DRAMA WORKPLAN

TEACHER’S NAME: MRS. AJOKU CHIDINMA SUBJECT: DRAMA CLASS: J.S.S. 2 SESSION:2022/2023 TERM: SECOND

WK TOPIC LESSON CONTENT TEACHING TEACHING TEACHER’S ACTIVITIES LEARNERS’ ASSESSMENT

/PERIOD METHOD AID
1 School Drama 1 Meaning and Interactive Audiovisual of school Step 1 –The teacher introduces
Functions of School discussion, drama. the topic and guides pupils in
Drama, Factors to interactive https:// giving the meaning of school
be Considered discovery, www.youtube.com/ drama by asking them to describe
when Selecting the question and watch? the terms individually.
Theme for a School answering v=TKDfoy9LsAw Step 2 - The teacher plays a video
Drama. clip of a school drama and
facilitates classroom discussion
on the characteristics of school
drama.
Step 3 - The teacher uses the
answer and question method to
elicit ideas on the factors to be
considered when selecting the
theme for a school drama.
Step 4 -The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesion by
going through the focal points.
2 Function of School Interactive Flashcards of themes Step 1 –The teacher introduces
Drama and Themes discussion, in school drama the topic and leads the students
in School Drama question and on the review of the previous
answering and lesson using the question and
brain storming answering method.
Step 2 - The teacher facilitates
discussion on issues that students
face in the society and guides the
students in mentioning the
themes in school drama. She
displays flashcards of themes for
students to read aloud.
Step 3 - The teacher leads
discussion on the function of
ACTIVITIES
Step 1 –The students 1. Mention two
describe the terms: ‘school’ characteristics
and ‘drama’ and attempt of school drama.
giving the meaning of school 2. Highlight any
drama. two factors to
Step 2 – The students watch be considered
video clip of a school drama when picking
and participate in discussion the theme for a
on the characteristics of school drama.
school drama.
Step 3 - The students
mention ideas on the factors
to be considered when
selecting the theme for a
school drama.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
Step 1 –The students 1. Write any
participate in discussion on other four
the review of the previous themes in school
lesson. drama.
Step 2 – The students 2. Mention
discuss issues that students three other
face in the society and functions of
mention the themes in school drama.
school drama. They observe
flashcards of themes in
school drama and read
aloud.
Step 3 - The students
participate in discussion on
 school drama.
Step 4 -The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesion by
going through the focal points.
2 Drama Creation and 1 Meaning and Forms Interactive Roleplay on drama Step 1 - The teacher introduces
Improvisation of Drama Creation discussion, creation the topic and writes the learning
guided outcome on the board.
discovery, Step 2 - The teacher asks
roleplay students to signify if they can tell
stories and asks them to explain
how stories are formed. She links
it by asking students to define
the term: Drama Creation.
Step 3 - The teacher asks
students to explain how drama is
created. She uses roleplay to
explicitly explain the forms of
drama creation.
Step 4 -The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesion by
going through the focal points.
2 Techniques in Play Interactive Audiovisual from Step 1 –The teacher introduces
Writing discussion Youtube the topic and learning outcome.
https://study.com/ She facilitates discussion on the
academy/lesson/ meaning and forms of drama
playwriting-in- creation.
theatre-tools- Step 2 - The teacher plays
techniques.html audiovisual on the techniques of
play writing and facilitates
discussion based on the video on
the techniques of play writing.
the functions of school
drama.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
Step 1 –The students listen 1. Define the
to the teacher and read term Drama
learning outcome aloud. Creation
Step 2 – The students 2.How is drama
responds to teacher’s created?
question and attempt
explaining how stories are
formed. They define the
term: Drama Creation.
Step 3 - The students
attempt explaining how
drama is created. they
watch roleplay and listen to
teacher’s explanation on
how drama is created.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
Step 1 –The students listen 1.List and
to the teacher and read explain the
learning outcome aloud. techniques
They participate in employed in
discussion on the meaning play writing.
and forms of drama 2. Define the
creation. term
Step 2 – The students watch Improvisation.
audiovisual on the
techniques of play writing
 Step 3 - The teacher lists and
explains the techniques
employed in play writing and
guides the students through
defining Improvisation using
roleplay.
Step 4 -The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesson
3 Dramatist and 1 Meaning of Interactive Drama text, pictures Step 1 –The teacher introduces
Playwright Dramatist and discussion, of the topic and shares the learning
Playwright guided dramatists/playwrigh with students.
discovery ts Step 2 –The teacher displays a
drama text and asks students to
mention the name of a person
who writes drama texts. She
guides students to explain the
concept, ‘dramatist’ and
‘playwright’.
