Astley Program Instructor Page

Lesson Overview

• This lesson introduces students to improv and role play through a variety of drama games and activities. By the end of this lesson, I will…apply the given rules and story elements present in an activity to create an improvised narrative and collaborate with my peers to shape the creative direction of scenes and activities.

Rules of Improv

• Define “offers” and explain what it means to accept an offer in improv.
• Introduce and explain the concept of “Yes, and…”.
• Show how offers build a story (connect this to examples from One Word Story).
• Optional: Chart paper/markers may be used for reference instead of written notes

Activities / Lesson
Click here for a list of approved Improv games.

• One Word Story
• Click
• Bus Ride

Conclusion & Reflection

• Discuss how stories were built during activities and the role improv played in shaping them.
• Reflect as a class on what students learned about telling stories on stage.

Building on the fundamental elements of drama introduced in the improvisation unit, this unit focuses on applying these concepts to scripted acting scenes. Students will formally implement the creative process by working in small groups across multiple lesson blocks. By the end of the lesson… I will understand and practice analyzing a script to gain a deeper understanding of the events, characters, and world of the scene through asking questions and searching for information in the text.

Each group will prepare a short scripted scene to present during the final lesson. Their work must include two elements of technical theatre (such as lights, props, costumes, sound, or set pieces) to enhance storytelling.

Warm Up

Numbers

Players stand in a circle and look at the ground. Without looking at each other or communicating in any way, they must count to 10 by having one person at a time randomly contributing a number. While the numbers go up in order (“1” “2” “3”…) the order of players speaking should not follow a set pattern. If multiple players speak a number at the same time, the group must start over from 1. Once they have reached the goal of 10, try increasing the number they must reach to higher and higher numbers.

Lesson 1: Scene Assignment

• Introduce the assignment:
  • From the provided list, students will choose a scene and select a role.
  • With their group, they will:
    • Complete text work using the Scene and Character Work Worksheet.
    • Stage the scene for presentation with simple blocking.
    • Integrate at least two technical theatre elements (e.g., a chair and table as set, a prop, a costume piece, or a sound effect). These should be simple but purposeful.
• Describe the available scenes and allow students to sign up.
  • Maximum group size is determined by the number of roles in each scene.
• Within groups, students assign roles to each member.

Lesson 2: First Read-Through

• As a class, complete the Scene Work section of the worksheet.
• Go through each question, allowing groups to brainstorm together and then share their ideas with the class.
• Students record their work on their worksheets.
• Purpose: This activity encourages students to begin thinking critically about their scene.
  • Guiding Question: How do the individual elements of the scene contribute to the overall story?

Lesson 3: Character Work

• As a class, complete the Character Work section of the worksheet.
• Go through each question, prompting groups to share and discuss their answer

Consolidation

Based on their scene work and newfound understanding of the text, have students brainstorm technical elements they could use that could contribute to their scenes. Ask them to bring in any potential elements they want to use for next class.

In this lesson,This lesson sees students beginning to apply their learning in small groups to short scenes. By the end of this lesson, I will… work with my group to begin setting blocking for my scene, applying my understanding of the text based on my scene and character work.

Lesson

Warm Up

• Begin as a class with a warm-up game of choice.
• While warming up, check in with students on their understanding of the assignment guidelines:
  • Take questions.
  • Re-summarize expectations.
  • Encourage students to use their brainstorming from the worksheet to inform their staging choices.

Transition into scene work.

Activities: Staging the Scene

• In groups, students begin staging their scene for presentation.
• Remind students that the primary focus is on storytelling:
  • How can they show character, tension, relationships, and setting?
  • The emphasis is not on complex blocking, sets, or costumes.
  • They must include two technical elements, but simple, thoughtful choices are often the most effective.
• As students rehearse:
  • Move between groups to check in.
  • Offer advice, feedback, and encouragement.
  • Ensure each group receives instructor input.

Consolidation – Final Check-In

• Gather the class and review progress.
• Ensure everyone is clear on next steps and expectations.

In this lesson, students present their initial blocking to the instructor for constructive feedback ahead of final presentations. By the end of the class, students will demonstrate their group’s interpretation of their scene through a rehearsal performance — performed with the same level of energy and commitment as a real presentation.

Warm Up

• Begin as a class with a warm-up game of choice.
• Transition into scene work.

