Students will demonstrate their ability to move as if they were a different age by being able to identify what age-range each peer is acting out.
Materials Needed
You will need slips of paper with various numbers on it to hand to the students as they enter the classroom. You will also need various simple scripts for each student: 2 Simple Script Options:
Person 1: Hey Person 2: Hey Person 1: What are you doing here? Person 2: I could ask you the same thing. Person 1: I wanted to give you something. Person 2: What? Person 1: This
Person 1: Excuse me Person 2: Yes? Person 1: Did you see that? Person 2: I saw something Person 1: Are you going to do something about it? Person 2: Maybe
You will need a TV, DVD player and a copy of the first Harry Potter movie
Lesson Directions
Anticipatory Set/Hook As the students walk into the classroom, hand each of them a slip of paper with a number on it. Tell the students that they cannot show it to anyone!
TEACHING PRESENTATION:
• Ask students, “What are the differences between an old man and a baby?” • How they look • What they can do • How they move • How do they move differently? • Ask students how a teenager moves compared to a parent • So, different ages move differently. Why? • Muscles aren’t as limber when you’re older. • Have the students watch a clip from the first Harry Potter movie that includes the students and Dumbledore (a clip that includes as many ages as possible). • After watching the clip, ask the students what they saw. How did Dumbledore move differently than Ron? • Put the students into pairs. Hand students a simple script and give each pair an age to act out the script in. Give the students 5 minutes to prepare their script. • Have the students perform their scripts for each other. • Ask the other students “what did you see?” Have the students in the audience guess the age range of the students who did the acting. Ask them why they made the guess. What movements specifically clued them in to the age of the people doing the acting? • Tell the students that the number on the sheet of paper they received when they walked into class is their new age. Ask the students to pair up and tell them that they are going to act out the same script in their new ages. Give them 5 minutes to prepare. • Ask for volunteer pairs to perform their scenes. • Ask the class what they saw as the different pairs were performing.
CLOSURE:
What was difficult about moving as a younger or older person? Would knowing how and being able to move as a different age ever be valuable? When, where and why?
ASSESSMENT:
Students will be assessed on their participation in the different age scenes. As long as they make a good effort to act a different age, they will receive points for participation.
