Summer Drama Exploration

Subject Title

Drama

Strand

Drama

Strand Units

• Drama Skills and Conventions
• Imaginative Exploration and Drama Contexts

Learning Outcomes / Content Objectives

From the Irish Primary School Curriculum (Drama Strand, 3rd Class):

• Develop drama skills and understand drama conventions through participation.
• Use imagination to explore themes and characters in drama.
• Communicate ideas, stories and feelings through drama.

Learning Objectives

The child should be enabled to:

1. Use drama strategies (role play, mime, and tableau) to tell a story about summer.
2. Participate confidently in a drama warm-up game that prepares the body and mind.
3. Express ideas and emotions about summer creatively and with teamwork.

Assessment

• Method of Assessment: Teacher observation of student participation and creativity during drama activities, checking for use of drama strategies and ability to communicate ideas about summer.
• Assessment of: Drama understanding, communication, cooperation, and creativity.
• Recorded in: Teacher's Drama Observation Notebook and anecdotal notes.

Teaching Questioning

Question	Type	Lesson Part
What comes to your mind when you think of summer?	Lower order (Recall)	Introduction (I)
How can you show feeling hot or cold without speaking?	Higher order (Analysis)	Development (D)
Why is it important to listen carefully in drama?	Higher order (Evaluation)	Conclusion (C)
How did the warm-up game prepare your body?	Lower order (Recall)	Conclusion (C)

Language Development Opportunities

• Use of descriptive vocabulary related to summer (e.g. sunshine, waves, heat, picnic)
• Encouraging oral storytelling and explanation of ideas during drama work
• Use of expressive language while doing role-play and mime

Literacy Development Opportunities

• Reading aloud the WALT and WILF with class
• Writing/drawing reflections on summer drama ideas post-activity (optional extension)
• Story sequencing through drama tableaux

Body of Lesson

Introduction (10 minutes)

• Stimulus: Play the warm-up game “The Hot Sun and Cooling Breeze” – Students move around slowly imagining they are warming under a sun (slow, heavy movements) and then cooling down under a breeze (light, floating movements).
• Elicit prior knowledge: Ask students what they think of when they hear “summer” to activate ideas.
• Teacher displays WALT and WILF on board:
  • WALT: We are learning to show summer stories using drama.
  • WILF: I show summer themes with my body, listen carefully, and work with friends.
• Set expectations: Explain that drama today uses fun ways to tell a summer story without many words.

Development (27 minutes)

• Step 1: Teacher introduces Role Play (8 minutes)

  • Teacher will model a simple summer story (e.g. going to the beach) using role play.
  • Students practice in pairs acting out ideas linked to summer (e.g. sunbathing, building a sandcastle).
  • Teacher circulates, supports, and prompts use of expressive body language.

• Step 2: Teacher introduces Mime (8 minutes)

  • Teacher demonstrates miming actions such as waving, swimming, eating an ice cream.
  • Students work individually to mime a summer action.
  • Class guesses each other’s mime to build engagement and vocabulary.

• Step 3: Teacher introduces Tableau (9 minutes)

  • Teacher shows how students can freeze in a still image that tells a summer story (e.g. picnic scene).
  • In groups of 4-5, students create a tableau representing a summer moment.
  • Groups present their frozen pictures to the class.

• Throughout, teacher revisits questioning and encourages descriptive language.

Conclusion (8 minutes)

• Cognitive: Discuss with the class “What was your favourite summer drama part today and why?”
• Social: Reflect on how they worked with friends and listened carefully.
• Transition: Recap WALT and WILF with students—check if they feel they have met the success criteria.
• Optional quick breathing/stretch exercise to ease transition to next lesson.

Universal Design for Learning (UDL) Adaptations

Pupil	Reason	Method	Additional Comments
12 (ASD)	Sensory sensitivities	Provide visual schedules and clear step-by-step instructions with icons	Use quiet space if overstimulated
23 (Dyslexia)	Reading challenges	Use oral instructions and picture cues for WALT/WILF	Peer support for reading activities
25 & 26 (EAL)	Language development	Pre-teach key vocabulary with visuals; allow extra time for responses	Use gestures and modelling for clarity
4 (Hearing impairment)	Hearing difficulty	Seat near teacher; use clear facial expressions and gestures; write key words on board	Use visual drama cues
24, 9, 17 (High ability)	Advanced learners	Challenge to create complex tableaux with multiple emotions	Encourage leadership in groups
22 (Lower ability)	Needs extra support	Pair with supportive partner; use simplified drama tasks	Shorten activity times as needed
15 (Social and emotional support)	Emotional regulation	Use clear expectations; allow breaks; positive reinforcement	Encourage peer acceptance and teamwork

Learning Environment

• Spacious classroom, with desks moved aside to create open floor space for movement
• Quiet corner for students needing calm space
• Bright, natural lighting with some stimulating summer images on walls to maintain theme

Resources/Materials Needed

• Interactive Whiteboard (IWB) to display WALT, WILF, and visual aids
• Summer-themed picture cards for vocabulary
• Open floor space for movement
• Music device for light background music during warm-up game (optional)
• Teacher’s Drama Observation Notebook for assessment
• Visual schedules and cue cards for UDL support

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This detailed, curriculum-aligned, inclusive lesson plan utilises drama strategies to engage 3rd class students creatively around the summer theme, while supporting diverse learning needs and fostering communication, imagination, and social skills in line with the Irish Primary School Curriculum.