Grade 7 Movement Unit (Drama)

Drama 7
Tom Baines School
4 Lessons
Movement
Michele Martyn
Unit Overview
Lesson 1
TSW respond to a given narrative through movement.
movement domino, exploring limb movement, e.l.m. partners, story domino (in circle),
story domino in perf. order, story domino scattered, story response to partners
By the end of this lesson, students will have practiced interpreting portions of a
narrative through movement
**stories to read aloud**
Lesson 2
TSW respond to a series of images and music through movement.
warm up – “yoga” & exploring limb movement (with partners), story domino (in circle),
music domino – including “private studio” moments, music domino in perf. order, image
domino in perf. order, image domino scattered, image response to partners
By the end of this lesson, students will have practiced interpreting images and
music through movement
**powerpoint with a series of images, playlist of instrumental music, story to read
aloud**
Lesson 3
TSW demonstrate control over body movements through exaggeration, and create an
original narrative
warm up – “yoga” & exploring limb movement (with partners),slow motion movement
domino, slow motion tag, slow motion story domino (same story as Lesson 2), theme of
the unit: Adventure! – tell Adventure story from my past, determine important parts of
the story (Beginning, Middle, End, rising action towards final climax), distribute planning
sheets, solo story planning
By the end of this lesson, students will have displayed control over their bodies
through slow motion exercises, as well as created a narrative for their
performance
**planning sheets, story to read aloud, “Adventure story”**
Lesson 4
TSW create a short movement piece representing an original narrative in sync with
chosen music
warm up – “yoga” & exploring limb movement (with partners), distr. planning sheets,
structured movement planning, sampler performance (with lights)
By the end of this lesson, students will have created a narrative with a beginning,
middle & end from an image prompt, and created a corresponding movement
piece with music

**planning sheets, images to respond to, music**
Lesson 5
TSW perform a short movement piece representing a created narrative in sync with
chosen music
warm up – exploring limb movement, physically ready, mentally ready, performances,
stars and wishes
By the end of this lesson, students will have performed their movement piece for
the class
**planning sheets, music, self-assessments**

Teacher: Michele Martyn
Grade: 7B
Time: 1 hour 42 minutes
Lesson: Movement Introduction
Subject: Movement
Date: March 20, 2014
GLOs: students will
develop the ability to initiate, organize and present a project within a given set of
guidelines
develop the ability to interact effectively and constructively in a group process
develop the body and voice as tools of communication
become familiar with dramatic terminology and script format
SLOs: students will
Movement:
2. move within personal and shared space
5. move individual body parts
6. practice proper posture
12. use levels
14. create shapes with the body
16. freeze movement
Learning Outcomes: students will
1. discover movement potential of individual body parts
2. create different images with their bodies, individually and in groups
3. interpret sentences into movement
Assessments:
Classroom observation (1,2,3)
Materials:
“How to Train Your Dragon”
“Percy Jackson & the Lightning Thief”
Words from a hat
Procedure:
Introduction (10 min):
Attendance/Question of the Day
Introduction to Movement (12 min) (LO#1)
We’ve just wrapped up our Tableau Unit, so now we’re going to move from
frozen pictures, to moving ones.
Before we do any movement, we need to make sure that this is a safe space.
That means you always need to be aware of your surroundings (people, walls,
chairs, curtain, etc.)
Warm up – yoga-type stretching (mountain, forward fold, downward dog, warrior,
downward dog, warrior, downward dog, child’s, upward dog, downward dog,
forward fold, mountain pose)
First, exploring individual body part movement (bringing it more into movement
field, and farther away from disco dancing)
Start out just

