EEA411DramaAT1

LisaDam212073307

EEA411
Assessment Task 1

PRIMARY DRAMA
UNIT

by
Lisa Dam
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Introduction:
When teachers and students engage in storytelling, skills and knowledge
about drama and the world in which we live are extended, spirits are
nurtured and confidence and self-esteem grow. (Carlton 2004, p.38)
During the course of the following outlined lessons, Year 6 students will study the
text The Little Refugee (Do & Do 2011). The study of this text will incorporate
the following; an investigation into the story the pictures tell in the text,
developing collaborative understandings of the picture story (in small groups)
through role-play, and the presentation of their groups role-plays to the class.
This series of lessons incorporates several different topics in the curriculum such
as; students Drama skills and knowledge (with a focus on drama elements such
as; role, focus, tension and symbol), English skills, Asia and Australias
engagement with Asia and also strengthening students Interpersonal
Development skills.
This process requires students to collaboratively produce a short role-play which
mirrors the texts set storyline complete with an introduction (giving the story
context), middle (conflicts or idea presentation/deliberation) and end (resolution
to the story line). Students will therefore be given the opportunity to further
develop the following dramatic skills; dramatic action, empathy and space
(ACADRM035 - Australian Curriculum, Assessment and Reporting Authority
[ACARA] 2014a) in conjunction with creating characters, mood and atmosphere
(ACADRM036 ACARA 2014a).
This activity additionally assists in developing students English skills such as can
be found in the following English Standards (Victorian Curriculum and
Assessment Authority [VCAA] 2014a);

Participate in and contribute to discussions, clarifying and interrogating

ideas, sharing and evaluating information, experiences and
opinions (ACELY1709)

Use comprehension strategies to interpret and analyse information and

ideas (ACELY1713)

Students are also given the opportunity to explore different experiences for
people living outside of Australia. As the text depicts a refugees journey from
Vietnam, it allows students to explore the cultural differences between Asia and
Australia as well as the ways in which Australians of Asian heritage have
impacted our society which incorporates the cross curriculum priority (as
outlined in the Australian Curriculum in OI.1 & OI.8 ACARA 2014b) of Asia and
Australias engagement with Asia cross curricula priority.
Also embedded within this series of lessons is the potential for students to
further develop their Interpersonal Development skills (VCAA 2014b) through
working collaboratively with their classmates to create their interpretation of the

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text. The text itself also offers a representation on what it is like to be different
and not fit in.
The overall aim of this unit is to allow students the opportunity to further develop
their knowledge skills in drama, enrich their English skills in presenting work and
comprehension and to develop an awareness of Asian heritage and its impact on
Australia.

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Lesson Plan 1 for Drama Lessons

Year level:

Lesson duration (mins.):

50 minutes

Title of lesson:
Exploring the pictures of the text The Little Refugee
Prerequisite knowledge:
Students have been introduced to the elements of drama in previous lessons.
Students are familiar with producing short role-plays in class.
Links to future lessons:
This is the first in a series of three lessons investigating The Little Refugee.
Resources required:

The text The Little Refugee by Shaun Tan all words in this text should be
covered so only the pictures can be seen.

Butchers paper

Marking pen

Set up of space
Large, open room clear of any potential trip hazards would be ideal for this activity. This
will allow students to move around the room freely.
Attachments:
Freeze & Justify- Appendix 1
Circle Stories - see Appendix 2

Lesson Introduction (whole class focus) 10 minutes

Learning activities, key questions and teacher explanations:
Reiterate behaviour expectations of students.
Explain the rules to Freeze& Justify and play (see Appendix 1).
Main Component of Lesson 30 minutes
Learning activities, key questions and teacher explanations:
Discuss with students the tools a Story-teller needs including the following factors:

Voice

Pace

Pause

Volume

Pitch

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Tone/emphasis

Eye contact

Facial expression, gestures and movement

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Brainstorm explanations of these with students on butchers paper for future reference.
Examine the text The Little Refugee with the students ensuring that the words are not
visible.
Explain to students that the purpose of this class (and the next two classes) is to create
a role-play based on the illustrations provided in the text that they will become
Story-tellers.
Examine the text with the students asking questions like:
How do you think this character might be feeling? Why?
Where do you think this story is set? Why?
What could he be thinking in this picture? What makes you think that?
Go through the book, examining each page of the text again with the students,
brainstorming what might be occurring on each page record these on the butchers
paper for future reference. Encourage lots of different ideas from students - the point of
this is to stimulate ideas not have a definitive explanation for each page. During this
process record student names next to their comments this will provide information for
assessment purposes.
Once completed looking through the book as a class, put it aside and let the ideas
ferment.
Lesson Conclusion 10 minutes
Learning activities, key questions and teacher explanations:
Ask the students to keep the story and its images fresh in their minds as they play the
next game.
Play Circle stories see Appendix 3.
NB. Give students a starting point relevant to the text One I day I was
scared/lonely/isolated.
Assessment of students learning:
1. Anecdotal notes on the following criteria:

Student participation

Discussion involvement

Interpretation of the text

Teamwork

2. Student participation during the brainstorming session provides information of

student understanding/comprehension.