Activity: Scene Coaching

• One group at a time shares the blocking they have developed for their scene.
• Provide constructive feedback and coaching to each group.
• Allow groups time to immediately apply and adjust their work based on feedback.

Consolidation: Final Check-In

• Remind students that final presentations take place next class.
• Ensure they understand they must bring and integrate all of their technical elements (props, costumes, set pieces, sound, etc.) into the presentation.

Lesson Overview

• This lesson introduces students to improv and role play through a variety of drama games and activities. By the end of this lesson, I will…apply the given rules and story elements present in an activity to create an improvised narrative and collaborate with my peers to shape the creative direction of scenes and activities.

Rules of Improv

• Define “offers” and explain what it means to accept an offer in improv.
• Introduce and explain the concept of “Yes, and…”.
• Show how offers build a story (connect this to examples from One Word Story).
• Optional: Chart paper/markers may be used for reference instead of written notes

Activities / Lesson
Click here for a list of approved Improv games.

• One Word Story
• Click
• Bus Ride

Conclusion & Reflection

• Discuss how stories were built during activities and the role improv played in shaping them.
• Reflect as a class on what students learned about telling stories on stage.

Building on the fundamental elements of drama introduced in the improvisation unit, this unit focuses on applying these concepts to scripted acting scenes. Students will formally implement the creative process by working in small groups across multiple lesson blocks. By the end of the lesson… I will understand and practice analyzing a script to gain a deeper understanding of the events, characters, and world of the scene through asking questions and searching for information in the text.

Each group will prepare a short scripted scene to present during the final lesson. Their work must include two elements of technical theatre (such as lights, props, costumes, sound, or set pieces) to enhance storytelling.

Warm Up

Numbers

Players stand in a circle and look at the ground. Without looking at each other or communicating in any way, they must count to 10 by having one person at a time randomly contributing a number. While the numbers go up in order (“1” “2” “3”…) the order of players speaking should not follow a set pattern. If multiple players speak a number at the same time, the group must start over from 1. Once they have reached the goal of 10, try increasing the number they must reach to higher and higher numbers.

Lesson 1: Scene Assignment

• Introduce the assignment:
  • From the provided list, students will choose a scene and select a role.
  • With their group, they will:
    • Complete text work using the Scene and Character Work Worksheet.
    • Stage the scene for presentation with simple blocking.
    • Integrate at least two technical theatre elements (e.g., a chair and table as set, a prop, a costume piece, or a sound effect). These should be simple but purposeful.
• Describe the available scenes and allow students to sign up.
  • Maximum group size is determined by the number of roles in each scene.
• Within groups, students assign roles to each member.

Lesson 2: First Read-Through

• As a class, complete the Scene Work section of the worksheet.
• Go through each question, allowing groups to brainstorm together and then share their ideas with the class.
• Students record their work on their worksheets.
• Purpose: This activity encourages students to begin thinking critically about their scene.
  • Guiding Question: How do the individual elements of the scene contribute to the overall story?

Lesson 3: Character Work

• As a class, complete the Character Work section of the worksheet.
• Go through each question, prompting groups to share and discuss their answer

Consolidation

Based on their scene work and newfound understanding of the text, have students brainstorm technical elements they could use that could contribute to their scenes. Ask them to bring in any potential elements they want to use for next class.

In this lesson,This lesson sees students beginning to apply their learning in small groups to short scenes. By the end of this lesson, I will… work with my group to begin setting blocking for my scene, applying my understanding of the text based on my scene and character work.

Lesson

Warm Up

• Begin as a class with a warm-up game of choice.
• While warming up, check in with students on their understanding of the assignment guidelines:
  • Take questions.
  • Re-summarize expectations.
  • Encourage students to use their brainstorming from the worksheet to inform their staging choices.

Transition into scene work.

Activities: Staging the Scene

• In groups, students begin staging their scene for presentation.
• Remind students that the primary focus is on storytelling:
  • How can they show character, tension, relationships, and setting?
  • The emphasis is not on complex blocking, sets, or costumes.
  • They must include two technical elements, but simple, thoughtful choices are often the most effective.
• As students rehearse:
  • Move between groups to check in.
  • Offer advice, feedback, and encouragement.
  • Ensure each group receives instructor input.

Consolidation – Final Check-In

• Gather the class and review progress.
• Ensure everyone is clear on next steps and expectations.