Step 3 –The teacher displays the
pictures of several dramatists and
playwrights and asks the students
to mention identify them. The
teacher mentions their names
and gives a brief background of
the playwrights/dramatists.
Step 4 – The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesion by
going through the focal points.
.
2 Categories of Interactive Pictures of Step 1 –The teacher introduces
and participate in discussion
based on the video of the
techniques of play writing.
Step 3 - The students listen
to teacher’s explanation of
the techniques employed in
play writing and attempt
defining Improvisation using
roleplay.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary..
Step 1 –The students listen Define the term
to teacher’s introduction Dramatist and
and reads the learning playwright.
outcome aloud.
Step 2 – The students
observe drama text and
attempt mentioning the
name of a person who
writes drama texts. They
explain the concept,
‘dramatist’ and ‘playwright’.
Step 3 - The students
observe pictures of several
dramatists and playwrights
and mention their names.
They listen to teacher’s
explanation.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
Step 1 – The students listen 1. Mention two
 Dramatist and discussion dramatists the topic and shares the learning
Playwrights with students. She facilitates
classroom discussion on the
previous lesson.
Step 2 - The teacher asks
students to mention the names
of recent and old dramatist. She
asks them to attempt grouping
dramatists and playwright.
Step 3 - The teacher explains the
various categories of playwrights
with the aid of pictures.
Step 4 - The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesion by
going through the focal points.
4 Audition 1 Meaning and Interactive Audiovisual of an Step 1 –The teacher introduces
Importance of teaching audition the topic and shares the learning
Audition https:// outcome with the pupils.
www.youtube.com/ Step 2 - The teacher involves the
watch? students in roleplay of an
v=0XJ2rb0AVHA audition process and asks them
and role play. to attempt defining the term:
audition.
Step 3 - The teacher displays an
audition audiovisual and
facilitates classroom discussion
on the importance of auditioning.
Step 4 -The teacher The teacher
writes the note on the board and
goes round to ensure the
students are copying right. She
responds to students’ questions
on grey areas and evaluates
students using the questions in
the column below. She
summarizes the lesion by going
through the focal points.
to teacher’s introduction dramatists
and reads the learning under classical
outcome aloud. and
Step 2 – The students modern/contem
mention the names of porary
recent and old dramatist and dramatists.
they attempt grouping 2. Give a brief
dramatists and playwright. explanation of
Step 3 - The students classical and
observe pictures and listen modern/contem
to teachers explanation of porary
the categories of playwright. dramatists.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
Step 1 –The students listen 1. Define
to teacher’s introduction audition.
and reads the learning 2. State four
outcome aloud. importance of
Step 2 – The students an audition.
perform a roleplay of an
audition process and asks
attempt defining the term:
audition.
Step 3 - The students
participate in classroom
discussion of the importance
of auditioning.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
 2 Types of Audition Interactive Map chart of the Step 1 –The teacher introduces Step 1 –The students listen 1. List and
and Steps Involved discussion, types of auditions the topic and shares the learning to teacher’s introduction explain the
in Auditioning roleplay, and roleplay on close outcome with the pupils. and reads the learning types of
lecture and open audition Step 2 - The teacher facilitates outcome aloud. audition.
classroom discussion on the Step 2 – The students
review of the previous lesson. participate in classroom 2. Highlight the
Step 3 - The teacher displays a discussion on the review of steps involved in
chart on the types of auditions auditioning..
the previous lesson.
and explains the various types of
auditions. She involves the
Step 3 - The students
students in a roleplay of closed
observe the chart on the
and open auditions and facilitates
types of auditions and listen
classroom discussion on the
to teacher’s explanation.
characteristics.
They participate in roleplay
Step 4 - The teacher asks the
of closed and open auditions
students to mention the steps
and participate in classroom
involved in auditioning and
discussion on the
explains explicitly.
characteristics.
Step 5 -The teacher The teacher
Step 4 – The students
writes the note on the board and
mention the steps involved
goes round to ensure the
in auditioning and listen to
students are copying right. She
teacher’s explanation.
responds to students’ questions
Step 5 - The students copy
on grey areas and evaluates
the note from the board.
students using the questions in
They ask questions on grey
the column below. She
areas if there be any and
summarizes the lesion by going
attempt the evaluation
through the focal points.
questions. They also listen to
teacher’s summary.
