Dramatic Journeys Unfold

Final Performance: Sharing Our Stories

Year Level: 5-6 | Duration: 60 minutes | Class Size: 25 Students

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WALT (We Are Learning To)

• Present and perform devised or scripted drama, showing character development and dramatic action
• Incorporate feedback from rehearsal to improve performance
• Work collaboratively and confidently to share stories with an audience
• Reflect on how drama techniques communicate meaning and engage viewers

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Curriculum Links and Learning Objectives

Australian Curriculum: The Arts – Drama (v9)

• AC9ADR6P01: Rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings, using props, costumes, and technologies to enhance meaning; communicate effectively with an audience through confident performance and collaboration
• AC9ADR6C01: Develop characters and situations, and sustain dramatic action to communicate ideas and perspectives in drama
• AC9ADR6E02: Explore the ways First Nations Australians use drama to continue and revitalise cultures through storytelling and performance
• AC9ADR8D02: Reflect on own and others’ drama to inform performance choices

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Success Criteria

Students will be successful if they can:

• Confidently present their character and scene to the class
• Show improvement based on prior feedback (voice, movement, emotional expression)
• Work cooperatively in groups supporting each other’s performances
• Identify what they did well and one area for future growth during reflection

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Materials Required

• Costumes, props, and any multimedia resources prepared in previous lessons
• Performance space arranged for audience seating
• Feedback forms or reflection journals
• Timer or stopwatch

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Lesson Flow

Time	Activity	Description	Differentiation / Support	Extension Activity
0-5 min	Welcome and Warm-up	Brief vocal and movement warm-up to energise and focus. Use inclusive, low-stress exercises that prepare students physically and vocally for performance.	Use visual prompts and simple step sequences to support students with processing or English as an additional language.	Challenge advanced students with dynamic vocal exercises projecting different emotions.
5-10 min	Recap & Success Criteria Review	Remind students of the covenanted purpose: sharing their stories through drama, incorporating previous feedback. Present success criteria visually on the board.	Use dyslexia-friendly fonts and concise bullet points. Read aloud success criteria for clarity.	Invite students to add one personal goal for their performance.
10-40 min	Final Performances	Each group or individual presents their dramatic scene or character work. Encourage audience attentiveness and respectful responses. Teacher facilitates by managing stage area and timing.	Provide cue cards with key lines or prompts for students who need extra support. Allow minimal props to reduce cognitive load if needed.	Invite advanced students to include short improvisation segments or added dramatic elements like puppetry or sound effects.
40-55 min	Peer and Teacher Feedback	After each performance, allow quick constructive feedback focused on strengths and one positive suggestion. Use ‘glow and grow’ model (What did they do well? What could be improved?)	Model sentence starters and provide sentence frames to support expression, especially for students with diverse learning needs.	Advanced learners lead feedback sessions, encouraging specific observations about use of elements of drama such as voice, space, or movement.
55-60 min	Reflection and Celebration	Whole-class reflection on what was learned through performing and watching others. Celebrate achievements collectively — e.g., group applause, certificates of recognition, or ‘star moments’ sharing.	Allow alternative ways of reflection such as drawing or audio recording reflections for those who prefer non-writing options.	Create a digital reflection portfolio using photos/videos collected during the lesson for students to review and share with parents.

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Differentiation Strategies

• For diverse learners: Use clear visual timetables and step-by-step prompts. Make key vocabulary and instructions available in written and oral forms to cater to different learning styles and support dyslexic students.
• For students needing more support: Pair with peers for performances; encourage use of prompt cards; allow simplified roles or shorter scenes; provide quiet rehearsal spaces if needed to reduce anxiety.
• For advanced learners: Encourage exploration of more complex character motivations, manipulation of dramatic tension, and integration of physical theatre or non-verbal storytelling techniques. Allow leadership roles in feedback and stage management.

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Teacher Notes

• Ensure students use respectful, supportive language during peer feedback following inclusive classroom management practices.
• Reinforce the value of storytelling and diverse voices, acknowledging First Nations perspectives if relevant in their stories or performances.
• Emphasise rehearsal etiquette and audience behaviours to maintain a positive performance atmosphere.
• Consider recording performances for later assessment or for students to self-review.

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Assessment

• Observation checklist focused on: collaboration, application of feedback, character portrayal, use of voice/movement/space, audience engagement.
• Informal peer feedback participation.
• Student self-reflection recorded in journals or audio/video format.

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This lesson thoughtfully culminates the "Dramatic Journeys Unfold" unit, embodying Australian Curriculum standards by consolidating students’ skills in drama creation and performance and nurturing their confidence as storytellers and collaborators . The lesson is structured to be inclusive and engaging, and offers enrichment for students who are ready to expand their dramatic capabilities.