In this lesson, students present their initial blocking to the instructor for constructive feedback ahead of final presentations. By the end of the class, students will demonstrate their group’s interpretation of their scene through a rehearsal performance — performed with the same level of energy and commitment as a real presentation.

Warm Up

• Begin as a class with a warm-up game of choice.
• Transition into scene work.

Activity: Scene Coaching

• One group at a time shares the blocking they have developed for their scene.
• Provide constructive feedback and coaching to each group.
• Allow groups time to immediately apply and adjust their work based on feedback.

Consolidation: Final Check-In

• Remind students that final presentations take place next class.
• Ensure they understand they must bring and integrate all of their technical elements (props, costumes, set pieces, sound, etc.) into the presentation.

Lesson Overview

• This lesson introduces students to improv and role play through a variety of drama games and activities. By the end of this lesson, I will…apply the given rules and story elements present in an activity to create an improvised narrative and collaborate with my peers to shape the creative direction of scenes and activities.

Rules of Improv

• Define “offers” and explain what it means to accept an offer in improv.
• Introduce and explain the concept of “Yes, and…”.
• Show how offers build a story (connect this to examples from One Word Story).
• Optional: Chart paper/markers may be used for reference instead of written notes

Activities / Lesson
Click here for a list of approved Improv games.

• One Word Story
• Click
• Bus Ride

Conclusion & Reflection

• Discuss how stories were built during activities and the role improv played in shaping them.
• Reflect as a class on what students learned about telling stories on stage.

Building on the fundamental elements of drama introduced in the improvisation unit, this unit focuses on applying these concepts to scripted acting scenes. Students will formally implement the creative process by working in small groups across multiple lesson blocks. By the end of the lesson… I will understand and practice analyzing a script to gain a deeper understanding of the events, characters, and world of the scene through asking questions and searching for information in the text.

Each group will prepare a short scripted scene to present during the final lesson. Their work must include two elements of technical theatre (such as lights, props, costumes, sound, or set pieces) to enhance storytelling.

Warm Up

Numbers

Players stand in a circle and look at the ground. Without looking at each other or communicating in any way, they must count to 10 by having one person at a time randomly contributing a number. While the numbers go up in order (“1” “2” “3”…) the order of players speaking should not follow a set pattern. If multiple players speak a number at the same time, the group must start over from 1. Once they have reached the goal of 10, try increasing the number they must reach to higher and higher numbers.

Lesson 1: Scene Assignment

• Introduce the assignment:
  • From the provided list, students will choose a scene and select a role.
  • With their group, they will:
    • Complete text work using the Scene and Character Work Worksheet.
    • Stage the scene for presentation with simple blocking.
    • Integrate at least two technical theatre elements (e.g., a chair and table as set, a prop, a costume piece, or a sound effect). These should be simple but purposeful.
• Describe the available scenes and allow students to sign up.
  • Maximum group size is determined by the number of roles in each scene.
• Within groups, students assign roles to each member.

Lesson 2: First Read-Through

• As a class, complete the Scene Work section of the worksheet.
• Go through each question, allowing groups to brainstorm together and then share their ideas with the class.
• Students record their work on their worksheets.
• Purpose: This activity encourages students to begin thinking critically about their scene.
  • Guiding Question: How do the individual elements of the scene contribute to the overall story?

Lesson 3: Character Work

• As a class, complete the Character Work section of the worksheet.
• Go through each question, prompting groups to share and discuss their answer

Consolidation

Based on their scene work and newfound understanding of the text, have students brainstorm technical elements they could use that could contribute to their scenes. Ask them to bring in any potential elements they want to use for next class.

In this lesson,This lesson sees students beginning to apply their learning in small groups to short scenes. By the end of this lesson, I will… work with my group to begin setting blocking for my scene, applying my understanding of the text based on my scene and character work.

Lesson

Warm Up

• Begin as a class with a warm-up game of choice.
• While warming up, check in with students on their understanding of the assignment guidelines:
  • Take questions.
  • Re-summarize expectations.
  • Encourage students to use their brainstorming from the worksheet to inform their staging choices.

Transition into scene work.

Activities: Staging the Scene

• In groups, students begin staging their scene for presentation.
• Remind students that the primary focus is on storytelling:
  • How can they show character, tension, relationships, and setting?
  • The emphasis is not on complex blocking, sets, or costumes.
  • They must include two technical elements, but simple, thoughtful choices are often the most effective.
• As students rehearse:
  • Move between groups to check in.
  • Offer advice, feedback, and encouragement.
  • Ensure each group receives instructor input.

