A list of key strategies to use in drama lessons. Large and colourful lettering ready to print and use in your displays. BLUE is colour coded for year 7, GREEN for year 8 pupils and PURPLE for year 9.
I have 4 booklets available to purchase which explain each drama strategy in detail.
A PowerPoint presentation which includes colourful pictures of the baby animals and the sounds of most of the animals. Children are encouraged to answer even if a guess and then on one click the answer is revealed. Some are more unusual than others; for instance who knew that baby Hedgehog’s are called Hoglet’s?
Designed for and used with 2 year olds - proved to be very successful as they cried out to see it again and again. Suggested follow up - groups of animals; a group of owls is called a Parliment.
EYFS Understanding the World. EYFS Communication & Language extention activity: using puppets and mimicing the animal sounds.
A scheme of work covering 20 lessons of study for AQA Conflict; Flag by Agard and The Charge of The Light Brigade by Tennyson. A modern poem and a pre twentieth century poem both about war.
The poems are explored using FLIRT;
Form (and structure),
Language,
Imagery,
Rhythm & Rhyme
Tone.
Set out as a 5 letter word; FLIRT works with my visual planning HIGH FIVE (it has been suggested in some studies that male brains respond better when remembering things in fives).
My detailed student booklet to accompany the scheme is also available to purchase from TES.
A 23 page booklet to accompany the 20 lesson scheme of work; study for AQA Conflict; Flag by Agard and The Charge of The Light Brigade by Tennyson. A modern poem and a pre twentieth century poem both about war.
The poems are explored using FLIRT;
Form (and structure),
Language,
Imagery,
Rhythm & Rhyme
Tone.
Set out as a 5 letter word; FLIRT works with my visual planning HIGH FIVE (it has been suggested in some studies that male brains respond better when remembering things in fives).
My 20 lesson scheme of work to accompany the scheme is also available to purchase from TES.
The first of two detailed schemes of work based on the study of Anne Frank's diary. Here, 6 lessons cover; Objectives, Starters, Introductions, Drama Development, Plenaries and homework. Indented to be taught from the scheme; no additional lesson plans are necessary. All resources are included (SCHEME 2 covers the next 6 lessons - also available on TES).
The scheme allows for the study of sections of text from Anne Frank’s diary. Students should develop empathy for Anne’s situation at the same time building a knowledge of World War II and the horrific acts of genocide. Hopefully this scheme will address the issue of prejudice in a way which will allow all students to question their own behaviour and opinions in an attempt to minimise acts of prejudice in your classroom and your school.
Drama Learning Outcomes:
The students will concentrate on using space constraints and Spectra of Theatre (Light/Dark, Noise/Silence) in order to create dramatic atmosphere and represent the element of fear.
Speaking & Listening Range.
Group and class discussion, reporting back on small group work;
• Exploration and hypothesis
• Consideration of ideas
• Debate and persuasion
• Development of thought and analysis
• Presentation of drama to audience(s)
• Attentive listening
• Groups participation, improvement of communication skills
• Evaluation of language use (both verbal and non verbal)
• Judge appropriate detail
• Adapt speech and performance for the listener
• Sift, summarise and use salient points
• Consider different opinions
• Use persuasive argument(s)
• Negotiate consensus
• Consider choice
• Effectiveness of expression
• Listen and respond
Reading Range.
Reading materials, researching the problem, prejudice, genocide, family support. Using library, internet and discussing issues and ideas in small groups and as a whole class;
• Using language in a rich, diverse and imaginative way
• Extending moral and emotional understanding
• Build perspectives on society and community
• Analysis and discussion
• Extraction of salient points
• Articulation of informed personal opinions (using drama and discussion)
• Responding to the opinions of others
• Distinguishing between opinions and attitudes
• Selecting information
Writing Range.
A range of writing styles including collaborative note making, diary entries and developing and analysing character;
• Informing others through description
• Developing character understanding
• Using emotive language
• Development of thought through review and analysis
• Analysis of own writing
• Using own writing to inform drama
• Expression of ideas (in a variety of ways)
• Improving spelling, punctuation and grammar
This booklet explains how to work with the following stylistic drama strategies; Mute, Still Picture, Banners & Captions, Games, Hot Seating.
Descriptions of the strategies are given as well as an example. A bullet point list on every page covers the learning opportunities.
Booklet 1 of 4.
Six detailled lessons for year 5 or 6 using the musical score; Peter and the wolf.
The scheme of work is set out in boxed sections to include, lesson objectives, starters, introductory activities, development activities, plenaries and a resource list.
Key words are emphasised for the teacher using capital letters. Over all scheme looks at the musical instruments of the orchestra, rhythm and mood. It is essential to use this scheme along side the music Peter and the Wolf by Prokofiev.
I have recently updated this scheme to include all resources.
3 Lessons of drama followed by 3 lessons of music. The theme being spiritual, the lessons explore rituals of story telling, rhythm, the camp fire. Drama working piece: a rain dance with statues. Music working piece; African American Spiritual song, Wade in the Water.
