Acting Together

Year Level

Year 3

Duration

62 minutes

Class Size

24 students

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Learning Objectives

By the end of this lesson, students will be able to:

• Participate collaboratively in a choral reading of an age-appropriate text, demonstrating clear vocal expression and articulation.
• Act out a scripted scene in small groups, taking on roles such as narrator and characters with appropriate use of voice and simple movements.
• Present their group drama to the class with confidence.
• Use basic drama vocabulary to reflect on their performance and that of their peers.

These objectives align with the Australian Curriculum (v9) Drama content descriptions for Years 3 and 4, specifically:

• AC9ADR4C02: Use elements of drama, voice and movement to express ideas in dramatic play and scripted drama.
• AC9ADR4E02: Explore how drama communicates ideas and stories, and use drama techniques to develop and present drama.

Additionally, the lesson integrates an outcome from the NSW English syllabus relevant to Foundation to Year 6:

• EN3-10C: Responds to and composes a wide range of texts that express viewpoints and contribute to discussions, using appropriate speaking, listening, reading, and writing skills.

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Curriculum References

Australian Curriculum (v9):

• The Arts > Drama > Years 3 and 4
  Focus on collaboration, expression through voice and movement, and presentation of scripted drama 【9:AC9ADR2D01.md】.

NSW English K-6 Syllabus:

• Developing speaking and listening skills through participation in discussions and dramatic presentations【User Instruction】.

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Lesson Breakdown

Time (min)	Activity	Description	Resources
0-10	Warm-Up and Introduction	Lead students in vocal warm-ups (breathing exercises, pitch variation, volume control). Introduce the chosen text and explain the lesson flow and objectives.	Open space in classroom, vocal warm-up prompts
10-22	Choral Reading	Teacher models choral reading of the selected age-appropriate text twice, focusing on expression and clarity. The class reads together as a group, practising vocal expression and volume changes.	Printed copies of text for all students
22-30	Assign Roles & Discuss	Divide class into 6 groups of 4. Each group assigns roles: narrator, characters (2-3). Discuss what each role involves, including how to use voice and simple gestures.	Role cards, group seating areas
30-48	Group Rehearsal	Students rehearse their scene with their group, encouraged to use voice, facial expressions, and simple movements to bring characters to life. Teacher moves between groups giving feedback and support.	Text copies, simple props where available
48-60	Presentations	Each group presents their acted scene to the class. Audience encouraged to observe respectfully, noting expressive techniques used.	Performance area
60-62	Quick Reflection and Feedback	Whole class discusses what they enjoyed and learned about presenting drama and working in groups. Teacher highlights positive aspects and gives constructive feedback.	Chairs arranged in circle

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Detailed Activities

Warm-Up and Introduction (10 minutes)

• Begin with fun voice exercises: humming, pitch slides, and saying simple tongue twisters.
• Introduce the text — a short scene from an age-appropriate scripted story (for example, a simple chapter from a children’s play or a scripted folk tale).
• Explain the terms narrator, character, dialogue, and role.

Choral Reading (12 minutes)

• Teacher reads the scene once expressively.
• Guide students to read aloud together slowly and clearly with teacher, paying attention to punctuation and expression.
• Encourage students to notice how voice changes communicate meaning.

Role Assignment and Discussion (8 minutes)

• Assign groups ensuring all students participate.
• Within groups, designate roles.
• Discuss how narrators help tell the story, characters talk and act, and all contribute to meaning through voice and body language.

Group Rehearsal (18 minutes)

• Students practise reading and acting their parts.
• Encourage exploration of voice volume, tone, and movement.
• Teacher observes, assists with lines and suggests expressive cues.

Presentations (12 minutes)

• Groups perform in front of peers.
• Audience provides positive feedback and notes expressive drama techniques observed.

Reflection & Feedback (2 minutes)

• Ask students to name one thing they enjoyed or learned.
• Give brief feedback on collaboration, vocal skills, and presentation confidence.

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Assessment

Assessment will be formative and ongoing during rehearsal and presentations, observing:

• Participation and cooperation in groups.
• Clarity and expression during choral reading and group acting.
• Ability to take on assigned roles appropriately.
• Engagement during peer presentations and reflection.

Teachers can use a simple checklist noting these behaviours to identify areas of strength and for development.

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Teacher Notes

• Select an engaging, manageable script (2-3 minutes) with clear roles and simple language suitable for Year 3.
• Consider culturally inclusive texts or those that connect to local stories and experiences.
• Reinforce respectful audience behaviour before presentations.
• Use positive reinforcement to build confidence, celebrating all attempts.
• Link language used during performance to the NSW English outcome: encourage students to listen carefully, speak clearly, and express emotion through voice.

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This lesson plan offers students an immersive drama experience balancing ensemble vocal skills with acting and performance, grounded in the Australian Curriculum and NSW English syllabus. It supports development of confidence, oral expression, collaboration, and creative thinking through drama for Year 3 learners. 【9:AC9ADR2D01.md】【User Instruction】