5 Casting 1 Meaning and Interactive Roleplay of casting Step 1 –The teacher introduces Step 2 – The students 1. Define the
Functions of Casting discussion, scene the topic and shares the learning participate in review session term casting.
roleplay outcome with the pupils. by answering the questions. 2. Mention
Step 2 - The teacher explores the They perform a casting three functions
students’ knowledge of scene and attempt of casting.
auditioning using the questioning explaining the meaning of
method. She creates a Casting casting.
scene to be acted-out by
students to establish background
knowledge. She asks the students
to explain what casting means.
Step 3 - The teacher facilitates
classroom discussion on the
importance of casting.
Step 4 -The teacher The teacher
 writes the note on the board and
goes round to ensure the
students are copying right. She
responds to students’ questions
on grey areas and evaluates
students using the questions in
the column below. She
summarizes the lesion by going
through the focal points.

2 Types of Casting Interactive Roleplay of table Step 1 –The teacher introduces Step 1 –The students listen List and briefly
discussion, casting and auditions the topic and shares the learning to teacher’s introduction explain the two
roleplay. casting outcome with the pupils. and reads the learning types of casting.
Step 2 - The teacher involves the
outcome aloud.
students in a review session of
the previous lesson using the
Step 2 – The students
questioning method.
participate in review session
Step 3 - The teacher creates two
by answering the questions.
scenes of table casting and
Step 3 - The students
auditions casting using the
perform a casting scenes
students and facilitates classroom
and participate in classroom
discussion on the characteristics
discussion on the
of each type of casting.
characteristics of each type
Step 4 -The teacher The teacher
of casting.
writes the note on the board and
Step 4 - The students copy
goes round to ensure the
the note from the board.
students are copying right. She
They ask questions on grey
responds to students’ questions
areas if there be any and
on grey areas and evaluates
attempt the evaluation
students using the questions in
questions. They also listen to
the column below. She
teacher’s summary.
summarizes the lesion by going
through the focal points
6 Drama for the 1 Meaning of Drama Interactive Pictures of Rural Step 1 –The teacher introduces Step 1 –The students listen 1. Briefly
Development of Rural and Rural discussion, Communities the topic and shares the learning to teacher’s introduction explain the
Communities Communities and inquiry based outcome with the pupils. and reads the learning terms: drama
Involvement of method Step 2 – The teacher displays and rural
outcome aloud.
Drama in the pictures of rural communities and
communities.
Development of facilitates classroom discussion
Step 2 – The students 2. How is
Rural Communities. on the meaning of drama and
observe pictures of rural drama
rural communities.
communities and attempt involved in
Step 3 - The teacher explores
explaining the meaning of rural
students’ knowledge on the
drama and rural
involvement of drama in rural development?
communities.
 communities using the
questioning method and explains
further.
Step 4 -The teacher The teacher
writes the note on the board and
goes round to ensure the
students are copying right. She
responds to students’ questions
on grey areas and evaluates
students using the questions in
the column below. She
summarizes the lesson by going
through the focal points.
2 Contribution of Interactive Pictures of drama Step 1 –The teacher introduces
Drama in the discussion scenes in villages the topic and shares the learning
Development of outcome with the pupils.
Rural Communities Step 2 – The teacher facilitates
classroom interaction on the
review of the previous lesson
using questioning method.
Step 3 - The teacher facilitates
classroom discussion on the
contribution of drama in the
development of rural
communities using pictures of
drama scenes in villages.
Step 4 -The teacher writes the
note on the board and goes
round to ensure the students are
copying right. She responds to
students’ questions on grey areas
and evaluates students using the
questions in the column below.
She summarizes the lesson by
going through the focal points.
7 REHEARSAL 1 Ethics Interactive Script reading of an 1. The teacher begins the
teaching and excerpt from Femi rehearsal by exploring the
Role play Osofisan’s Women of learners’ knowledge on the topic
Owu through questioning.
2. From the learners’ responses,
Step 3 - The students answer
questions on the
involvement of drama in
rural communities and listen
to teacher’s explanation.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
Step 1 –The students listen P Highlight
to teacher’s introduction four ways
and reads the learning drama
contributes to
outcome aloud.
the
Step 2 – The students development
observe pictures of rural of rural
communities and attempt communities.
explaining the meaning of
drama and rural
communities.
Step 3 - The students
observe the displayed
pictures and participate in
classroom discussion on the
contribution of drama in the
development of rural
communities.
Step 4 - The students copy
the note from the board.
They ask questions on grey
areas if there be any and
attempt the evaluation
questions. They also listen to
teacher’s summary.
1. The students pay Present the lines
attention respond to the of the
teacher’s questions on the character/role
topic, based on their given to you.
previous knowledge.
2. The students pay Define ethics in
 the teacher introduces them to
rehearsal ethics.
