to human
commonality and
diversity, to specific
aspects of human
experience, ranging from
issues of community
interest to those of
historical significance
AS 4
Identifies and discusses
the interpretative choices
made in the realisation of
a dramatic product,
noting who made the
choice, for what purpose
and to what effect
Teacher Activity
Learner Activity
Resources Assessment
Strategies
Teacher controls correct Breathing in
and breathing out
Teacher affirms making a centered
sound
Eliminate breathiness and glottal attack
Practice breathing
Text book
Space
Text book
Space
Text book
Space
Text book
Space
Text book
Space
Text book
Space
Text book
Space
Text book
Space
Text book
Space
Teacher control to apply non-nasal
resonant sound
Teacher control to apply good usage of
energies of the vowels
Teacher control to apply good usage of
energies of the short neutral vowels
Teacher control to apply good usage of
energies of the consonants
Teacher control to apply good usage of
Projection
Teacher control to apply good usage of
Vocal health
Making centered sound
Eliminate breathiness and
glottal attack
Exploring non-nasal
resonant sound
Exploring energies of the
vowels
Exploring the energies of
the short neutral vowels
Exploring energies of the
consonants
Understand and practice
Projection
Take notes and discuss
Vocal health
Peer assessment
Peer assessment
Peer assessment
Peer assessment
Peer assessment
Peer assessment
Peer assessment
Peer assessment
Peer assessment
Date
Completed