Perform and Share

Overview

In this final lesson of Eastern Rosellas Sing, students rehearse and perform a class version of the Eastern Rosellas Song in groups of five. They use their previously created artwork, colour cards, actions and verses to practise rhythm, volume, expression, turn-taking and coordinated movement before sharing one idea through drawing, writing or speech.

Learning intentions

Students will:

• participate in a small-group song performance
• use repetition, rhyme, rhythm and song-related vocabulary
• listen and respond respectfully to other performers
• communicate one idea about the Eastern Rosella through speech, drawing or writing

Success criteria

• I can take part in a group performance.
• I can use Eastern Rosella or song words when I perform or talk.
• I can listen to another group and give one positive response.
• I can communicate one idea by speaking, drawing or writing.

Curriculum links

• English Language: explore how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs.
• English Literature: listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme.
• English Literature: explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and model. Teacher opens the opening and performance reminder slides, revisits the class song and models a short section using clear volume, expressive voice, steady beat and one action. Students echo the line, copy the action and identify what made the performance easy to follow.

2. 4–8 min · Explain group roles. Teacher places students in four groups of five and displays the group roles and rehearsal steps. Roles are singer or lead voice, mover, colour-card holder, artwork holder and verse helper; explain that roles may be shared or changed during rehearsal. Students collect their group’s artwork, colour cards and verses, then quietly practise moving into performance position.

3. 8–16 min · Group rehearsal. Teacher circulates, prompting groups to follow the visual sequence: ready position, song line, action or colour card, created verse, ending pose. Model again for groups needing support and remind students to use kind turn-taking, face the audience, keep a steady beat and use a safe performance volume. Students rehearse their class version, ensuring everyone has a role and has a chance to contribute through voice, movement, holding resources or helping with the verse.

4. 16–25 min · Perform and listen. Teacher invites each group to perform for the class, using the performance order and audience listening prompts. Introduce each group by name, manage transitions and briefly celebrate participation rather than perfection. Students perform with their artwork, colour cards, actions and verse, while the audience watches quietly and notices one effective feature such as a clear voice, repeated word, rhyming sound, rhythm, movement or teamwork.

5. 25–27 min · Positive response circle. Teacher asks each group to receive one specific positive response and provides sentence frames on the audience response slide: “I liked …”, “I noticed …” or “Your group used … well.” Students turn to a partner and give one positive response about a performance, then listen while another student responds to their group.

6. 27–30 min · Individual reflection and share. Teacher distributes the Eastern Rosella draw-and-label reflection sheet and reads the prompt, “The Eastern Rosella is ___.” Students draw and label an Eastern Rosella, complete the sentence independently where possible, or dictate their idea to an adult or peer. Invite two or three volunteers to share their sentence, drawing or spoken idea as the class finishes with one quiet bird action.

Resources

• the Eastern Rosellas performance deck
• the Eastern Rosella draw-and-label reflection sheet
• Students’ Eastern Rosella artwork
• Student-created colour cards
• Student-created song verses
• Whiteboard and marker
• Floor space for four small-group performances
• Optional tablet or camera for recording performances
• Pencils, crayons and erasers

Assessment

• Observe rehearsal and performance for participation, turn-taking, appropriate volume, expressive delivery, rhythm, coordinated movement and use of song-related vocabulary.
• Listen to audience responses for respectful attention and a specific positive comment about repetition, rhyme, rhythm, movement or teamwork.
• Review the reflection sheet or dictated response for one communicated idea about the Eastern Rosella; accept drawing, labels, writing or oral language as evidence.

Differentiation

• Provide predictable roles such as singer, mover, card holder or artist, and allow students to change roles only when ready.
• Keep the rehearsal sequence visible with simple picture cues and repeat modelling for students who need additional processing time.
• Offer quiet participation through a smaller voice, joining only repeated lines, using actions, holding a card or contributing a drawing.
• Support EAL learners and students with communication or fine-motor needs through gestures, real artwork, colour cues, sentence starters and adult or peer scribing. Pair students thoughtfully and praise all meaningful contributions.
• For students ready for greater challenge, invite them to introduce their group, explain a colour or lyric choice, or independently write and perform a new Eastern Rosella verse.