Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Gibberish Scene

Date

March 10, 2015

Subject/Gra
de Level

Drama 10

Time
Duratio
n

90 mins

Unit

Speech

Teacher

Miss. MacDougall

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

To acquire knowledge of self and others through participation in and reflection on

dramatic experience.

LEARNING OBJECTIVES
Students will:
1. Demonstrate an understanding of vocal warm-ups
2. Recognize the importance of vocal warm-ups
3. Apply their knowledge of vocal techniques

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Observe if students are actively participating

Observe that students are warming up their voices
Observe that students are engaging with their classmates
Observe if students are comfortable and willing to trust each other.
What is the importance of vocal warm-ups?
What does voice add to a scene?
What is the importance of breathing properly in a scene?
Gibberish Scenes

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
Teacher Resource Manuel

MATERIALS AND EQUIPMENT

- Rehearsal furniture

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Transition to Body

Learning Activity
#1

Have furniture readily available

Introduction
Have students come down to the stage in a circle. Ask students
for a quick reminder of what we did in yesterdays class.
As a class discussion ask students what they know about
breathing exercises, and if they know any vocal warm-up
techniques. If they know some, have them demonstrate them
to the class.
Take this chance to discuss with students the rules, and
expectations for your classroom. Explain to students the
importance of participating in drama class, and how this I a safe
zone to express yourself, and try new things. RESPECT.
Start by having the students play a quick game of freeze tag,
just to get their bodies warmed up. Have them return to the
circle once the game is over, and ask them the importance of
warming up their bodies.
Body
As a class have a group discussion about the importance
of warming up your voice before you use it, just like
warming up your body before you play sports. Ask
students what could happen if we did not warm up our voices

Adapted from a template created by Dr. K. Roscoe

Time
2 mins
5 mins

2 mins

5 min
Time

12 mins

Lesson Plan Template ED 3501 (Version C)

before a show, or performance?
Start off with the basics, and introduce the students to some
breathing techniques. Have the students inhale for 10 seconds,
an exhale for 10 seconds, feeing their stomachs expand, and
collapse. Do this 3 times.
Next ask students to participate in some vocal warmups with
you. Start with a simple inhale, and exhale through your lips
making a buzzing sound. Do this twice.
Next have the students say MI, MY, MO, MA, MU over and over
again very exaggerated, and annunciated. Have students do
this 5 times, at different speeds.
Next have students relax their facial muscles. This will be done
by massaging different parts of the face, and moving the
muscles around to relax them.
Next have students throw in a piece of fake bubblegum, and
ask them to chew it in a very exaggerated manner. This will
allow for students to relax the muscles in the face, while
focusing on something else.

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Assessment of
Learning:

Once they have done all the vocal/facial warm-ups, students

will participate in a few vocal games:
Greetings your majesty: See appendix
Telephone: See appendix
Pass the Sound: See appendix
By having students do this a group, it eliminates the fear of
embarrassment or mis-understanding. Students will be able to
engage as much or as a little as they like, but they will still get
an understanding for the techniques.
Students will be brought back together, and we will talk about
gibberish, and what that is. Students will then be put in groups
of 4 or 5, and will be asked to create a scene, that has a
beginning, middle, and end, and has a conflict. Students will be
given a theme, and they must create their scene but they can
only speak in gibberish.
Give students a chance to spread out and work on their scenes,
and tell them you will find them to bring them back to perform.
Have each group perform their scenes, and have the audience
give them compliments, and constructive critiques.

60 mins

Having students work in groups eliminates the stage fright, and

having a topic for them will help guide them in the right
direction.
Students will also have the chance to receive feedback which
will help them better themselves for the next time.
Closure
What did you learn in todays class?
What were the benefits of the activities that we did today?
- Ask students if they enjoyed the gibberish, and how did they
feel it went?

Transition To Next
Lesson

Next Lesson, working on a current events scene.

Sponge
Activity/Activities

More vocal games such as bang, chicka chicka boom.

Adapted from a template created by Dr. K. Roscoe

Time
4 mins

Lesson Plan Template ED 3501 (Version C)

Reflections from the

lesson

This lesson was both engaging, and not. The beginning part of the lesson I
feel bored the students, and I am curious to figure out if I could present that
information in a more engaging way. Many of the students did not take the
warm-ups serious, and did not try, which in turn made that section last
longer, and frustrated more of the students.
The vocal games were fun, and the students enjoyed those.
The gibberish scenes went over really well with the students, they worked
very hard to create their scenes, and to ensure that they included the
elements we had discussed. When the scenes were performed I was very
impressed, and feel that the students did a great job, and really took pride
in their end product.

Adapted from a template created by Dr. K. Roscoe