Consolidation – Final Check-In

• Gather the class and review progress.
• Ensure everyone is clear on next steps and expectations.

In this lesson, students present their initial blocking to the instructor for constructive feedback ahead of final presentations. By the end of the class, students will demonstrate their group’s interpretation of their scene through a rehearsal performance — performed with the same level of energy and commitment as a real presentation.

Warm Up

• Begin as a class with a warm-up game of choice.
• Transition into scene work.

Activity: Scene Coaching

• One group at a time shares the blocking they have developed for their scene.
• Provide constructive feedback and coaching to each group.
• Allow groups time to immediately apply and adjust their work based on feedback.

Consolidation: Final Check-In

• Remind students that final presentations take place next class.
• Ensure they understand they must bring and integrate all of their technical elements (props, costumes, set pieces, sound, etc.) into the presentation.

Lesson Overview

• This lesson introduces students to improv and role play through a variety of drama games and activities. By the end of this lesson, I will…apply the given rules and story elements present in an activity to create an improvised narrative and collaborate with my peers to shape the creative direction of scenes and activities.

Rules of Improv

• Define “offers” and explain what it means to accept an offer in improv.
• Introduce and explain the concept of “Yes, and…”.
• Show how offers build a story (connect this to examples from One Word Story).
• Optional: Chart paper/markers may be used for reference instead of written notes

Activities / Lesson
Click here for a list of approved Improv games.

• One Word Story
• Click
• Bus Ride

Consolidation

Final Check-in – 2 mins

• Remind everyone that scenes will be coached next class and they will need to have all of their technical elements with them

Building on the fundamental elements of drama introduced in the improvisation unit, this unit will focus on applying these concepts to scripted acting scenes with students formally implementing the creative process. Students will work in small groups across multiple lesson blocks on a scripted acting scene that they will present during the final lesson, using two elements of technical theatre (lights, props, costumes, etc.) to enhance their storytelling. 

Working from our improv exploration and new understanding of the elements of drama, students will begin to learn about scripted acting. By the end of this lesson, I will… understand and practice analyzing a script to gain a deeper understanding of the events, characters, and world of the scene through asking questions and searching for information in the text.

Warm Up

Red Ball

• Players walk around the space in random patterns. The instructor begins by passing an imaginary red ball to one of the players by making eye contact with them and verbally saying “red ball.”
• The player they picked then “catches” the ball. The ball is now their responsibility to pass to a new player. They do this by making eye contact with that player and saying “red ball.”
• This imaginary ball continues to be passed from player to player. The goal is not to let the ball “drop.” If the ball falls out of play (i.e. a player thinks they’ve passed it but no one caught it, so it stops being passed) it is a fail. If two players think they have the same ball (i.e. it was not clear who it was being passed to, so multiple people “caught” it), it is a fail.
• Periodically, the instructor can add new imaginary balls into play by passing them to a player (ex. “yellow ball”). The goal is to keep all balls being passed around between players.
• After a few minutes, ask everyone to stop where they are and raise their hand if they have a ball. Go around and ask what colours they have. See of all of the balls have been kept in play correctly.

Activities/Lesson

Scene Assignment

• Describe assignment to students: from the provided scenes, they are to select a scene and a role to play. They will work with the class and their group to complete text work for their scene using the scene and character work worksheet, and then stage the scene for presentation to the class, making use of 2 technical elements as part of their performance (ex. Set (a chair and table) and a prop, costume piece and a sound effect, etc. The goal is not for these to be complex, but for them to be used effectively. If students ask to use more than two elements, tell them to try and keep it to the two that they believe contribute the most to the performance. It is about understanding the scene well enough to choose what elements are the most important to see on stage, not about having a large amount of complicated elements)
• Describe the available scenes to students and have them select which one they want to be in (max per group is the amount of roles in each scene)
• In their groups, have students select roles in the scene for each of them to portray.

First Read-Through

• In scene groups…give students a few minutes to read through their scenes out loud. Ask them to keep in mind any questions they have upon reading it for the first time.
• Have students share their first impressions of their scenes. What intrigues them the most about it? What questions do they have?

Scene Work

• Actors always have to understand their story before they can portray it. As a class, have students complete the scene work section of the worksheet. Go through each question, allowing students to brainstorm answers with their group and share with the class. Have them record their work on their worksheet.
• This serves as a brainstorming activity to help students begin to engage critically with their scene. How do all of these elements contribute to the overall story?