moving right pointer finger. See how moving your right pointer finger can make your
right wrist move, then right elbow, moving all the way to your feet. By the end of this,
students’ entire bodies should be moving, led by their right pointer finger.
Repeat, leading with left foot (entire body moving, led by foot).
Repeat, leading with head (entire body moving, led by head).
Now, students will “choreograph” their first “movement piece”. In partners, students
repeat previous exercise, but Student A instructs Student B which body part to lead with
(first the left ear, then the right knee, then the nose). Switch.
Congratulations! You’ve choreographed your first movement piece!
Creating Shapes with our Bodies (15min) (LO#2)
This is a nice introductory activity to interpreting sentences, because students just need
to interpret a single word. The game is “Flamingo”
Have the students start walking around the room at a leisurely pace, using the space,
but not bumping into each other or hiding in the nooks and crannies. After  10
seconds, have the students freeze wherever they are in the room, and have them take
note of where they are standing, they will have to return to this exact spot later.
Whenever you call “flamingo”, students must return to this spot and strike a “flamingo”
pose (however they choose to interpret that). Students will hold this pose until you
instruct them to continue walking. As students walk around, call out “flamingo!” to have
them return to those spots. As time progresses, have them freeze elsewhere, taking
note of where they are, and create a motorcycle with a partner. Now you have 2 words
to call out. Add in new positions & objects that students can create (ex: sun (individual),
submarine (4 person), lion (individual), dinosaur (3 person), pirate ship (the whole
class). As students improve, you can raise the stakes by making this an elimination
game (if you choose), where the last person/pair/group to create their object is
eliminated until you have a winner.
Interpreting Words into Movements (15 min) (LO#3)
Students move into a circle for Domino
Now instead of creating a frozen shape for a word, we’re going to create a movement
that we can repeat
Pick words from a hat – start with every student having a different word, then one word
for every other student, then one word for half the circle, then one word for whole circle
The key is to make sure that the movements are different (the last word should be an
adjective or something that is open to more interpretation)
Interpreting Sentences into Movements (30 min) (LO#3)
Explaining to students the different components of sentences that you can interpret into
movement
I find it easiest to write a sentence on the board (from the book), and identify the
nouns, adjectives and verbs.
Verbs are the easiest to translate into movement, because they are action words
Next are the nouns, because you just turn your body into the shape of the noun
(a lion, a telephone, etc.)
Adjectives are a bit harder to interpret into movement, because it’s not as literal.
That also means that this is where we can open our movement up to artistic
interpretation! What might a soft movement look like? A harsh movement? A loud
movement?

Have students line up, facing SmartBoard. Each student will interpret one sentence into
movement from the book, in order down the line.
Begin with Domino action, getting everybody involved and paying attention to what
other students are doing.
Move on to students performing action down the line, without the repetition
Students scattered throughout room performing in numbered order.
Congratulations! This was the class’s first movement performance!
Interpreting Music into Movements (19 min)
Circle for Domino with Music (have playlist prepped)
Another thing that inspires movement is music.
When you’re listening to music, it may be fast or slow, smooth and connected or quick
and disjointed, happy or sad or scary. Movement can show this. So whatever your
movement is for the music, I should be able to tell what kind of song is being played just
from watching your movement.
Start with just one song per student. Move on to domino-domino-own thing.
Try to get to where students are all just interpreting songs on their own without paying
attention to what the other students in the class are doing/getting out of their bodies.
Closure (5 min)
What are the different ways that we moved our bodies today?
What did we interpret into movement?
What were the easy things to interpret? Was there anything that was difficult to
interpret?
Has anyone ever seen a movement performance before? (ex. mime, dance)
After spring break, we’ll be creating our own movement pieces!

