Sequential Lesson Plan 4 for Stage 4 Drama

Stage 4 Topic Clowning Slapstick and falling

Length of lesson 85 minutes
Lesson Number in unit 4 /

Drama Learning Outcomes

Syllabus outcomes

4.1.1 identifies and explores the elements of drama to develop belief and clarity in character,
role, situation and action.

4.1.4: explores a range of ways to structure dramatic work in collaboration with others.

4.3.1: identifies and describes elements of drama, dramatic forms, performance styles,
techniques and conventions in drama

Quality Teaching Framework

Quality Teaching Elements Highlight the appropriate areas in columns 2 & 3

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding thinking
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.5 Metalanguage
something that requires active construction and requires students to engage in knowledge 1.6 Substantive
higher-order thinking and to communicate substantively about what they are communication
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement regulation
high & explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students & among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, & with multiple 3.3 Knowledge
ways of knowing all cultural perspective. integration

Identify the quality teaching elements and indicate how they are achieved within the lesson

Teaching element Indicators of quality teaching elements in the lesson

Intellectual Quality Students gain deep knowledge of specific aspects of the physicality
of clown performing. They engage in higher order thinking to apply
the skills learned in creating their own stage fight, thus
demonstrating deep understanding.
Quality Learning Environment Students are given high expectations, to work slowly with each
other in order build trust, and to take care of each other in the
exercises. In doing so, students provide each other with social
support.
Significance All students are included, and expected to participate.

Set up prior to lesson

Computer to projector for showing relevant video clips.

Lesson purpose
Explicit subject specific concepts and skills.
Falling and stage fighting

Time Teaching and learning activities Resources T/S

Centred /
focused
15 mins Lesson Introduction
Recap previous lesson content mime and
exaggerated facial and physical expressions.
Introduce todays lesson content falling and T&S
stage fighting.
Question students: what kinds of clown routines
do we see stage violence and falling in? What
clown routines have you seen that involve falling
and stage violence?
View Unarmed Stage Fight demonstration video:
https://youtu.be/gS8tTJwO8s0?list=PLcHNrf5zjo
hLCpRd04-t-95xZtlDJ3TFU YouTube videos
View Stage Combat Techniques Video (First 5
minutes): https://youtu.be/us0t1Gw21Xk
20 mins Falling for each fall, teacher will demonstrate, then
take students through each fall slowly, step-by-step,
then quicker.
Fall with both legs straight: T&S
1. Stand with feet turned out and shoulder
width apart. Bend the knees.
2. Bend knees further, into squatting
position, as if you are going to sit on the
floor.
3. Roll onto your bottom and back and slap
the floor with both hands (this breaks
your fall, and creates the sound of
falling). Finish with both legs straight out
and apart.
Fall with one leg straight:
1. Stand with feet apart. Lift one leg and
straighten. Bend the knee of the leg
planted.
2. Bend the knee further, lowering yourself
to squatting as before.
3. Roll onto your bottom and back and slap
the floor with both hands (this breaks
your fall, and creates the sound of
falling). Finish with one leg bent, and the
other straight and out.
Trip and fall:
 1. Catch your right foot behind your left
while walking and trip on yourself.
2. Trip and fall forward. Break your fall
with your hands and arms and make
sure you protect your face.
3. Slap the mat with your hands and allow
your arms to absorb the impact of the
fall by bending, as though you are doing
a push up on the way down.
4. Finally let the audience know you are all
right.

20 mins Slapping (two methods)

Get students into pairs. Teacher will first
demonstrate using on the pairs. Students will then
copy and practice, slowly at first, then quicker as T&S
they get more practiced. Pair will then swap over so
that both students have the chance to practice.
1. Pairs stand facing each other an arms width
apart. B puts their palm up under their
chin/cheek.. A brings their other hand up
towards Bs face, but slaps their hand. B must
throw the head back in reaction.
2. Pairs stand facing each other an arms width
apart. Start in slow motion. A brings their hand
up slowly towards Bs face, as if theyre going to
slap B, but stops just before making contact. A
does this several time, slowly, so they can learn
where to stop their swing, and so B can learn to
trust A. B should clap their hands at waist height
to make the slapping sound, and throw their
head back.

TIPS:
o B must make sure that whenever they
are slapped they throw their head back
in the right direction, to give the illusion
of impact.
o Partners should practice slowly, multiple
times, in order to build trust.
o In order to make it believable, the actors
must position themselves correctly so
that the audience does not see the
tricks.
15 mins Hair Pulling:
Students remain in their pairs. Teacher will first
demonstrate using on the pairs. Students will then
copy and practice, slowly at first, then quicker as T&S
they get more practiced. Pair will then swap over so
that both students have the chance to practice.
Make sure that students know that it is the
 victim, not the attacker, who is in control.
A makes a fist with their hand and places it on
top of Bs head. B then takes over and places
their hands on As fist.
In order to make the illusion work, B must now
do all the acting. B must wriggle, move, try to
get away, act as though in pain, etc. A must not
exert any control at all, or they may actually hurt
B.
This method can be used on nose or ears as well.
Allow students to experiment.
5 mins Other slaps, blows and falls
Head bonk
Bottom kick
Nose grab T
Foot stomp

TIP: Same rules apply as for above slaps and hair

pulling start off practicing slowly. Build trust in
each other. Slowly increase speed as manoeuvre
becomes more practiced and precise.
10 mins Putting it all together
Give students the remainder of the class in their
pairs to put together a short stage fight. Students
S
will have an additional 10 minutes at the beginning
of the next class to choreograph and practice for
showing to the class.

Extension Activities
If theres time, students can show their stage fights with the class. Additionally, students can give
each other warm and cool feedback (Assessment for learning peer assessment).

I will evaluate the students drama learning in relation to the learning outcomes in the follow ways:
Observation of students ability to
work safely with their partner to ensure that no one gets hurt whilst practicing and
performing stage combat techniques.
Perform an adequate reaction to the action of the fight.
Verbally identify safe stage fighting practices.