Before students can perform anything, they need to have a basic, working knowledge of stage layout and stage directions. Start by teaching the layout of the stage so that when they are given directions--for example, "cross to downstage left"--they will know to move to the front of the stage on their left-hand side. Remind them that these directions are given from the actor's perspective: Stage left and stage right refer to their left and their right, not the audience's. Tell them about blocking, which refers to an actor's designated movements on stage. This is also a good time to introduce students to the origins of theater, dating back to the ancient Greek civilization and Thespis, founder of the thespian tradition. Once students know basic stage directions, they are ready to begin acting.
Often, the first step in introducing students to acting is having them play improvisational, or improv, games. These games get students involved, and they are a good way to ease tensions so that students get used to working with each other. Improvisational games foster a tight-knit group of actors, which helps ensure that play performance will go more smoothly. Improv games are usually rapid and require quick, clever thinking. Try something like the Question Game, in which everyone lines up, and two students at a time stand and have a conversation consisting only of questions. When one of them messes up, that student moves to the back of the line, and the next student jumps in to start another conversation.
Once the actors are used to each other it is time to start acting. Preselect monologues or duet scenes from various plays. Aside from giving them stage experience, this is also a good way to introduce students to important playwrights. Choose monologues or scenes from writers like William Shakespeare, Noel Coward, Niel Simon, Christopher Durang, Tennessee Williams and other writers who have been influential to theater throughout the ages. These scenes and monologues should be about one to 2 minutes long. Assign each student a scene or monologue, and try to pair each of them with something that will both interest them and challenge them. Have them rehearse these selections over a few class periods, and give them direction. On a predetermined date, have the students perform their pieces for the rest of the class.
After students are comfortable performing scenes and monologues they should be ready to try performing a play together. Select a one-act play that will fit within the time constraints of the class period. Try to choose a play that already provides enough roles for every student, or one that can be easily adapted to allow for more students to participate. Ask if any students would like to volunteer to control the lights and sound, or design the set rather than act. This could be a good introduction to theatrical tech and backstage work, if any students were interested. Hold auditions, and cast everyone. Designate several weeks for play rehearsal, and tell them their blocking and stage directions. Get basic costumes from thrift stores, and have students help put together a very basic set. Invite other teachers to bring their classes to watch the performance. Let the students perform their play for the audience. After successfully performing a small play together, students should be ready to move on to full-scale productions and more advanced acting techniques.