Year Level

Year 3 (Western Australian Curriculum – The Arts: Drama)

Duration

60 minutes

Class Size

30 students

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Unit Context

This lesson is Lesson 5 of 8 in the unit "Exploring the Elements of Drama." It focuses on introducing students to the concept of fictional situations and how to create believable settings within drama. Students will work collaboratively to develop and sustain fictional settings through drama activities.

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Learning Objectives

Aligned with the Western Australian Curriculum for Year 3 Drama, students will:

• Understand and use the elements of drama, specifically situation and setting, to create fictional scenarios.
• Collaborate in pairs or small groups to devise and sustain believable fictional settings in improvised drama.
• Use role, place, situation, language, and movement effectively to communicate ideas in drama.
• Develop confidence and creativity in dramatic expression and presentation.

Reference to Curriculum Code: AC9ADR2D01 – Use elements of drama including role, place, situation, language, and movement in dramatic play; take turns and stay in role during improvised drama.

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Success Criteria

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

• Create a believable fictional setting using drama elements.
• Sustain their fictional scenarios in group performances.
• Demonstrate teamwork and imaginative play while collaborating.
• Use a provided template to outline key features of their fictional settings.

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Differentiation and Inclusion Strategies

• Provide dyslexia-friendly reading templates with clear, simple language and visual supports to scaffold setting development.
• Allow options for students to express ideas through drawing or movement if verbal expression is difficult.
• Use flexible grouping to support diverse learners — pairing stronger language users with those needing more support.
• Encourage and model turn-taking and positive collaboration for students with social or communication challenges.
• Use clear, step-by-step instructions given both orally and visually.

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Lesson Outline

Time	Activity	Description	Teacher Role
0-10 mins	Introduction & Warm-up Game	Brief discussion on what a situation in drama means. Play “Imaginary Places” game: Ask students to close eyes and imagine a place (e.g., beach, space station). Share with a partner what the place looks, sounds, and feels like.	Facilitate group sharing; introduce drama vocabulary: situation, setting, role. Reinforce with simple examples.
10-20 mins	Explore & Define Fictional Situations	Show several example situations (oral or picture prompts). Discuss what makes them believable and interesting.	Guide class discussions; write keywords on board. Model how to describe a setting using the drama elements (role/place/situation).
20-30 mins	Template Introduction	Distribute dyslexia-friendly fictional setting templates (with spaces for place, characters, objects, mood, and actions). Demonstrate filling out as a group example.	Support students individually as needed; check understanding; assist with reading/writing of template.
30-50 mins	Group Work: Create and Rehearse Settings	Students work in pairs or small groups (3-4) to create a fictional setting using the template. They then rehearse a short improvised drama scene establishing and sustaining that setting. Encourage use of movement, language, and vocal expression.	Circulate, facilitate discussions, scaffold ideas, monitor collaboration, encourage creativity.
50-60 mins	Share & Feedback	Groups perform their scenes to the class. After each performance, the class provides positive feedback focusing on how well the setting was conveyed and sustained. Teacher highlights use of drama elements and group collaboration.	Facilitate presentations, manage positive peer feedback, summarise successes related to success criteria.

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Resources

• Fictional Setting Template (dyslexia-friendly with icons and keywords)
• Visual prompts for imaginary places and situations
• Open classroom space for movement
• Whiteboard/Flipchart for brainstorming

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Assessment and Reflection

• Observation checklist during group work: use of setting, sustaining fictional situation, participation.
• Informal oral feedback based on success criteria.
• Collect completed templates for formative assessment of understanding.
• Reflect as a class with simple questions: “What did you enjoy about creating a fictional situation?”, “What was tricky?”, “How did your group make the setting believable?”

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Additional Notes for Teachers

• Emphasise the use of imagination and play.
• Be responsive to students needing extra support in idea generation or communication.
• Use simple, clear drama language and repeat vocabulary during the lesson.
• Incorporate movement and visual learning to engage all learners.

This lesson plan offers a structured yet flexible approach to introducing fictional situations, promoting collaboration, and boosting creativity in line with Western Australian Curriculum Year 3 Drama objectives.