Lesson: Emotional Acting Class

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Lesson Objective

Students demonstrate comprehension of emotional vocabulary and strategies via improvisational acting

Lesson Plan


Vocabulary Notebook

Equity sticks

Vocabulary List

Attached Powerpoint

Computer with projector




9-10LA2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

9-10LA3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.


Anticipatory Set:

Begin by reviewing vocabulary. Display words from the Project Vocabulary Notebook on the board or in a pocket chart.  Roll dice and call on students using the following code:

  1. Definition
  2. Part of Speech
  3. Example
  4. Non-example
  5. Sentence
  6. Partner’s Choice



Tell students that we are going to try to use everything we have learned about emotions, about acting, and about how to respond, by acting out emotions today. This will happen in three parts, and the more participation the better! (You might want to incentivize this, depending on your group.)


Vocabulary Brainstorm

Display attached PowerPoint and ask students to think of all the words they can that go on that spectrum. You can accept words that are not targeted vocabulary, but focus on trying to elicit unit vocabulary words.


Excellent Expressions

Use equity sticks to call students up. Project each slide behind them, and say the word they are supposed to interpret. When they do their best representation (facial/visual) , the class should signal thumbs up or thumbs down. If they get too many thumbs down, they have to try another one. The goal is for students to understand the words and be able to show emotions non-verbally.


Ready Responder


This is somewhat like Charades for emotional intelligence. Print out the vocabulary list, cut it up and shuffle it. Have one student stand at the front of the room. Call on another student using equity sticks, draw a vocabulary word and show it to the second student. The second student then approaches the first student, thinking of a scenario, and begins to enact the word without saying it. The other student has to respond appropriately (which also means identifying what is going on). The class once again gives the actor and the responder thumbs up and down, and if they get a down they have to try again to do a good job of acting and responding. 

Lesson Resources



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