Character Work

• As a class, have students complete the character work section of the worksheet. Go through each question and have students share their answers with the class.

Consolidation

Based on their scene work and newfound understanding of the text, have students brainstorm technical elements they could use that could contribute to their scenes. Ask them to bring in any potential elements they want to use for next class.

This lesson sees students beginning to apply their learning in small groups to short scenes. By the end of this lesson, I will… work with my group to begin setting blocking for my scene, applying my understanding of the text based on my scene and character work.Explore different ways of communicating the structures, key ideas, themes, settings, times, and character relationships in the script through staging, movement, and acting choices. Explore different ways of communicating the structures, key ideas, themes, and character relationships in the script through technical elements such as lighting, sound, costuming, sets, and props.

Warm Up

Warm-Up Game of Choice

• During this time, check in on understanding of assignment guidelines, take questions, re-summarize expectations
• Encourage students to use the brainstorming they did on their worksheet to help them with their staging.

Lesson/Activities

Staging the Scene

• Have students begin staging their scene for presentation
• Remind the students that the focus is on storytelling, how they can show character, tension, relationships, setting, etc., not on complex blocking, sets, costumes, etc. While they do need to include 2 technical elements, simple choices can show a lot on stage.

During this, move between groups to check in and offer advice on their scenes. Make sure to visit each group to look at what they have come up with and offer feedback.

Consolidation

Remind everyone that scenes will be coached next class and they will need to have all of their technical elements with them.

This lesson sees students present their initial blocking to an instructor for constructive feedback ahead of presentations.

Warm Up

Warm-Up Game of Choice

Lesson/activities

One at a time, have groups share what they have staged for their scene.

Offer feedback and coaching on each scene. Give them the opportunity to apply the feedback received.

Consolidation

Final discussion and feedback.

---

Week 5: Optional presentation led by classroom teacher

This unit will focus on introducing improvisation and role play through drama games and activities. Students will learn to apply the fundamentals of role/character, relationships, time and place, tension, and focus and emphasis through improvised storytelling

This lesson is an introduction to improv and role play using a variety of drama games and activities. By the end of this lesson, I will… apply the given rules and story elements present in an activity to create an improvised narrative.Examine, analyze, and describe the themes and story elements present in a given narrative. Collaborate with my peers to shape the creative direction of scenes and activities. Identify and apply the fundamentals of drama to improvised scenes.

Warm up

One Word Story: Students arrange themselves in a circle and tell a story collaboratively, each only contributing one word at a time moving around the circle.

Activities

Rules of Improv

• Take notes of concepts covered in this discussion to refer back to during activity reflections
• Define “offers” and what it means to accept an offer in improv
• Introduce and explain the concept of “yes, and…”
• Describe how offers build a story, connect this to examples from their one word story
• Define and come up with examples for the basic building blocks of a scene: character, relationship, setting, central conflict/focus, etc.
• Have students demonstrate ways we can portray these things on stage (ex. With our bodies, with our voices, with our facial expressions, etc.)

Instructors’ choice: Theatre/Improv games

See list.

Consolidation

As a class, reflect on what students have learned about telling stories on stage through various theatre games and activities. Discuss how their stories were created—whether through improvisation, movement-based games, character-building exercises, or collaborative storytelling—and how these stories connect to their own communities as well as communities around the world.

Building on the fundamental elements of drama introduced in the improvisation unit, this unit will focus on applying these concepts to scripted acting scenes with students formally implementing the creative process. Students will work in small groups across multiple lesson blocks on a scripted acting scene that they will present during the final lesson, using two elements of technical theatre (lights, props, costumes, etc.) to enhance their storytelling. 

Working from our improv exploration and new understanding of the elements of drama, students will begin to learn about scripted acting and how to prepare a scene for performance using blocking and technical elements.

Note: Grade 8 differs in that the curriculum emphasizes examining how modern technology and media have been used to enhance theatre performances in recent years. Students are also expected to use the elements of drama to support their own interpretations of dramatic works, making connections to social values and cultural events throughout history.

