Date: December 5, 2013 Grade/Class/Subject: 6

th
grade Drama
Rotation
Unit/Theme: Physicality- Pantomime Standards:
1.11 Motivate character behavior by sing
recall o! emotional e"#erience as $ell
as observation o! the e"ternal $orld
1.13 %n rehearsal and #er!ormance sitations,
#er!orm as a #rodctive and res#onsible
member o! an acting ensemble &i.e.,
demonstrate #ersonal res#onsibility and
commitment to a collaborative #rocess'
Content Objective(s):
(tdents $ill be able to #er!orm a #antomime activity in a small gro#.
Language Objective(s):
(tdents $ill be able to $rite 3-5 sentences ans$ering the essential )estion sing evidence !rom
class.
e! "ocabular!
Pantomime/Mime- acting out a
situation without props or dialogue,
traditionally- although, actors frequently
use pantomime skills, even when there
is dialogue in a scene.
Gesture- a movement made by an actor
that makes a connection and has a
meaning for the character
Tableau- living picture= performance
where people are frozen in an image to
tell a story. Tableau Vivant- rench word
Sense Memory- is what actors use to
remember things from their life that
helps them act.
Props (properties)- ob!ects an actor
interacts with or uses on stage
Activity/ Stage Business- the simple
physical things that a character might do
while performing a certain task, like
using a computer, making a batch of
cookies, or hammering together a
birdhouse. This is a very important skill
to develop as a performer. "obody !ust
Su##lementar! $aterials
*++ $ill have their #antomime gra#hic
organi,er.
-hat %m#rov cards.
. 2013 Pearson *dcation, %nc.
stands there and says their lines#
S%O& '()TU*(S
&re#aration Sca++olding Grou# O#tions
/da#tation o! content Modeling -hole class
+in0s to bac0grond 1ided #ractice (mall gro#s
+in0s to #ast learning %nde#endent #ractice Partners
(trategies incor#orated 2om#rehensible in#t %nde#endent
%ntegration o+ &rocesses )##lication )ssessment
Reading 3ands-on %ndividal
-riting Meaning!l 1ro#
(#ea0ing +in0ed to ob4ectives -ritten
+istening Promotes engagement 5ral
Lesson Se,uence:
Activity 1- Attendance
Activity - !evie" o# vocabulary- $antomime and sense memory.
Activity $- %oin t&e Activity '(planation
o %emonstrate !oin the activity.
&sk for one student to volunteer. "ick ' want you to work right here painting
the floor.
Then ' am going to start painting ne(t him- ' am then going to throw a bucket
of paint on him. &lthough he will not be able to see me.
Then e(plain to the students that this is not an activity about performing. Tell
the students the story about how ' was in an acting class once with college
students and our professor told us to do the activity. Then someone threw a
bucket of paint on another person. They thought the activity was boring.
o ))) irst time breaking the students into group with the chips. Talk to students about
not being negative about who is in their group. *+e are an ensemble and we are
!ust breaking into smaller ensembles.,
o This is not a performance. -ou are not trying to be entertaining. .emind students
about /0"/1"T.&T'0" and 0/23
o 0nce the students are broken into groups tell them that this is what we are going to
be doing. They are not trying to create a story with the topic they all have to be
doing the same activity.
o &ctivity suggestions4 3elling 5emonade, 6uild a tree house, raking leaves, opening
presents
Activity )- !evie" o# rubric
o &4
/ommits completely to the pantomimed activity. 73harpness of pantomime
and specificity.8
.emain focused on pantomimed activity for the entire e(ercise.
inds an appropriate motivation to leave the space.
3upportive audience behaviors for all presentations.
. 2013 Pearson *dcation, %nc.
o 64
3tudent commits to pantomimed activity 9:; of the time. 73harpness of
pantomime and specificity.8
.emain focused for 9:; of the activity.
<akes a decision why to leave the space, but does not show the audience.
.emains focused for the ma!ority of presentation.
o /4
3tudent does not commit to the pantomimed activity. 73harpness of
pantomime and specificity.8
%oes not focus during activity.
The student does not find an appropriate motivation to leave the space.
%oes not demonstrate respectful audience behavior.
Activity *- =oin the &ctivity performance
$odi+ications:
-%D) Level .
-hile the stdents are !orming their gro#s the teacher $ill chec0 in $ith the level
3 *++ and sho$ them a #ictre o! three activities that might be !amiliar to them.
6hree ideas7 #ictre o! a child o#ening #resents, ra0ing leaves, and ma0ing a
sand$ich. 6he stdent can #ic0 $hich activity they have done be!ore and that $ill
be the activity the gro# #antomimes.
6he *++ $ill also be the last #erson in the gro# to 4oin the activity so they have
the o##ortnity to see $hat the other stdents in the gro# did !irst.
3ome$or07 6he stdent $ill com#lete the re!lection 4ornal sing the modi!ied
4ornal !orm and their gra#hic organi,er &#antomime'.
-%D) Level /
6he activity chosen !or this gro# $ill be one that the teacher 0no$s the stdent is
!amiliar $ith based on 0no$ledge o! the stdent.
6he *++ $ill be there last #erson o! the gro# to 4oin the activity so they have the
o##ortnity to see $hat the other stdents in the gro# did !irst.
3ome$or07 6he stdent $ill com#lete the reglar re!lection 4ornal sing the
sentence starters and their gra#hic organi,er &#antomime'.
&Re#rodction o! this material is restricted to se $ith *chevarria, 8ogt, and (hort, 2013. Making Content
Comprehensible for English Learners: The SIOP

Model.'
. 2013 Pearson *dcation, %nc.