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Lesson Plan 2 for Drama Lessons

Year level:

Lesson duration (mins.):

50 minutes

Title of lesson:
Creating role-plays to reflect images in the text The Little Refugee
Prerequisite knowledge:
Familiarity with the pictures in The Little Refugee (Do & Do 2011)
Storytelling tools
Links to previous/future lessons:
Following lesson(s) will include with presentations of role-play that is being formed
during this lesson.
Resources required:

The text The Little Refugee by Anh & Suzanne Do all words in this text should
be covered so only the pictures can be seen.

Brainstorming posters from previous lesson storyteller tools and The Little
Refugee possible storyline.

Interactive whiteboard/display area.

Set up of space
Large, open room clear of any potential trip hazards would be ideal for this activity. This
will allow students to move around the room freely.
Attachments:
Pass the Emotion Appendix 3
Storyteller Self-evaluation tool see Appendix 4
Rubric for performance assessment see Appendix 5
Lesson Introduction (whole class focus) 10 minutes
Learning activities, key questions and teacher explanations:
Remind students of what makes a good storyteller (see Lesson 1 notes).
Play warm up activity Pass the Emotion (see Appendix 3).
Revisit the text (with covered words) with the students also review the brainstorming
from the previous lesson.
Main Component of Lesson 30 minutes
Learning activities, key questions and teacher explanations:
Revisit the story teller tools from previous lesson. Display the Storyteller Selfevaluation Tools (see Appendix 4) on interactive whiteboard and discuss with students.
Leave this on display during this and subsequent sessions.
Divide students into groups of five by getting them to number off from 1 to 5 around
the circle.

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Inform students that they are to create a 5 minute role-play which depicts their
interpretation of the illustrations in the text.
Have students assign their roles within their groups.
Direct students to consider the sequence of the story and how they will depict it within
their group.
Once groups are rehearsing their stories, teaching should roam around the room
stopping at groups, getting them to freeze and spotlight on students characters asking
them questions such as:
Who is your character?
What is happening in this scene?
What are you thinking?
What are you feeling?
Lesson Conclusion 10 minutes
Learning activities, key questions and teacher explanations:
Teacher guided discussion including:

Developing believable characters - see Appendix 4 for student questions

relevant to this.

Allow time for comments on any difficulties.

Introduce the possibility of students bringing to class props or costumes to

enhance their performances.

Show students the rubric (see Appendix 5) that will be used to assess their final
performance. Discuss each factor to create an awareness of performance expectations
and answer any questions.
Assessment of students learning:
1. Anecdotal notes on the following criteria:

Student participation

Discussion involvement

Interpretation of the text

Teamwork

Character Development

NB Students may require 1 or more lessons following this class to develop their
role-plays before presenting them.

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Lesson Plan 3 for Drama Lessons

Year level:

Lesson duration (mins.):

100 minutes (to facilitate

performances this is a double
lesson)

Title of lesson:
Showcasing role-plays of The Little Refugee

Prerequisite knowledge and/or links to previous/future lessons:

This is the last of a series of lessons see previous lesson plans.
Familiarity with the pictures in The Little Refugee (Do & Do 2011)
Storytelling tools
Storytelling self-evaluation tool see Appendix 4
Performance rubric see Appendix 5
Resources required:

The text The Little Refugee by Anh & Suzanne Do all words in this text should
be covered so only the pictures can be seen.

Brainstorming poster from previous lesson.

Interactive whiteboard/display area.

Storytelling self-evaluation tool see Appendix 4

Performance rubric see Appendix 5

Set up of space
Large, open room clear of any potential trip hazards would be ideal for this activity. This
will allow students to move around the room freely.
Lesson Introduction (whole class focus) 10 minutes
Learning activities, key questions and teacher explanations:
Briefly revisit rubric to establish expectations.
Allow students a 10 minute rehearsal of their role-plays with their groups.
Main Component of Lesson 40 minutes
Learning activities, key questions and teacher explanations:
Students present their role-plays.
Allow a 2 minute gap between each performance for peer and self-assessment to
occur.
Lesson Conclusion 10 minutes

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Learning activities, key questions and teacher explanations:

Facilitate a discussion about the performances and have students provide positive
feedback. Direct discussion with the following points:

What did you like?

