Name: _____________________

Course: theatre 2 middle school Unit: Improvisational acting

Week, Essential Question(s) Objective(s) Activities Homework (if any)

Day
What skills are needed to Examine their own - Check in
W1 make an improvisational preconceived notions of - Gauge students
DAY 1 performance effective? improvisation interests and comfort
with improv through
exploding atom
- Poster dialogue over none
feelings/preconceived
ideas of improv.
- Discussion: How can
we handle these
feelings that come up?
- Improv experience
independent drawing
activity
- Wrap up

W1 What skills are needed to Recall the main -Check in None

DAY 2 make an improvisational improvisational strategies -What is improv and how do
performance effective? we do it? Discussion and
lecture
(Define improvisation, provide
examples)
-Discuss main improv
strategies:
-CROW
-Yes, and
Name: _____________________

-Listening
-Play rhyme time and
fortunately/unfortunately to
explore each rule of improv
-Wrap up
W1 What skills are needed to Recall the main -Check in none
DAY 3 make an improvisational improvisational strategies -Review a professional
performance effective? improvised piece from
selected material and list the
strategies mentioned in class
and how they were used.
(Groundlings Improv found on
youtube)
-Present Findings
-Wrap up

W2 What is the relationship - Check in none

DAY1 between listening and Act out short games using -Intro into game-based improv
improvisation? improvisational strategies (lecture and discussion)
-one word story
-Wrap Up
Name: _____________________

W2 What is the relationship -Check in none

DAY2 between listening and Act out short games using -I am a tree 4 ways-addressing
improvisation? improvisational strategies the rules of improv and how
they appear
-It made me think-closer

W2 What is the relationship Act out short games using -Check in none
DAY 3 between listening and improvisational strategies -Cont. introduction of game
improvisation? based improv
- Sorry I'm late
-word association

-Closer-my hipster t-shirt

W3 How do the ideas that Relate in class discussion over -Check in none
DAY 1 others bring into the scene characterization to its use in -Discussion over
inform the choices we improv scenes characterization and creating
make (ie. Characters, plot) your own characters.

-Students create and present

character using movement and
physicality, while presenting,
students will act as character
Name: _____________________
W3 How do the ideas that
DAY 2 others bring into the scene
inform the choices we
make (ie. Characters, plot)
W3 How do the ideas that
DAY 3 others bring into the scene
inform the choices we
make (ie. Characters, plot)
W4 What makes a story
DAY 1 structure dynamic?
Employ improv strategies -Check in
through short scenes -Game based improv scenes
centered around None
characterization(teacher led)
- townhall
-yearbook
-mantle of the expert
-Closing discussion: How do
we lead these activities? How
do we know when to end a
scene?
Employ improv strategies -Check in None
through short scenes -Game based improv scenes
centered around
characterization(student led)
- townhall
-yearbook
-mantle of the expert
-Closing discussion: How is it
different to lead vs play
games?
Employ improv strategies -Check in None
through short scenes -Discussion on how to end and
start in an improv scene? What
are the objectives? How do
they help us keep scenes
going?
-Small groups create and
present story w a given prompt
-Wrap up/exit pass
Name: _____________________

W4 What makes a story Employ improv strategies - Check in None

DAY 2 structure dynamic? through short scenes Fill out scene templates as
class(demo)
-Small groups: fill out scene
templates
-perform scenes

W4 What makes a story Employ improv strategies -Check in None

DAY 3 structure dynamic? through short scenes -Finish templated scene
performances
-discuss pros/cons to this
method
-critique scenes of peers
(Journal for exit pass)

W5 How does the preparation Develop original characters -Check in None

DAY 1 in an improv scene differ and plots -Discussion on how to
from a scene with written combine game based improv,
dialogue? story structure, and character
-revisit: I am a tree with new
knowledge
-Closing discussion: How did
that round differ from last time
we played that game?
Name: _____________________