Teacher: Michele Martyn
Grade: 7B
Time: 62 minutes
Lesson: Moving to Music
Subject: Movement
Date: April 2, 2014
GLOs: students will
Extend the ability to think imaginatively and creatively
Develop the body and voice as tools of communication
Become familiar with disciplines that enhance dramatic process
SLOs: students will
2. Demonstrate awareness of personal and shared space
3. Use physical relaxation techniques effectively
5. Move individual body parts
7. Demonstrate awareness of his or her own body and its movement potential
8. Display increased freedom of movement
9. Travel through space in a variety of ways
11. Use directions and pathways
18. Create movement in response to music
Learning Outcomes: students will
move in response to various musical cues
move their body in a variety of ways
Materials:
playlist
Assessments:
Classroom Observations
Procedure:
Introduction (10 min)
Warm Up (10 min)
Stretch bodies (mountain-forward fold-downward dog-warrior-downward dog-warrior-downward
dog-forward fold-mountain)
Move individual body parts (finger, hand, arm, head, other arm, foot, leg, whole body)
Move whole body around the room – don’t follow anyone, completely on your own (all
your movements should be fluid and curved, nice and leisurely; moving quicker; sharp
angles & straight lines; you weigh 400 lbs, carrying all that weight, your joints can barely
hold up under the pressure; you’re an Olympic track star, light on your feet and quick to
move; you’ve been wandering the desert for 4 and a half days, you haven’t had
anything to eat or drink, you haven’t seen anyone)
Moving to Music (35 min)
Have the students sit down, spread out around the room. Have all students close their
eyes, play the first song. Have students just listen to the first 15 seconds of the first
song. Pause song, have students stand up. Students will need to move across the room
as inspired by the song – Start song, when all students have moved across the room,
change songs. Give five seconds to listen, then have students move. (10 min)
Have students standing off stage left and right. Play song, have students move onstage
one at a time as inspired by song (lined up, once the person ahead of them reaches CS,
they can begin to move onstage)

Repeat with different song (different vibe) (10 min)
Students in groups of 3-4. All students will be using the same music as inspiration. One
student to enter onstage at a time, remaining on stage until each performer is onstage.
All your movements should relate to each other (not repetitive, just related). Each
student to exit stage one at a time. Constant movement onstage, only noise is the
music. Should only be approx. 45 seconds (tops)
Show performances, stars & wishes.
Repeat with different song, different vibe (15 min)
Closure (7 min)
Play calming song
Have students find own spot in the room & lie down
Breathe in & out
Why are we doing this? (relaxation techniques, calming ourselves down, preparing to
move to next class)
What kinds of things did we do in class?
Why were we doing those exercises? What were we learning?

Teacher Michele Martyn
Grade 7B
Time 1 hour 42 minutes
Lesson Images & Pre-Production
Subject Movement
Date April 7, 2014
GLOs students will
Develop the ability to initiate, organize and present a project within a given set of
guidelines
Develop the ability to interact effectively and constructively in a group process
SLOs students will
Movement
2. Demonstrate awareness of personal and shared space.
3. Use physical relaxation techniques effectively.
4. Recognize the need for and demonstrate warmup activities.
5. Move individual body parts.
6. Use proper posture.
7. Demonstrate awareness of his or her own body and its movement potential.
8. Display increased freedom of movement.
9. Travel through space in a variety of ways; e.g., running, creeping and jumping.
10. Use varying speed of movement.
11. Use directions and pathways.
12. Use levels.
13. Control focus and energy in movement and gesture.
17. Use movement to communicate non-verbally.
18. Create movement in response to music.
19. Translate sounds, words, images, and emotions into movement.
Learning Outcomes students will
respond to images through movement
display control of their bodies through exaggerated movement (slow motion)
create an original narrative
Materials
movement powerpoint
playlist of instrumental music
Movement Narrative worksheet
Movement Performance Rubric
Shadow Theatre video
Assessments
Classroom Observation
Narrative worksheet
Procedure
Warm Up (10 min)
dog-forward fold-mountain) why is warming up important?

