| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Drama |
| What topic | Icebreaker to acting |
| What length (min) | 50 |
| What age group | Year or Grade 7 |
| Class size | 40 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 12 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Icebreaker to Acting
Grade 7
Drama
40 Students
This lesson plan aligns with the national curriculum standards for Drama education, focusing on creativity, collaboration, and communication skills.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly explain the lesson's objectives and the importance of icebreakers in drama. |
| 2 | Icebreaker Activity | 10 | Conduct a quick icebreaker game (e.g., "Name and Gesture") to encourage interaction. |
| 3 | Group Task | 15 | Divide the class into groups of 5, assign them a short scene to create and perform. |
| 4 | Card Distribution | 5 | Hand out printable cards to each student to fill out during the lesson (details TBD). |
| 5 | Group Performances | 10 | Groups present their scenes to the class in a supportive environment. |
| 6 | Collection/Random Checking | 5 | Collect or randomly check the completed cards for understanding and participation. |
| 7 | Reflection and Closing | 5 | Gather students for a brief discussion on what they learned and how they felt about the activities. |
Assign students to reflect on their experience in the lesson and write a short paragraph on how they might apply what they learned in future drama activities. Collect their reflections at the beginning of the next class without requiring presentations.
"Good morning, everyone! Welcome to our Drama class today. I'm really excited to kick-off our lesson with a fun topic: Icebreaker to Acting.
Today, we’re going to explore some basic acting concepts through a variety of engaging activities. Not only will we be learning about acting, but we will also focus on teamwork, creativity, and self-expression. Icebreakers are a great way to build a supportive environment where everyone feels comfortable stepping out of their comfort zones… and potentially discovering their inner actor!
Are you ready to dive in?"
"To start things off, we're going to do a quick icebreaker game called 'Name and Gesture.'
Here’s how it goes: I'll say my name, and I’ll create a gesture that represents me. Then, the next person will say their name, repeat my gesture, and create their own. We’ll continue around the room until everyone has had a chance.
Let’s get started! I’ll go first… My name is [Your Name], and my gesture is [demonstrate gesture]. Now who wants to go next?”
[Facilitate the game, encouraging engagement and fun interaction.]
"Fantastic job, everyone! I can feel the energy in the room. Now, we’re going to work together in small groups.
I’d like you to form groups of five. Once you’re in your groups, I’ll give each group a short scene to create and perform. Use your creativity to come up with how you want to present it. Remember, there’s no right or wrong way to act!
You’ll have 15 minutes to put something together. Let’s get to work!"
[Allow the students time to organize and create their scenes, circulating the room to offer guidance.]
“Alright, everyone! As you finish up your group work, I'm going to hand out these printable cards.
I want each of you to take a moment to fill these out during our next activities. They’re designed to help you reflect on your experience and participation today.
Please take one and fill it out at your own pace. Let me know if you have any questions!”
[Pass out the cards, ensure all students have received one, and explain instructions if needed.]
“Now, it’s time for us to see what each group has created!
When I call your group, come up to present your scene. Remember, this is a supportive environment, so let’s make sure to cheer on our classmates!
Take a deep breath and have fun with it! Who wants to present first?”
[Prompt each group to perform, encouraging applause and positive feedback from peers after each performance.]
“Wow, that was amazing! You all did a fantastic job bringing your scenes to life.
Now, I’d like to take a moment to collect your cards. Please hold onto them until I come around to collect or randomly check them. This will help us see if everyone understood today’s activities and had fun participating.
Pass your cards to me when you’re ready.”
[Walk around to collect the cards, ensuring students have completed the necessary information.]
“To wrap up our lesson, I would like us to gather for a brief discussion about what we learned today.
What were your thoughts on the icebreaker activities? How did participating in the group scene make you feel? Did anyone discover something new about themselves today?
Let’s take a few moments to share. And remember, you’ll also have a short homework assignment to reflect on your experience today. Please write a paragraph about how you might apply what you learned in future drama activities, and we’ll collect those at the start of our next class.
Thank you all for your fantastic energy! See you next class!”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: Classroom setting with students} | Introduction |
| - Welcome to Drama class! | ||
| - Topic: Icebreaker to Acting | ||
| - Focus: Teamwork, creativity, self-expression | ||
| - Purpose of icebreakers: Build a supportive environment | ||
| 2 | {Image: Students playing a game} | Icebreaker Activity |
| - Activity name: 'Name and Gesture' | ||
| - Steps: | ||
| - Teacher introduces self and gesture | ||
| - Each student repeats the previous gestures and adds their own | ||
| - Encouragement of engagement and fun | ||
| 3 | {Image: Groups of students discussing} | Group Task |
| - Form groups of five | ||
| - Task: Create and perform a short scene | ||
| - Use creativity—no right or wrong way to act! | ||
| - Time allocated: 15 minutes | ||
| 4 | {Image: Printable cards} | Card Distribution |
| - Purpose: Reflection on experience and participation | ||
| - Instructions: Fill out the cards during next activities | ||
| - Teacher available for any questions | ||
| 5 | {Image: Students performing on stage} | Group Performances |
| - Opportunity for each group to present their scene | ||
| - Importance of support and encouragement from peers | ||
| - Reminder: Have fun and take deep breaths | ||
| 6 | {Image: Teacher collecting cards} | Collection/Random Checking |
| - Collect cards to assess understanding of today's activities | ||
| - Teacher circulates to ensure completion | ||
| - Importance of honest participation | ||
| 7 | {Image: Students talking in a circle} | Reflection and Closing |
| - Group discussion on lessons learned | ||
| - Questions for reflection: | ||
| - Thoughts on icebreaker? | ||
| - Feelings during group scene? | ||
| - Discoveries made about oneself? | ||
| 8 | {Image: Notepad and pencil} | Homework Assignment |
| - Write a paragraph reflecting on today's experience | ||
| - Consider application in future drama activities | ||
| 9 | {Image: Applause and celebration} | Encouragement for Participation |
| - Importance of positive feedback | ||
| - Celebrate each other's creativity and efforts | ||
| 10 | {Image: Students working together} | Teamwork in Drama |
| - Building collaboration and trust | ||
| - Finding strength in diversity | ||
| 11 | {Image: Creative expression} | Creativity in Acting |
| - Freedom of expression | ||
| - Encouraging originality in performances | ||
| 12 | {Image: Classroom with students laughing} | Final Thoughts |
| - Thanking students for their energy | ||
| - Looking forward to the next class |
| Question | Answer |
|------------------------------------------------------------------------------------------|--------|
| What was the icebreaker activity we did at the beginning of class? | |
| How did you feel while performing your group scene? | |
| What are some key concepts we focused on during today's lesson? | |
| Why are icebreakers important in a drama class? | |
| Can you name one thing you learned about teamwork through the activities? | |
| How did the gesture game help you connect with your classmates? | |
| What emotions did you experience when presenting your scene in front of the class? | |
| How can you apply what you learned today to future drama activities? | |
| What did you enjoy most about today's lesson? | |
| Did anyone discover something new about themselves during this class? | |How did participating in the icebreaker activity help you feel more comfortable working with your classmates? Can you share a moment that stood out for you?
What was the most challenging part of creating your group scene, and how did your group work together to overcome it?
If you could choose any character from a movie or play to portray in an icebreaker, who would it be and why?
After today’s activities, how do you think teamwork plays a role in effective acting? Can you give an example from our lesson today?
Can you think of a personal experience where self-expression was important to you? How does acting help in expressing yourself?