W5 How does the preparation Develop original characters -Check in None

DAY 2 in an improv scene differ and plots -Use 4 room, party quirks and
from a scene with written new choice to explore longer
dialogue? scenes in a familiar format
-have students ref new choice,
discussion over effective
choices in an improv scene.
-Journal exit pass: How did it
feel to improvise compared to
performances in the past?
W5 How does the preparation Develop original characters -Check in None
DAY 3 in an improv scene differ and plots -Students choose at least one
from a scene with written of the games played last class
dialogue? and perform with small groups
-peer critique sheets
-Poster dialogue to check in
before advancing next week

W6 What value does practice, -Check in None

DAY1 and critique offer the Recall the main -GUEST ARTIST: Q&A
performer? improvisational strategies Discussion and lecture over
long form improv
Name: _____________________

W6 What value does practice, Critique their peers -Check in None

DAY 2 and critique offer the improvisational -Warm up with familiar
performer? performances improv games
-Explore longerform games
using Previously on Exits-
keeping with the same game
format, just for longer periods
of time/less rules
-Student led notes and
critiques
W6 What value does practice, Critique their peers -Check in None
DAY3 and critique offer the improvisational -Students choose final game to
performer? performances end on
-Group praise and challenges
-Journal time: Rose, bud, thorn
for this lesson

SELF CRITIQUE SHEET

For this assignment, you will be performing a short form improv game for the class. After your performance, you will fill out
the questions below as they relate to you and your scene. Remember that this class is not about having a perfect performance but
about being able to think critically about the work you have done so that you can improve.
1. Something I am proud of is ___________________because_____________________.
2. Something I wish I could have done differently is ____________________because________________.
3. During this game I felt________________________.
4. I handled this feeling by _______________________________.
5. One strategy I used that I learned in class was _______________________________.
This is due as your exit pass for class today. If more time is needed, please talk to me,
Name: _____________________

Grading checklist: _____/100

-Answered each question ______/40
-Turned in on time (or communicated otherwise)______/40
-Responses were reflective and well thoughtout______/10

IMPROV SCENE REVIEW

For this assignment, you will be watching an approved clip from the Upright Citizens Brigade Improv troupe.
https://www.youtube.com/watch?v=5-i42eRKZsg While viewing this material, you will be thinking about the following
improvisational strategies used in class:
- Characterization
- Relationship between characters
- Objective
- World building
- Listening to Partner
- Yes and

In 1 min. video, tiktok, or powerpoint slide pick 3 of the strategies listed above, and elaborate on how they were used and how they
made the scene more interesting. You may work with your peers, watching improv is always more fun with friends! However, each
of you must turn in an assignment and list who you worked with.

ASSIGNMENT DUE AT END OF CLASS UNLESS COMMUNICATED OTHERWISE

Grading checklist: _____/100

-Three ideas are mentioned )_____/20
Name: _____________________

Improv-What Do We Know?

Description: This is a 60 min lesson for a middle school theatre 2 class, containing 7 th and 8th grade students. Students have some
experience performing in front of the class with scripted scenes and understand theatre etiquette and expectations in the classroom.
Lessons will take place at the start of the unit as a way to begin exploring improvisational theatre.

Subject Matter: Lesson will explore defining improvisation, and how improvisation relates to everyday life.

Rationale: This lesson is important because it introduces the conversation surrounding student’s preconceived notions about
theatre and encourages students to have a voice in what and how they learn throughout the unit.

Materials Needed: Poster paper, markers, small items that can serve as landmarks during games (ie: chair, bowl, ball, ect.)

Objectives: By the end of this lesson, students will be able to…

● Express their feelings towards improvisation via a poster dialogue
● Devise a tableau based on their preconceived ideas about improvisation
● Identify their previous experiences with improvisation and how it appears in day-to-day life.

TEKS Addressed:
2F: compare and contrast dramatic performances to life
2A: demonstrate safe use of the voice and body

Lesson

Preset: Classroom should be set up with chairs forming a circle so that there is a large enough space to move within. Additionally, 4
posters should be hung up on each wall with the following questions written on them (one question per poster):
-When first thinking about improvisation, what word comes to mind?
-What feelings do you have about performing without a script?
-What do you find the most challenging about improvisation?
- What do you find the most exciting about improvisation?
Name: _____________________

Leave out a marker by each poster.