Today we’re going to be in the Actor’s Studio. – difference between studio & stage is the
lack of audience. We’re not performing for anyone, we’re not giving anyone an
audience, we’re just working on our own. The studio is a safe space to explore.
anything to eat or drink, you haven’t seen anyone) Sidecoaching – slow motion for each
Repeat with different song (different vibe)
Images (35 min) (LO#1)
Bring first powerpoint image up.
What is this an image of? What is the character doing? How is the character feeling?
What is the character’s name? Is the character going somewhere? What happened right
before this picture was taken? What happened right after this picture was taken? (Get
some answers aloud from students) (3 min)
Have students stand up (still spread out around the room).
Show second image (should still be a single character image).
Think in your head…(same questions as above) (2 min)
Now show me what this character was doing right before the photo was taken. Now
move through the moment that the picture was taken to what happened right after the
picture was taken. (2 min)
REMAINDER OF EXERCISES IN SLOW MOTION (LO#2)
Show third image (should still be a single character image), repeat steps. (4 min)
Repeat with single character images until students seem to understand the exercise.
Stretch/Shake it out, walk around the room. Grab a partner (whoever is closest) (1 min)
Show first 2-character image. In your partners, decide what is going on in the picture,
what happened right before the picture was taken, and what happened right after the
picture was taken. (2 min)
Show me the progression. (30 seconds)
Switch partners up, show second image. You only get one minute to decide what the
progression is. Show me. (2 min)
Switch partners. No more talking. Show third image. Give time for students to practice
progression, then show progression.
Repeat as effective. (3 min)
Stretch/Shake it out, walk around the room. Groups of 3
Show first 3 character image, decide what’s going on. (2 min)
Show me the progression. (30 seconds)
Switch groups, show second image. Only one minute to decide what’s going on. Show
me. (2 min)
Switch groups, no talking. Show third image. Give time to practice, then perform.
Repeat as effective. (4 min)

Stretch/Shake it out, walk around the room. Groups of 4.
Show first 4 character image. We’re still not talking. Figure out as a group what’s going
on, and show me.
These ones should be performed for class, stars & wishes. Repeat as effective. (7 min)
Relax for Story Time (17 min)
Have students find their own space in the room. Lie down. Make sure you’re
comfortable, (students may need to straighten out/bend legs). Close your eyes. Breathe
in, breathe out. Tighten every part of body, one by one. Now let go. Let all the tension
seep out of your body into the floor. Feel your body sinking into the floor. Students to sit
up when ready. (7 min)
Have students gather for story time – Angela’s Airplane (5 min)
Go through story plan as a class, with book as example. (Beginning/normal, Initial
Incident/something happened, Rising Action/Gets Worse, Climax/I couldn’t believe it,
Resolution/All was well).
Movement Performance Prep (32 min)
Put in groups of 3 for Projects, give them planning sheet & rubric. Write on board the 10
things we’re looking for. Have students begin writing their stories. Give them 6 minutes
to work on story, then begin planning out movement. Check on story progress as a
class (What’s your group’s beginning? Initial Incident? etc.)
Allow them 8 minutes to work on movement
Show Shadow Theatre video (3 minute) as example of ways to create shapes with our
bodies in a movement piece – we won’t be using shadows, but you can see how it
works
Try and create at least one moment like the ones we saw in the video.
Continue work, making sure students are writing down choreography.
As students are working, pull aside one group at a time to choose music (thinking about
mood & story)
Showcasing excellent moments (getting students to recognize)
Show me one moment where you’re creating a shape with your bodies (not a person,
more than one performer involved)
Closure (5 min)
Repeat relaxation exercise.
Students sitting up: what kinds of activities did we do in class today? why do you think
we were doing them? why is relaxation important?

Grade 7B
Lesson Movement Planning
Subject Movement
Date April 10, 2014
GLOs students will
guidelines
SLOs students will
Movement
12. Use levels.
create an original narrative & communicate it non-verbally
Materials
Planning Sheets
Rubrics
Empress of Ireland story – picture & music
Assessments
Observation
Planning Sheets
Procedure
Warm Up (15 min)
Today we’re going to be in the Actor’s Studio. – difference between studio & stage is the
lack of audience. We’re not performing for anyone, we’re not giving anyone an
audience, we’re just working on our own. The studio is a safe space to explore.

