Character Showcase

Overview

Students present polished final drama performances to an audience, then reflect on how effectively they embodied character choices. They focus on audience engagement, performance clarity, and respectful evaluation.

Learning intentions

• WALT present a polished performance for an audience.
• WALT use voice, movement and space to communicate character intentions clearly.
• WALT reflect on what improved since earlier rehearsals and what to keep for next time.

Success criteria

• I can perform with confidence, clarity and consistent character choices.
• I can engage my audience appropriately (eye contact, projection, stillness, timing).
• I can evaluate my own and others’ performances using agreed criteria and kind language.
• I can reflect on learning using evidence from rehearsal and performance moments.

Curriculum links

• Students use drama skills to create and present performances for an audience.
• Students demonstrate character and story understanding through expressive choices (voice, movement, role).
• Students use reflection and evaluation to improve dramatic work and inform next steps.
• Students communicate ideas and respond to others respectfully during performance.

Lesson structure (45 minutes)

1. 0–5 Daily review circle (Prepare) Quick discussion: What makes a performance “audience-ready”? Students share 1 strategy (e.g., opening stillness, clear voice, careful timing). Teacher states the plan for showcases and reminder of audience expectations.

2. 5–12 I Do: audience addressing model Teacher models addressing an audience: how to enter, pause, make eye contact across the space, speak clearly, and finish with a strong “freeze” for the audience to process. Teacher narrates the thinking behind each choice and uses the reflection language (Performance, Audience, Evaluation, Reflection).

3. 12–18 We Do: group run-through (final rehearsal) Small groups run through their performance quickly once, focusing only on performance fundamentals: opening/ending, transitions, and key character actions. Teacher circulates with one coaching focus per group (e.g., voice projection, spatial clarity, stage picture).

4. 18–35 You Do: final performances to peers (Showcase) Performances happen in turns. Audience roles: watch for the agreed criteria, keep attention, and give respectful feedback afterward. Timer signals transitions so all groups have a fair chance.

5. 35–42 Immediate evaluation (Audience feedback) After each performance, audience members complete a brief verbal or written evaluation (1 “Glow” and 1 “Grow”). Encourage evidence-based comments linked to criteria (e.g., “Your character intent was clear when…”).

6. 42–45 Reflection closure (Learning journey) Students write or speak a short Reflection: what improved most, one strength to keep, and one next step. Collect reflections to guide future teaching.

Resources

• Performance space markers (tape marks, floor boundaries)
• Brief evaluation prompt sheet or teacher checklist (criteria: character clarity, voice/movement, timing, audience engagement)
• Timer or bell for transitions
• Costume/prop box (lightweight items only)
• Reflection slips (sentence starters)
• Visual audience expectation chart (listen, watch, respond kindly)
• Optional: phone-free recording setup (teacher only, if available) for self-review
• Dyslexia-friendly reading cards (large font, short sentences, icon support for prompts)

Assessment

• Assessment for learning: Teacher observation during the run-through using a short checklist (voice clarity, character consistency, stage picture, timing).
• Assessment as learning: Student self/peer evaluation using agreed criteria after each performance.
• Assessment of learning: Final performance quality evidenced through sustained character choices and audience-ready presentation, plus a short reflection identifying improvement.

Differentiation

• Choice in performance format: students may present as scripted, partially scripted, or movement-led with clear character intention (teacher ensures all meet performance criteria).
• Support: Provide a “performance starter” cue card (opening line/action, transition cue, ending freeze) and rehearse entry/exit timing before the showcase.
• Extension: Advanced learners integrate a more complex character arc by adding a clear change in objective/emotion across the performance, then explain that change in their reflection.
• EAL/SEN support: Offer sentence starters and model phrases for evaluation and reflection; allow responses orally or with simplified writing; pre-teach key vocabulary with gestures (Performance, Audience, Evaluation, Reflection).

Prior knowledge

• Students have already developed a character, practised expressive skills (voice and movement), and rehearsed their performance for earlier checkpoints in the unit.
• Students understand basic audience expectations and have used simple feedback language during peer rehearsals.

Learning intention (for today)

• WALT present a polished performance.

Success criteria (for today)

• I can perform clearly and confidently for my audience.
• I can use character skills (voice/movement/timing) to communicate my character.
• I can evaluate and reflect respectfully using evidence from performance.

Specific vocabulary

• Performance: what is happening on stage and how it is presented.
• Audience: the people watching and listening.
• Evaluation: feedback using agreed criteria.
• Reflection: thinking about learning and improvement.

Daily review

• Students discuss: “What do we need for an audience-ready performance today?” and identify one priority strategy to apply during the showcase.

Explicit instruction

• I Do: Teacher demonstrates audience addressing (enter, pause, eye contact, projection, ending stillness) and links choices to criteria.
• We Do: Teacher and students run a brief group rehearsal focusing on timing, transitions and clarity.
• You Do: Students perform to peers; audience gives structured “Glow and Grow”; students complete a short reflection.

Reflection

• Students complete a short reflection:
• One thing that improved since rehearsal: ______
• One strength to keep: ______
• One next step: ______
• Evidence (moment from the performance): ______

Achievement Standard / Performance Standards (plain-English alignment)

• Students demonstrate understanding by presenting drama that shows character and story intent through expressive choices.
• Students communicate and respond to others through respectful audience behaviour and meaningful evaluation.
• Students reflect on dramatic processes and use feedback to improve performance.

Key capabilities (focus for this lesson)

• Communication: clear voice, purposeful movement, effective audience engagement.
• Critical and creative thinking: evaluating choices and explaining improvement.
• Personal and social capability: giving respectful feedback and collaborating during rehearsal.