Activities and Timeframe:

Check in (5 mins)
After students have entered the class and taken their seats, the teacher will greet students with a check in question asking
them: “if there was a magic vending machine that could grant you anything in the world, what would you ask for?” Students will call
on someone after their response.
Transition (5 mins)
After everyone has answered, the teacher will explain that “today we will be beginning our unit on improvisation. Much like the
magic vending machine, in improv we can create or bring anything into the world that we feel best fits the needs of ourselves and
our scene partners. Because improvisation is a new thing to many of us, I want to use today’s class to explore how I feel towards it
and the value it can offer us as actors and people.” Teacher will then introduce the exploding atom by saying, “To start our class, we
are going to play a game that allows us to answer questions using only our bodies. If you are able, please get up and stand in the
center of the circle of desks, surrounding the bowl placed in the middle.”

Exploding Atom (7 mins)

Teacher will then introduce the rules of the game saying, “In this game of exploding atoms, I will make a statement about
improvisation and acting. If that statement is true to you, stay in the center, if it is not, move away from the center. The further away
that you move, the less true the statement is.” Teacher will check for understanding and then proceed into a practice round saying,
“I like dogs.” After students have moved accordingly, the teacher will ask students to reset and start making statements related to
the material such as:
- I feel comfortable thinking on my feet
- I find it challenging to listen and accept others ideas
- I enjoy creating my own stories
- I like collaborating with my peers
- I enjoy developing solutions to problems.

Transition: (3 mins)
After students have responded to all of the statements, the teacher will check in with students by saying, “As you might have
noticed, none of those statements used the word improvisation. In fact, all of those statements apply to you not only as performers,
Name: _____________________

but as real-life people. What are some ways we use the skills of thinking on our feet in everyday life? How often do we use
collaboration?”

Poster dialogue (15 mins)

After students have answered questions, the facilitator will introduce the next activity by saying, “Now we are going to use
our words to articulate how we might be feeling towards this upcoming unit. Around the room are posters hanging with questions
written on them, please go around and write at least one response on each poster. Although this is an anonymous activity, we will
be reading them aloud so make sure it is school appropriate.” Students will then be numbered off into 4 different groups and invited
to respond to the posters.

Transition (5 min)
Following the poster dialogue, the teacher will conclude the activity by asking students to return to their seats. When students are
seated, the facilitator will prompt, “now that everyone has had a chance to share, let’s shout out some common themes we see in
poster 1? Poster 2? Poster 3? Poster 4?” After students have shared thoughts on each poster, the facilitator will say, ``Now we are
going to use our theatre and storytelling skills to reveal some of our ideas we already have about improv before we start the lesson.”

Solo Drawing activity (10 mins)

Facilitator will ask students to return to their poster groups. They will then say, “I am going to give you 10 minutes to draw what
improv sounds like to you. It does not need to make sense to the group when they see it, but you should be able to explain it. Here
are some examples. You do not need to show it afterwards, however if you are comfortable, I encourage you to.” Teacher will check
for student understanding and then start the timer. After the groups are ready, they will take turns standing in the circle showing the
class.

Closing: Words Of Wisdom(10 mins):

Teacher will end class by playing a round of words of wisdom, and will introduce the game by saying, “To finish off our discussion, we
will work together to form a phrase that explains something we are excited to learn during this unit. This game is going to help us
review what we’ve learned today, and it is also going to help us dip our toes into improv in a low stakes situation. Everyone will say a
word so that we can form a sentence together. We want to make sure that this sentence makes sense, so each word should fit with
the words before and after it. After our sentence comes to an end, we will all say yes! so that we know it’s the end of the sentence.”
Name: _____________________

Facilitator will check for student understanding and then students will begin. After the game the teacher will thank students for
participating in class that day.

Extension Activity/Homework (if any):

N/A

Contingencies:
If activities are going slower than planned, I will cut the improvised tableau activity and focus on reviewing the poster dialogue
activity in depth. If activities are moving too quickly, I would implement a journaling prompt on “what students learned today” after
the Words of Wisdom activity.