- Slow Motion –
anything to eat or drink, you haven’t seen anyone) Sidecoaching – slow motion for each
Repeat with different song (different vibe)
Story Time & Rubric (15 min)
Have students gather for story time – The Empress of Ireland (5 min)
What were the different parts of this story?
Go over rubric as a class – what would all of these look like? (Exemplary – everyone in
the group shows understanding of concept, Proficient – two of you get it, Satisfactory –
one of you gets it, Limited – you’re all there, but you don’t get it, Experiencing Difficulty
– you haven’t shown me any evidence of this)
Rehearsals (60 min)
Give students time to finish writing their stories, begin planning movement (5 min)
Have students begin working through first beat, second beat, third, fourth, final.
As students have story planned and begin planning movement, call groups up one by
one to begin choosing music (what kind of a feel are you looking for, do you have
anything in mind?) (should take about 20 min in total) Have students write title of song
on planning sheet
Have students begin running their performances, showing exemplary moments.
Are there any more moments where you can create images with your bodies onstage?
What about different speeds or types of movement to emphasize a moment? (10 min)
Let’s run through in slow motion. Go as slow as you can, really think about everything
your body is doing. (10 min)
Pair groups up, show scenes to each other. Tell the group what you think their story
was, do stars & wishes (15 min)
Closure (4 min)
Next class we’re going to be performing these pieces. What do we need to do in order
to be prepared for that? (Blacks/Music if they are bringing it)

Grade 7B
Lesson Movement Performance
Subject Movement
Date April 15, 2014
GLOs students will
guidelines
SLOs students will
Movement
12. Use levels.
perform a movement piece, communicating a narrative non-verbally
Materials
Planning Sheets
Rubrics
Instrumental Playlist
Assessments
Rubrics (Self & Teacher)
Procedure
Warm Up (15 min)
Rubric & Framework (5 min)
Go over different sections in rubric (whole stage, different levels, shapes with bodies,
communication, etc.)
What does Satisfactory look like? What does Exemplary look like?

Order for performance (House lights down, stage lights up, music up, entrance, title
tableau, starting positions, performance, freeze, curtain call, exit, stage lights down,
house lights up, music down)
Title Tableau (5 min)
Give students opportunity to rehearse title tableau
Rehearsals (25 min)
1. Groups run through performance regularly (refresher)
2. Groups run through performance in slow motion (why would I have you go through
perf in slow motion?)
3. Begin playing the different songs for each group, announcing which group’s song is
playing, so that students can have a rehearsal with their music.
Students should have run through performances multiple times by this point.
Mentally Ready (5 min)
Now that you’re physically ready, let’s get ourselves mentally ready. What are some
techniques that we’ve used before to get ourselves focused and relaxed? (breathing,
lying down, visualizing the performance)
Go through those exercises. –Start with students lying down, eyes closed. Tensing up
every muscle, then releasing. Letting all the tension float into the floor. Breathing in &
out. Visualize the performance. Tell the story in your head.
Performances (40 min) – gives about 5 min to each group
Groups to perform
Go over audience behaviour & reminder of things we’re looking for
Stars & Wishes & Self-Reflections
Closure (2 min)
This was my last class with you! Excellent job with the movement unit!

Whole stage
Exemplary Proficient Satisfactory Limited Exp. Difficulty
Whole body movement
Use of levels
Variety of types of movement
Variety of speeds of movement
Controlled, deliberate movement
Different shapes created (not just people)
Moments of stillness
Communicates the story
Music to fit the mood & story of piece
2 Stars & A Wish:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I Wish….-
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Story Beat Narrative Plan Movement Plan
Beginning:
“All was well…”
What is normal?
Initial Incident:
“When all of a sudden…”
What changed?
Rising Action:
“And then…”
How is the story building?
Is the problem getting
worse?
Climax:
“I couldn’t believe it…”
What was the most
important, intense moment?
Right before the adventure
resolved itself.
Denouement:
“All was well…”
What is the new normal?

Grade 7 Movement Unit (Drama)

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