Warm Up

Red Ball

• Players walk around the space in random patterns. The instructor begins by passing an imaginary red ball to one of the players by making eye contact with them and verbally saying “red ball.”
• The player they picked then “catches” the ball. The ball is now their responsibility to pass to a new player. They do this by making eye contact with that player and saying “red ball.”
• This imaginary ball continues to be passed from player to player. The goal is not to let the ball “drop.” If the ball falls out of play (i.e. a player thinks they’ve passed it but no one caught it, so it stops being passed) it is a fail. If two players think they have the same ball (i.e. it was not clear who it was being passed to, so multiple people “caught” it), it is a fail.
• Periodically, the instructor can add new imaginary balls into play by passing them to a player (ex. “yellow ball”). The goal is to keep all balls being passed around between players.
• After a few minutes, ask everyone to stop where they are and raise their hand if they have a ball. Go around and ask what colours they have. See of all of the balls have been kept in play correctly.

Activities/Lesson

Scene Assignment

• Describe assignment to students: from the provided scenes, they are to select a scene and a role to play. They will work with the class and their group to complete text work for their scene using the scene and character work worksheet, and then stage the scene for presentation to the class, making use of 2 technical elements as part of their performance (ex. Set (a chair and table) and a prop, costume piece and a sound effect, etc. The goal is not for these to be complex, but for them to be used effectively. If students ask to use more than two elements, tell them to try and keep it to the two that they believe contribute the most to the performance. It is about understanding the scene well enough to choose what elements are the most important to see on stage, not about having a large amount of complicated elements)
• Describe the available scenes to students and have them select which one they want to be in (max per group is the amount of roles in each scene)
• In their groups, have students select roles in the scene for each of them to portray.

First Read-Through

• In scene groups…give students a few minutes to read through their scenes out loud. Ask them to keep in mind any questions they have upon reading it for the first time.
• Have students share their first impressions of their scenes. What intrigues them the most about it? What questions do they have?

Scene Work

• Actors always have to understand their story before they can portray it. As a class, have students complete the scene work section of the worksheet. Go through each question, allowing students to brainstorm answers with their group and share with the class. Have them record their work on their worksheet.
• This serves as a brainstorming activity to help students begin to engage critically with their scene. How do all of these elements contribute to the overall story?

Character Work

As a class, have students complete the character work section of the worksheet. Go through each question and have students share their answers with the class.

Consolidation

In scene groups…

Technical Elements

• Based on their scene work and newfound understanding of the text, have students brainstorm technical elements they could use that could contribute to their scenes. Ask them to bring in any potential elements they want to use for next class.

This lesson sees students beginning to apply their learning in small groups to short scenes. By the end of this lesson, students will work collaboratively in groups to begin setting blocking for their scenes, applying their understanding of the text through prior scene and character work. They will explore a variety of ways to communicate structures, key ideas, themes, settings, times, and character relationships, both through staging, movement, and acting choices as well as through technical elements such as lighting, sound, costuming, sets, and props. In addition, students will investigate the roles of different theatre personnel by engaging in their own design work and implementation of technical elements, while also applying their personal responses to the text to shape their interpretation of the scene and characters.

Warm Up

Game of Choice

During this time, check in on understanding of assignment guidelines, take questions, re-summarize expectations. Encourage students to use the brainstorming they did on their worksheet to help them with their staging.

Activities

Staging the Scene

• Have students begin staging their scene for presentation
• Remind the students that the focus is on storytelling, how they can show character, tension, relationships, setting, etc., not on complex blocking, sets, costumes, etc. While they do need to include 2 technical elements, simple choices can show a lot on stage.
• During this, move between groups to check in and offer advice on their scenes. Make sure to visit each group to look at what they have come up with and offer feedback.

Consolidation

Final Check-in

• Remind everyone that scenes will be coached next class and they will need to have all of their technical elements with them.

This lesson sees students present their initial blocking to an instructor for constructive feedback ahead of presentations. Students will demonstrate their group’s interpretation of a scene through a rehearsal presentation, performing with energy and commitment as if it were a real performance. They will begin to receive and apply feedback from an outside source to help support and clarify their group’s interpretation of the story being told. Finally, students will revisit their initial responses to the text and reflect on how these have developed through the staging process, leading to a new understanding of the text.

Warm up

Game of Choice

Activities/Lesson

Scene Coaching

• One at a time, have groups share what they have staged for their scene.
• Offer feedback and coaching on each scene. Give them the opportunity to apply the feedback received.

Consolidation

Final Check-in

• Remind everyone that scenes will be coached next class and they will need to have all of their technical elements with them