Learning-Focused Lesson Plan Name: Sadie Andros

Topic: Imagination and Concentration

Learning Goals for this Lesson Standards:

Students will be introduced to Stanislavsky’s concepts TH: Cr 3.1.I: Explore physical, vocal and
of imagination and concentration of attention and physiological choices to develop a performance that is
develop an understanding of how to activate these two believable, authentic, and relevant to a drama/theatre
concepts through multiple exercises. work.

TH: Pr 5.1.II: Refine a range of acting skills to build a

believable and sustainable drama/theatre performance.

Students Will Know: Students Will Be Able To:

 Why it is important for the actor to utilize their  Fully release the tension from their bodies
imagination  Exercise and drop-in to their focus
 What are the differences between the three circles
of attention

Lesson Essential Question:

Activating Strategy

Following our Actor’s Warm-Up, I will display an image of Rachel Pendragon. Students will be prompted to
use this picture to create a character by writing in their journals. As they write, I will remind them to think of
the character’s name and age; where they live; who they live with; what they do for a living; what they want;
what stands in the way of what they want, etc. This writing exercise will be silent and last for two minutes—
students will be expected to continue writing up until the timer goes off.

Key Vocabulary and Vocabulary Strategy:

Strategy – We will be collecting “tools” for our toolbox and placing them into our unit notes. We will circle up
as a group to discuss these words and define them as a class before capturing them in our toolboxes. The words
for today are listed below…

Vocabulary –
1.) Imagination
2.) Public Solitude
3.) Subtext
4.) Circles of Attention

Lesson Instruction
Graphic Organizer:
Learning Activity 1
N/A: Students have already set up their toolbox notes
Reading: Students will begin with a group reading and which is what they will continue to use in this class.
discussion of “Imagination”. Following the read These notes consist of two columns—on one side the
through of this section, students will break into pairs term and the other its definition. The discussion board
to read the section on “Concentration”. They will work offers them a frame to guide their reading.
together to answer the discussion post, however,
everyone must post an individual response. Garrett
will work with his aid during this time so that she or
he is able to support him in his post. All other students
will be assigned partners at random (counting off).

Assessment Prompt for LA 1

Discussion Post:

Students will respond to the following questions in a

discussion post. Students will be given fifteen minutes
to complete their discussion posts. Early finishers will
then respond to at least two of their peers by using the
following sentence starters: “I wonder…” “I agree
with… because…” “I disagree with… because…”

If anyone is able to complete this task before we are

finished with our time to read and post, they should
select a one-act play to read from our digital library.
Anyone who does not finish this work will complete
their responses for homework.

1.) What does an actor need to utilize their imagination

to create? (Think of a word we recently put in our
toolbox).
2.) What is subtext and, according to Stanislavsky,
why is it so important?
3.) What is the key to an actor’s emotions? (Look
carefully, it’s not imagination although that plays a
role).
4.) What did Stanislavsky’s actors originally do in
order to concentrate? Why did they do that?
5.) What is public solitude?
6.) In order for an actor to be a live human being on
stage, what do actors need to do?
7.) What are the three different circles of attention and
how are they different?

Learning Activity 2 Assignment:

Prior to starting our exercises in relaxation and Anyone who did not complete their discussion post
imagination, we will review the two new concepts we will need to finish the post for homework.
are adding to our digital toolboxes. We will quickly
define these terms on the board as a group and I will
give the students a moment to copy these definitions
into their toolbox before we put our iPads to the side
until the end of class.

Exercise: Relaxation and Imagination

In a large circle, students will lie down in the
Alexander Technique style. Knees bent and feet flat on
the ground about hip-width apart. Students will place
both of their hands flat against their stomach as we
begin with diaphragmatic breathing. In this exercise
we will begin with finding relaxation and then move
into a place of imagination.

1.) Students will stare at a spot above their head on the

ceiling. They will take a deep breath in to a count of
eight, hold it for a count of four, and then release it for
a count of eight. Repeat two more times. Students will
close their eyes, breathe in on a count of four, hold for
a count of four, and then release on a “shhh” for a
count of ten. Students will then close their eyes and
repeat this breathing exercise two more times.
2.) Starting with the toes, students will squeeze their
toes tight, hold the tension and release. We will repeat
this three times and then relax the toes. We will go
through the same procedure with our hands, allowing
them to rest on the floor beside us. We will repeat the
same process: tense, hold, release, repeat, relax with
each othe following body parts: legs, stomach,
shoulders.
3.) Students will open their mouths wide, holding the
tension and then releasing it three times. They will
scrunch up their face and release it three times.
4.) Students will tense their bodies, hold the tension,
and then release it.
5.) Students will return to the eight four eight breath.
6.) I will then read the students the Forest
Visualization Script.

Assessment Prompt for LA 2

Circle Discussion:
1.) How do you feel right now? Is it different or the
same as when we started?
2.) Where did you hold the most tension?
3.) What moments in your visualization stand out to
you as being particularly true or false?
4.) Is relaxation a helpful acting tool? Why or why
not?

Learning Activity 3

Exercise: Concentration

With their reading partners, students will count to

three trading off every other number. The objective is
to count as quickly as possible. As they proceed
through the game, they will experience different
levels. The levels are as follows:

Level 1: Normal Counting.

Level 2: The number “1” is replaced with a clap.
Level 3: The number “2” is replaced with a stomp.
Level 4: The number “3” is replaced with a snap.

Assessment Prompt for LA 3

Exercise: Number King

Students will learn the rules of Number King and

participate in a match. The objective is for the students
to become the Number King by demonstrating
exemplary focus.

Summarizing Strategy

Students will take their iPads and return to their seats in the house. They will navigate to their journals (whether
physical or digital) and respond to the following questions in the last few minutes of class:

How can I continue to exercise and develop my imagination? When did I find myself losing concentration
(what gets in the way of my focus)? Which of the two do I believe is more essential for the actor to be
believable on stage?

These questions will be displayed on the whiteboard as well as read aloud to the class.