Introduction to Drama

Overview

This 40-minute introductory drama session is designed for 9th grade beginners and aligns with the Common Core State Standards (CCSS), particularly focusing on speaking, listening, and language. The lesson introduces students to fundamental drama concepts, engaging them in performative storytelling and collaborative exercises that build confidence and analytical skills.

Learning Objectives

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

Define key drama terms such as “improvisation,” “character,” and “environment” (CCSS.ELA-LITERACY.RL.9-10.4)
Demonstrate basic improvisational skills in a short performance (CCSS.ELA-LITERACY.SL.9-10.1)
Listen actively and provide constructive peer feedback (CCSS.ELA-LITERACY.SL.9-10.1.B)
Collaborate in a creative setting to develop a simple dramatic scene (CCSS.ELA-LITERACY.SL.9-10.1.C, CCSS.ELA-LITERACY.SL.9-10.1.D)
Use descriptive language to articulate character motivations and setting (CCSS.ELA-LITERACY.L.9-10.1, CCSS.ELA-LITERACY.L.9-10.3)

Materials Needed

Open classroom space for movement
Index cards with words or simple scenarios
Whiteboard and markers
Journal or notebook for student reflection

Time Plan & Activities

1. Warm-Up & Introduction (5 minutes)

Welcome student and briefly introduce the course purpose: exploring self-expression and storytelling through drama.
Explain key vocabulary on the whiteboard: improvisation, character, environment. Use age-appropriate, clear definitions.
Quick icebreaker: “Mirror Game” — student mirrors teacher’s slow movements to build focus and trust.

2. Mini-Lecture: Basics of Drama (5 minutes)

Briefly explain: What is improvisation? Why is it important in drama?
Introduce the idea that drama tells stories not only with words but with body language and emotion.
Use examples from pop culture that 9th graders can relate to (e.g., scenes from popular TV shows or movies known for strong acting).

3. Improvisation Exercise (15 minutes)

Activity: Draw an index card that describes a character or scenario (e.g., “an anxious detective” or “a surprise birthday party”).
Student improvises a short 1-2 minute scene based on the prompt, focusing on expressing character traits and responding naturally to imagined environments.
Teacher models first to demonstrate encouragement and risk-taking.
After each improvisation, discuss briefly: What choices did the student make to show character and setting?

4. Peer Feedback & Discussion (8 minutes)

Teacher guides student to reflect on their own work: What felt easy or challenging?
Student provides one specific positive feedback point for each improvisation.
Discuss how listening and respect in feedback strengthen drama collaboration.

5. Reflection and Journaling (5 minutes)

Student writes in their journal: “What did I learn about myself in drama today? How did I use my voice and body to tell a story?”
Teacher collects journals at the end or invites oral sharing if time allows.

Assessment

Formative assessment through observation of improvisation skills and participation.
Review of student journal reflections for understanding of drama concepts and personal expression.
Feedback quality during peer discussion to evaluate active listening and respectful communication.

Alignment with Common Core State Standards

Standard	Description	Lesson Connection
CCSS.ELA-LITERACY.SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics.	Peer feedback and discussion section.
CCSS.ELA-LITERACY.SL.9-10.1.B	Work with peers to set rules for collegial discussions and decision-making.	Modeled respectful communication during peer feedback.
CCSS.ELA-LITERACY.SL.9-10.3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	Analyzing character motivation during improvisations.
CCSS.ELA-LITERACY.RL.9-10.4	Determine the meaning of words and phrases as they are used in a text.	Defining drama vocabulary and applying meaning in improvisation.
CCSS.ELA-LITERACY.L.9-10.1	Demonstrate command of standard English grammar and usage.	Use of descriptive language to articulate character and setting.

Teacher Tips & Extensions

Encourage risk-taking by positively reinforcing all attempts to create and perform.
Integrate students’ cultural backgrounds by inviting them to select or create characters from diverse stories.
Use video recordings (if possible) for self-assessment in future lessons.
Future lessons can build on this foundation by introducing scripts, stage directions, and technical aspects of drama.

This lesson’s combination of vocabulary building, improvisation, and reflection is designed to engage 9th-grade beginners fully and to lay a robust foundation for deeper dramatic study while meeting rigorous Common Core standards.

Teaching Instructions