Whose character was impressive/believable?

Refer to the Storytelling self-evaluation tool (see Appendix 4) for further

questions.

Have students gather on the floor in a position where they can all see the text. Remove
what is covering the words and read the story to the children. Reflect on the
differences or similarities between what was displayed in the role-plays and what was
in the text.
Assessment of students learning:
1. Teacher evaluation as per the Rubric see Appendix 5.

Future Lesson Suggestions:

This series of lessons could begin an investigation into History, Immigration, an
in depth study into Asia and Australias engagement with Asia, and of course
continuing to develop Drama skills and techniques.

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References:
AustralianCurriculum,AssessmentandReportingAuthority2014a,Drama,AustralianCurriculum,
AssessmentandReportingAuthority,retrieved27April2015,
<http://www.australiancurriculum.edu.au/thearts/drama/curriculum/f10?layout=1>.
AustralianCurriculum,AssessmentandReportingAuthority2014b,Drama,AustralianCurriculum,
AssessmentandReportingAuthority,retrieved27April2015,
<http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asiaandaustraliasengagement
withasia>.
BeatbyBeatPress2013a,Dramagame:freezeandjustify,BeatbyBeatPress,retrieved30April
2015,<http://www.bbbpress.com/2013/08/dramagamefreezejustify/>.
BeatbyBeatPress2013b,Dramagame:onewordstory,BeatbyBeatPress,retrieved30April2015,
<http://www.bbbpress.com/2013/01/onewordstory/>.
Carlton,C2004,inMooney,M&Nicholls,J,Dramajourneys,CurrencyPress,NSW,pp.2738.
Do,A&Do,S2011,Thelittlerefugee,Allen&Unwin,Sydney.
DramaToolkit2011,Passtheemotion,DramaToolkit,retrieved30April2015,
<http://www.dramatoolkit.co.uk/dramagames/item/character/passtheemotion>.
VictorianCurriculumandAssessmentAuthority2014a,Level6:English,VictorianCurriculumand
AssessmentAuthority,retrieved27April2015,<http://ausvels.vcaa.vic.edu.au/Level6?
layout=1&d=E>.
VictorianCurriculumandAssessmentAuthority2014b,Level6:English,VictorianCurriculumand
AssessmentAuthority,retrieved27April2015,<http://ausvels.vcaa.vic.edu.au/Level6?
layout=1&d=id>.

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Appendix1:

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(BeatbyBeatPress2013a)

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Appendix2:

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(BeatbyBeatPress2013b)Appendix3:

(DramaToolkit2011)

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Appendix4:

StorytellerSelfevaluationTool

Did I choose a suitable story for my audience in

regards to content, language, age appropriateness?
Did I claim my space and establish a presence?
Did I wear suitable clothing/costume for this telling?
Did I have a clear and strong beginning, middle and
ending?
Did I hold their attention and interest?
Did I use gestures and movements to enhance the
story or were they distracting to the audience?
Did I speak clearly and with confidence?
Did I speak loudly enough for the audience to hear
me?
Did I speak too quickly or slowly?
Did I effectively use pauses?
Did I establish good eye contact with the audience?
Did I involve them in the story?

(Carlton2004,pp.345)

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GROUP

LAUDIVIDNI

Appendix5:PerformanceAssessmentRubric
WORKINGTOWARDS
EXPECTEDLEVEL

ATEXPECTEDLEVEL

Character
Development

Little or no character
traits displayed.

Displays 1 2
character traits.

Collaboration

Has little or no
involvement in the
development and
presentation of the
story.
Speech is not clear.
No evidence of
appropriate
interactions with
other performers.
Story lacks clear plot
and little relevance to
the text.

Some involvement in
the development and
presentation of the
story.

Performance Skills

Story Development

Clearly delivered
speech. Some
evidence of
interactions with
other performers.
Clear plot with some
relevance to the text.

ABOVEEXPECTED
LEVEL
Clearly developed
character with
multiple character
traits.
Active involvement in
the development and
presentation of the
story.
Coherent, expressive
and clearly delivered
speech. Relevant
interactions with
other performers.
Well-developed plot
with strong
connections to the
text.