Play Building Elements

Year Level

Stage 2 – Year 4

Duration

50 minutes

Class Size

25 students

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Curriculum Links (NSW Curriculum – Drama Years 3 and 4)

Content Descriptions:

• Drama Ensemble and character creation: Students use imagination and improvisation to create and sustain roles and situations.
• Exploring elements of drama: Students explore character, setting, conflict and resolution to create drama that communicates ideas and meaning.
• Collaboration: Students collaborate to improvise and devise drama, communicating ideas, perspectives and meaning.

Achievement Standard:

By the end of Year 4, students describe their use of the elements of drama in drama they experience, create and/or perform. They collaborate to improvise or devise drama that communicates ideas and meaning. They perform in informal settings .

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WALT (We Are Learning To)

• Understand and identify the basic elements of a story: character, setting, conflict, and resolution.
• Brainstorm and discuss ideas for creating their own dramatic play based on these story elements.
• Collaborate effectively to start building the foundation for their group play.

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Success Criteria

• I can identify and describe the elements of a story.
• I can contribute ideas about characters, settings, conflicts and resolutions.
• I can listen and respond to others' ideas during group discussions.
• I can collaboratively think about what our play will be about.

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Lesson Overview and Time Allocation

Time	Activity	Description
0-10 mins	Introduction to Story Elements	Teacher-led explanation of four story elements: character, setting, conflict, resolution. Use examples from familiar stories. Use visuals and short demonstrations.
10-20 mins	Group Discussion: Story Brainstorming	In groups of 4-5, students discuss ideas for each element of a story they might include in their own play. Teacher circulates to prompt and support ideas.
20-35 mins	Drama Improvisation: Putting Elements into Action	Each group picks one idea from each element and improvises a short scene to explore how characters, setting, conflict and resolution work together.
35-45 mins	Sharing and Reflecting	Groups present a short improvisation scene to the class. Teacher-led reflection on how story elements were used effectively and how the play idea can evolve.
45-50 mins	Wrap-up and Next Steps	Recap key learning, explain how these story elements will help create their plays. Preview next lesson focus.

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Resources Needed

• Whiteboard and markers
• Visual aids showing story elements (posters or slides)
• Paper and pencils for brainstorming
• Open classroom or drama space for improv activities

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Differentiation Strategies

For Diverse Learners:

• Provide visual prompts and graphic organisers for students who benefit from visual learning.
• Use sentence starters for brainstorming (e.g., "Our character is...", "Our setting is...").
• Allow flexible group roles (e.g., note-taker, idea sharer, actor) catering to student strengths.
• Provide extra scaffolding and adult support during group work where needed.

For English Language Learners:

• Use clear, simple language and demonstrate examples of story elements.
• Incorporate non-verbal cues and mime during the introduction to support comprehension.
• Pair with peers who can model English language during discussions.

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Extension Activities (Advanced Learners)

• Challenge students to create more complex conflicts or multiple resolutions in their group improvisation.
• Encourage students to write a brief script or dialogue based on their improv scene.
• Invite students to consider cultural or historical settings for their plays to enrich the story context.
• Facilitate peer feedback sessions where students provide constructive comments on use of story elements.

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Detailed Lesson Plan

0-10 mins: Introduction to Story Elements

• Begin with a vibrant storytelling demonstration using a familiar tale (e.g., "The Three Little Pigs").
• Discuss the elements:
  • Character: Who is in the story?
  • Setting: Where does the story happen?
  • Conflict: What problem do the characters face?
  • Resolution: How is the problem solved?
• Use simple definitions and visual aids.
• Engage students with quick questions about the story elements.

10-20 mins: Group Discussion – Story Brainstorming

• Divide students into 5 groups of 5.
• Provide each group with large paper for mind-mapping ideas for each story element.
• Prompt groups to think creatively about characters (people, animals, fantasy), settings (places, times), conflicts (problems or challenges), and possible resolutions.
• Teacher moves around to support and extend ideas.

20-35 mins: Drama Improvisation – Putting Elements into Action

• Groups choose one idea from each element.
• Practice improvising a short 3-5 minute scene showing how character, setting, conflict, and resolution connect.
• Encourage use of voice, gesture, and expression.
• Teacher supports with reminder prompts or suggestions.

35-45 mins: Sharing and Reflecting

• Each group performs their improvised scene to the class (informal, no props needed).
• Teacher leads discussion after each presentation:
  • What story elements did you notice?
  • How did conflict make the story interesting?
  • What could the group add next time to develop the story more?

45-50 mins: Wrap-up and Next Steps

• Recap the four story elements and their importance in building a play.
• Explain that next lessons will build on these ideas to write and perform their own plays.
• Assign groups to think about more ideas at home or in their free time.

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This detailed, active, and cooperative approach ensures students not only understand story elements but begin applying them creatively in context. The lesson aligns strongly with NSW Drama curriculum goals for improvisation, collaboration, and understanding drama elements at Year 4 level. Differentiation and extension ensure all learners are challenged appropriately and supported fully to succeed.