Appendix 1
LESSON ORGANISATION
Year Level: 2 Date: 01/04/2020
Learning Area:
The Arts
Drama
Strand/Topic from the Australian
Curriculum
Exploration and experimentation of
four elements of drama to create
drama (ACADRM028)
Role (fictional character; listening
and responding in role)
Teacher’s Prior
Preparation/Organization:
 Prompting cards with
pictures of historic people
and characters to simulate
students’ imaginations
 A box with crayons in it
that match the colours
from the story
 I Did, They Did, We Did
self and peer reflection
sheet
LESSON PLAN
SCHOOL OF EDUCATION
Unit of Inquiry:
Lesson 1:
Teacher reads a simplified version of Shakespeare’s The Tragedy of Hamlet
to the students. The teacher then asks the students to think about the
characters and plot. The teacher then reads The Lion King to the students
and asks them to compare. In small groups students then re-enact the story,
from memory, taking turns with each role. The class then discusses how each
character was portrayed and the differences in their voice, movement and
role.
Lesson 2:
The whole class plays a game of Chinese whispers followed by a discussion
about how messages can be successfully or unsuccessfully expressed using
voice. Teacher reads The Lorax with emphasis on the characters voices
through dialogue. Students use sock puppets they made in a design and
technologies lesson to act out a variety of scenes with a focus on expressing
emotions through the use of voice. Students can work collaboratively or
independently.
Lesson 3:
Teacher reads Animalia by Graeme Base, throughout the book teacher asks
key questions about animals and their differences in movement. In small
groups students then play charades and attempt to guess what animal the
other person is acting out. In the same groups students than play a game of
family freeze frames acting out different scenes.
Lesson 4: This Lesson.
Lesson 5:
Teacher reads Alexander and the Terrible, Horrible, No Good, Very Bad Day
By Judith Viorst followed by a think pair share about the different situations in
the book. The whole class plays a few games of 1 word stories creating
different situations. Then the class will be split in two and both halves will play
Space Jump. Students will then form groups (which will be used for the final
summative assessment) and select a book and experiment with the plot by
brainstorming different situations.
Lesson 6:
This lesson correlates with an English lesson, so students have an extended
amount of time to finalise their assessment. This time should be used by the
students to rehearse, act out and film their trailers. The students prior
planning has been conducted during the English unit of inquiry.
See assessment below
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Provision for students at Assessment:

educational risk:
 Prompting cards for students
that struggle with
improvisation
 Visual ques for students that
have difficulty paying
attention/remembering
Students’ Prior Knowledge:
Prior to this lesson students have
explored and reflected on the
dramatic skills of voice and
movement.
The final summative assessment for this unit of inquiry will be a video
developed by the students in pairs or groups of three. The video will
be a trailer created by the students using their iPads and will be
focused on a story that the students have looked at in class (either
Drama or English). The video must feature the same characters of
their chosen story, but the students can experiment with the setting
and plot. Students will be assessed on their ability to apply the
characters role into new settings and situations, part of what will be
assessed is the students use of voice and movement in the video to
portray the characters. Along with the video students will submit a self-
reflection on their video in which they will discuss their choices, in
terms of voice, movement, the setting, plot and characters, and why
they made those choices. The reflection can be written or filmed and
included at the end of the video. Students will be given an assessment
criteria checklist so that they know what they are being assessed on.
This assessment will also align with an English unit of inquiry centered
around narratives; Create events and characters using different media
that develop key events and characters from literary texts
(ACELT1593) Innovate on familiar texts by experimenting with
character, setting or plot (ACELT1833)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Identify the opinions and feelings of a character through role play
 Develop a response for a fictional character based on that character’s role in a story

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
10:00am Students are seated on the mat
The Day the Crayons
Read The Day The Crayons Quit focusing on the feelings and opinions of the
Quit by Drew Daywalt
characters in the story
Key Questions/Talking points
1) I wonder how _____ might feel if they were asked to _____?
2) _____ must be feeling _____ because _____.
3) I can see that _____ doesn’t like _____ I think they wouldn’t like
_____ either.
10:10am At the end of the book have the students think pair share discussing which
character was their favourite and why

Warm up Game: Who’s Driving

i) Students get into pairs
Prompting cards for
ii) Students line up in a straight line
students that struggle

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iii) The first pair of students are normal people, pretending to drive to with improvisation
school and have a brief (10sec) conversation e.g. “Oh I’m excited
to go to school today.” “Yeah math is my favourite subject.”
iv) Then someone says, “Who’s that in the mirror, it kind of looks
like…” and then says something such as vampires or scientists.
These students then move to the back of the line.
v) The next pair of students then enters and must take of the role of
what ever they were (vampires or scientists etc) and repeat the
process

Lesson Steps (Lesson content, structure, strategies & Key Questions):

10:20am Activity: A piece of artwork will be displayed on the board for everyone to see.
In their pair’s students will take on the persona of a particular crayon and
discuss with their partner what their (the crayon’s) opinion of the art is.
Crayon Box
1) In the same pair’s students find a space in the room where they can
see the board. While this is happening write up some key points on
the board such as what did the crayon say in their letter? How did the
crayon feel? Would the crayon like this art, why/why not?

2) Once the pair is quite and waiting the teacher hands out a box with
selected crayons in it.

3) Once all the groups have crayons each student will randomly draw a
crayon from the box

4) Display the (first) artwork on the board

5) Students have 30 seconds to roleplay with their partner talking from

the perspective of the crayon they have

6) Repeat step 5 and 6

Lesson Closure:(Review lesson objectives with students)

10:30am As the final piece of art is being displayed the teacher hands out the I Did, I Did, They Did, We Did
They Did, We Did self and peer reflection sheets self and peer reflection
1) Students use the crayons from the role play to fill out the sheet sheet
2) Once the students are done, they return their crayons to the teacher
along with the ITW reflection sheet
3) Students then prepare for recess

Transition: (What needs to happen prior to the next lesson?)

10:35am Students are lined up at the door with their hats ready for recess.

Assessment: (Were the lesson objectives met? How will these be judged?)
Students will fill out an I Did, They Did, We Did self and peer reflection sheet
using the crayons from the activity. The reflection will be used as a formative
assessment to see if the students were considering the opinions and feelings
of the characters and how they adopted the role.