Group Play Rehearsal

Overview

In this 50-minute lesson, Year 4 students will focus on rehearsing their group plays from the unit "Dramatic Play Adventures." They will learn and apply rehearsal techniques including blocking, character interactions, and timing. Each group will perform a short scene to the class and receive structured peer feedback to refine their performances before the final presentation.

This lesson explicitly aligns with the NSW Drama syllabus for Years 3 and 4, emphasising collaboration, performance skills, and application of elements of drama.

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Curriculum Links

NSW Curriculum for The Arts - Drama (Years 3 and 4)

• Content Descriptor:
  • Develop and apply performance skills including voice, movement, characterisation, space, and time to communicate ideas in drama (ACADRM030).
  • Collaborate to improvise and devise drama that communicates ideas and perspectives (ACADRM031).
  • Use elements of drama to shape dramatic action (ACADRM029).
• Achievement Standard Excerpt:
  • By the end of Year 4, students use selected elements of drama when creating and performing, collaborating to devise drama that communicates ideas, and performing in informal settings.

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Learning Intentions and Success Criteria

WALT:

• We are learning to rehearse group plays using blocking, timing, and character interactions.
• We are learning to give and receive feedback to improve our performances.

Success Criteria:

• I demonstrate understanding of blocking by moving purposefully in the performance space.
• I use character interactions and timing to enhance the scene.
• I participate respectfully in peer feedback, offering positive and constructive comments.
• I make adjustments to my performance based on peer and teacher feedback.

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Lesson Timing and Activities

Time	Activity	Description	Differentiation	Success Criteria
5 mins	Warm-up: Movement and Voice Exercises	Led by teacher, brief exercises focusing on spatial awareness and vocal projection to prepare for rehearsal.	Provide simpler vocal exercises for students with speech difficulties. Have extension challenges like varying volume and tempo for advanced learners.	Students actively participate and show readiness for rehearsal.
10 mins	Mini-lesson on Blocking and Timing	Teacher explains and demonstrates blocking—planning where actors move on stage—and importance of timing in dialogue delivery and interactions. Students watch example gestures and timing notes.	Use visual charts or footprints on floor to demonstrate blocks for visual learners. Verbal rehearsal cues for others.	Students identify and describe blocking and timing basics.
25 mins	Group Rehearsals with Peer Feedback	Groups rehearse their scenes focusing on blocking, timing, and character interactions. Each group performs a 3-5 minute section to the class. Peers offer feedback using a simple structured feedback form (e.g., 'What worked well?' and 'What could be improved?'). Teacher circulates, scaffolding as needed.	Groups formed with diverse abilities for peer support. Support with written/visual cues for groups needing it. Provide extra challenges like experimenting with expressive timing for advanced groups.	Groups demonstrate rehearsal techniques and engage in constructive feedback.
5 mins	Reflection and Wrap-up	Whole class discussion reflecting on rehearsal experience. Teacher summarises key points. Students suggest what they will improve for next rehearsal.	Provide sentence starters for reflections to support EAL/D or less confident speakers.	Students verbally or visually express one improvement goal.

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Resources Required

• Open rehearsal space or classroom cleared for movement
• Feedback forms with simple prompts
• Visual cues for blocking (e.g., taped footprints or coloured markers)
• Whiteboard or chart paper for demonstration and key terms
• Voice and movement warm-up prompts

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Differentiation Strategies

• For Diverse Learners:
  • Use multimodal supports (visuals, gestures, written keywords).
  • Partner students strategically to provide peer modelling and support.
  • Provide rehearsal scripts or cue cards with highlighted blocking notes.
  • Scaffold peer feedback by modelling respectful language and sentence starters.
• For Advanced Learners:
  • Encourage experimentation with timing variations (e.g., pausing for effect).
  • Challenge to direct or assist blocking in their group.
  • Invite to lead peer feedback sessions or suggest alternative character interpretations.

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Assessment and Feedback

• Formative assessment through teacher observation during rehearsals and peer feedback.
• Feedback focuses on application of blocking, timing, character interaction, and respectful collaboration.
• Teacher records notes on each group’s rehearsal progress to guide final performance support.
• Students self-assess using success criteria and set goals for refinement.

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Notes for Teachers

• Emphasise safe use of space and respect for peers during movement and feedback.
• Celebrate positive peer observations to build confidence.
• Use informal, supportive language to promote a safe environment for risk-taking in performance.
• This lesson prepares students for the final performance in Lesson 8.

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This lesson plan offers a carefully paced, collaborative rehearsal experience that meets the NSW Drama curriculum goals for Year 4 students engaging in dramatic play, focusing on real-world drama skills of blocking, timing, and teamwork in performance creation. It incorporates scaffolded learning and peer evaluation to deepen students’ understanding and engagement.