3. The teacher initiates a reading
session with the learners, using
an excerpt from Femi Osofisan’s
Women of Owu
4. The teacher casts the learners,
asking them to enact different
roles and scenes assigned to
them.
5. The teacher concludes the
rehearsal, makes necessary
corrections and asks the learners
to recall their lines.
2 Ethics Role play and Role play and 1. The teacher begins the
demonstration demonstration by rehearsal by drilling the learners
the teacher. with a concentration exercise.
2. The teacher asks the learners
to recall their lines according to
the roles assigned to them.
3. The teacher initiates the
rehearsal session with emphasis
on fluency, modulation and stage
movements.
4. The teacher concludes the
rehearsal session by asking the
learners to perform the entire
script that is been examined.
8 REHEARSAL 1 Basic elements Questioning Story telling exercise 1. The teacher begins the
(script writing) and Grouping. rehearsal by exploring the
learners’ previous knowledge of a
script and its importance to a
performance.
2. The teacher drills the students
by initiating a story telling
exercise.
3. The teacher groups the
learners and asks them to come
up with a story, using the story
telling exercise as a guide.
attention as the teacher the theatre, with
introduces them to emphasis on
rehearsal ethics. rehearsal ethics.
3. The students actively
participate in the reading
session using the excerpt
from
4. The students enact the
different roles and scenes
assigned to them by the
teacher.
5. The students watch as the
teacher makes necessary
corrections and they
attempt to recall their lines.
1. The students engage Do a
actively in the concentration performance of
exercise. the entire script
2. The students attempt to
recall their lines according to
the roles assigned to them.
3. The students engage in
the rehearsal session with
emphasis on fluency,
modulation and stage
movements.
4. The students watch as the
teacher concludes the
rehearsal session, then they
perform the script that is
been examined.
1. The students respond Develop a scene
based on their previous from the story
knowledge of a script and its generated by
importance. your group.
2. The students participate
in the storytelling exercise,
initiated by the teacher.
3. The students engage in
their group’s activity by
creating a story using the

4. From their story, the teacher
guides the learners on how to
break a story into scenes to make
up a script.
5. The teacher summarizes the
rehearsal by asking the learners
to develop a scene from their
story.
2 Basic elements Memorization Scenes from the 1. The teacher explores the
(reading) and Interactive script developed by learners’ previous knowledge on
teaching. the learners. the topic through questioning, as
learnt in the previous class.
2. The teacher randomly selects
one of the scenes developed by
the students for reading.
3. The teacher makes corrections
to the reading exercise done by
the learners with attention on
fluency, characterization and
modulation.
4. The teacher concludes the
rehearsal by asking the learners
to read their scripts and apply
proper gestures, facial
expressions and body
movements.
9 REHEARSAL 1 Practical Demonstration Script developed by 1. The teacher begins the
demonstration of and Role play the learners in the rehearsal by drilling the learners
selected play previous lesson. through voice projection
exercise.
2. The teacher casts the learners
and asks them to enact their
roles with focus on voice
projection, facial expressions and
gestures.
3. The teacher concludes the
rehearsal by correcting errors on
voice projection, facial
story telling exercise as a
guide.
4. The students pay
attention as the teacher
guides them on how to
break a story into scenes to
make up a script.
5. The students engage in
the class activity by
developing a scene from
their story
1. The students respond to Read the script
the teacher’s questions on and apply the
the topic, based on their proper gesture,
previous knowledge. facial expression
2. The students engage in and body
the reading session initiated movement.
by the teacher.
3. The students pay
attention as the teacher
makes corrections to the
reading exercise with
attention on fluency,
characterization and
modulation.
4. The students read their
scripts and apply the proper
gestures, facial expressions
and body movements.
1. The students engage Role play
actively in the concentration sessions on the
drills on voice projection, selected
done the teacher play/script
2. The students enact their
roles with focus on voice
projection, facial expressions
and gestures.
3. The students pay
attention to the errors on
voice projection, facial
expressions and gestures.
 expressions and gestures.
2 Practical Demonstration Script developed by 1. The teacher begins the
demonstration of and Role play the learners in the rehearsal by asking the learners
selected play previous lesson. to do a run through of the
selected play/script.
2. The teacher makes the
necessary corrections using role
play.
3. The teacher continues the
rehearsal by polishing the scenes
and ensuring that the learners
effect the corrections.
4. The teacher concludes the
rehearsal by asking the learners
to enact the entire play
performance.
1. The students enact a run Role play
through of the selected sessions on the
play/script. selected
play/script
2. The students watch as the
teacher makes the necessary
corrections using role play.
3. The learners pay attention
as the teacher polishes the
scenes, then they effect the
corrections.
4. The students enact the
entire play performance.