A detailed 28 lesson scheme of work (set out in 7 week sections, 4 lessons per week). This is designed as a fun and accessible scheme to introduce younger students to Shakespeare without creating fear and dread.
Shakespeare plays; Romeo and Juliet and The Tempest are explored during this scheme.
Due to the detail, additional lesson plans are not required. Scheme is set out to include the following; Lesson Objectives, Starters, Introduction activities, Development activities and Plenaries.
A complete resource pack is available separately on TES.
A PowerPoint presentation (lesson by lesson) to assist the scheme of work; The Three Halloween Witches. By using the scheme and this powerpoint nothing else will be needed.
A 21 lesson scheme of work based around the novel; Hatchet by Gary Paulsen. The novel is an interesting survival story of a very young boy left stranded in the wilderness following a plane crash. It is written for primary children and in particular encourages boys reading. The scheme of work; writing to instruct includes activities aimed to teach skim reading, comprehension, sequencing, writing to describe, writing to instruct, as well as how to compare instruction and description. The scheme sets out success criteria differentiated for Low, Medium and High achievers.
Four brass music lessons with resources. Lesson one; what is loud, what is quiet? Lesson two introduces a musical note and rhythm. Lesson three introduces a musical instrument (the trumpet). Lesson four explores a scale and the octave.
It is essential for these lessons to have a trumpet and a keyboard.
Each activity in each lesson plan is colour coded. Blue signifies practical activities. Red lettering informs the teacher of a discussion activity. Black writing signifies plenary activities and/or analysis.
Diagrams, images and other resources are included in this resource.
This bundle includes all four booklets to make up most existing drama strategies. Working through the booklets from 1-4 should match with age groups; year 7 - booklet 1, year 8 - booklet 2, year 9 - booklet 3 and GCSE - booklet 4. You can teach the strategies in any other order.
The second of four booklets explaining what drama strategies are, how to use them with examples and a list of learning opportunities.
This booklet covers Narration, Vocal Collage, Alter Ego, Role on the wall and Teacher in role.
A FREE classroom display is also available to download, listing all of the dramatic strategies.
The third of four booklets explaining what drama strategies are, how to use them with examples and a list of learning opportunities.
This booklet covers Meetings, Thought Tracking, Verbal Machine, In role writing and Circle of relationships.
A FREE classroom display is also available to download, listing all of the dramatic strategies.
The final fourth booklet which explains many drama strategies, how to use them with examples and a list of learning opportunities.
This booklet covers Statues, Thought Tunnel, Ritual, Forum Theatre, Gestalt & Cross Cutting, Spectra of Theatre, Defining the Space and Marking the Moment.
A FREE classroom display is also available to download, listing all of the dramatic strategies.
The second of two detailed schemes of work based on the study of Anne Frank's diary. Here, 6 lessons cover; Objectives, Starters, Introductions, Drama Development, Plenaries and homework. Indented to be taught from the scheme; no additional lesson plans are necessary. All resources are included (SCHEME 1 covers the previous 6 lessons - also available on TES).
The scheme allows for the study of sections of text from Anne Frank’s diary. Students should develop empathy for Anne’s situation at the same time building a knowledge of World War II and the horrific acts of genocide. Hopefully this scheme will address the issue of prejudice in a way which will allow all students to question their own behaviour and opinions in an attempt to minimise acts of prejudice in your classroom and your school.
Drama Learning Outcomes:
The students will concentrate on using space constraints and Spectra of Theatre (Light/Dark, Noise/Silence) in order to create dramatic atmosphere and represent the element of fear.
Speaking & Listening Range.
Group and class discussion, reporting back on small group work;
• Exploration and hypothesis
• Consideration of ideas
• Debate and persuasion
• Development of thought and analysis
• Presentation of drama to audience(s)
• Attentive listening
• Groups participation, improvement of communication skills
• Evaluation of language use (both verbal and non verbal)
• Judge appropriate detail
• Adapt speech and performance for the listener
• Sift, summarise and use salient points
• Consider different opinions
• Use persuasive argument(s)
• Negotiate consensus
• Consider choice
• Effectiveness of expression
• Listen and respond
Reading Range.
Reading materials, researching the problem, prejudice, genocide, family support. Using library, internet and discussing issues and ideas in small groups and as a whole class;
• Using language in a rich, diverse and imaginative way
• Extending moral and emotional understanding
• Build perspectives on society and community
• Analysis and discussion
• Extraction of salient points
• Articulation of informed personal opinions (using drama and discussion)
• Responding to the opinions of others
• Distinguishing between opinions and attitudes
• Selecting information
Writing Range.
A range of writing styles including collaborative note making, diary entries and developing and analysing character;
• Informing others through description
• Developing character understanding
• Using emotive language
• Development of thought through review and analysis
• Analysis of own writing
• Using own writing to inform drama
• Expression of ideas (in a variety of ways)
• Improving spelling, punctuation and grammar