Showtime Presentations

Overview

In this final session of the unit Dramatic Beginnings: Theatre Exploration, 6th graders will actively present the scenes they collaboratively created in the previous lesson. Students will practice essential presentation skills such as voice projection, body language, and stage presence. The lesson culminates with a guided reflection to deepen understanding of collaboration and performance in drama. The lesson aligns with Common Core standards as well as Theatre Arts standards intersecting with speaking and listening competencies.

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Common Core State Standards Alignment

Speaking & Listening (CCSS.ELA-LITERACY.SL.6.4, SL.6.5, SL.6.6)

• SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions and facts with appropriate volume and clear pronunciation.
• SL.6.5: Include multimedia components and visual displays in presentations to clarify claims and findings when appropriate.
• SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Theatre Arts Standards (National Core Arts Standards: Theatre)

• TH:Pr4.1.6: Perform using voice, body, and imagination to interact in role with others.
• TH:Re8.1.6: Reflect on the processes and performances to identify strengths, areas for improvement, and strategies for future performances.

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Learning Objectives

By the end of this 30-minute lesson, students will:

1. Present their collaboratively created scenes with clear voice projection, expressive body language, and confidence.
2. Demonstrate awareness of their audience and adapt delivery accordingly.
3. Reflect thoughtfully on their experience in creating and performing scenes, articulating insights about collaboration and dramatic arts.

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Materials Needed

• Scripts or scene notes from previous lesson
• Open performance area or stage
• "Reflection Journals" or paper for students to write on
• Timer or stopwatch
• Optional: simple costume pieces/props for enhanced presentation (teacher-provided or student brought)

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Lesson Activities Breakdown

1. Warm-Up: Voice & Movement Activation (5 minutes)

• Begin with a quick ensemble exercise focusing on voice projection and clear diction:
  • Practice saying a short phrase or line with increasing volume while remaining understandable.
  • Use a “mirroring” movement activity to energize body presence and expressiveness—partner pairs mirror each other’s simple gestures to build focus and physical awareness.
• Explanation: Reinforce the connection between controlled breathing, posture, and vocal clarity for effective presentation.

2. Scene Presentations (20 minutes)

• Organize students into the same small groups that created scenes earlier (4 groups of 5 students).
• Each group will perform their scene once. Allocate approximately 4 minutes per group (including setup).
• Teacher and peers observe, focusing on:
  • Voice projection and clarity
  • Use of body language and facial expressions to communicate emotion/intent
  • Group collaboration and stage presence
• While not interrupting, teacher silently notes strengths and areas for improvement to share during reflection.
• Encourage respectful audience behavior: attentive listening and positive support.

3. Reflection & Group Discussion (5 minutes)

• Gather students in a circle after performances. Use guided questions to encourage metacognition:
  • What did you enjoy most about preparing and performing your scene?
  • How did working together help your performance?
  • What did you learn about using your voice and body to express a character?
  • If you did the scene again, what would you do differently?
• Invite 2-3 students to share reflections aloud.
• Distribute reflection journals where students jot down a quick response to one reflection question as an exit ticket.

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Assessment

• Formative: Observations during performance of voice, body language, and collaboration skills.
• Summative: Written reflection answering prompts that demonstrate understanding of performance experiences and collaborative learning.
• Teacher rubric criteria: Clarity of speech, expressiveness, cooperation in group performance, and thoughtfulness in reflection.

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Extensions & Tips

• Consider videotaping scenes (with permission) so students can watch themselves and self-assess.
• To integrate technology, students may create a brief promotional poster using simple digital tools advertising their performance for a class showcase.
• Use improvisation as a warm-up before presentations to ease nerves and increase spontaneity.

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Teacher Reflection

Post-lesson, consider which groups needed more support in projection or collaboration and plan scaffolded activities for those skills in future lessons. Reflect on student engagement and adapt warm-up or reflection strategies to maximize student voice and confidence.

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This carefully structured 30-minute lesson provides a dynamic and supportive environment for 6th graders to showcase their learning journey in drama, fulfills key Common Core speaking and listening standards, and fosters both artistic and interpersonal growth.