Around the World

Overview

This 40-minute drama lesson invites first-class students to explore global landmarks through creative movement and collaborative thinking. Using the IE Curriculum framework for Drama, students will develop expressive skills, oral communication, cooperation, and imaginative play. The theme “Around the World” encourages curiosity in diverse cultures, fostering empathy and cultural awareness in line with the Arts Strand Units for early primary learners.

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Curriculum Links

Strand: Drama (Arts)
Strand Units: Drama to Developing Awareness of Self and Others: Expressing and Creating
Learning Outcomes:

• Devise and present drama, individually and with others, through improvisation and role-play suitable to their experience.
• Use the body and voice expressively to communicate ideas and feelings.
• Respond to drama by describing what they see and feel, using appropriate vocabulary.
• Demonstrate cooperation and respect in drama contexts.

These outcomes align with the IE Curriculum levels for first class, supporting Social and Personal Wellbeing and Language Development through dramatic arts.

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Learning Objectives

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

• Collaboratively create a live picture representing a famous landmark from around the world.
• Use expressive body language to communicate their chosen landmark without words.
• Develop creative captions linked to their live picture using descriptive language.
• Demonstrate listening, turn-taking, and respect in group work.
• Show early awareness of different cultures and famous world landmarks.

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Resources

• Pictures/photos of famous landmarks (e.g., Eiffel Tower, Great Wall of China, Sydney Opera House, Taj Mahal) printed or displayed.
• Caption cards or whiteboard for writing captions.
• Open space for movement and grouping.
• Drama vocabulary simplified poster (e.g., freeze, pose, caption, landmark).

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Lesson Structure

1. Warm-Up (5 minutes)

• Activity: Body and Voice Stretch
  • Students stand in a circle and follow simple stretches: reach for the sun, touch toes, neck rolls.
  • Add vocal warm-up: stretching voice with sounds like humming, “ooo,” “aaa,” free sounds as they move.
  • Purpose: Prepare body and voice for expression; promote group focus.

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2. Introduction to Theme and Strategy 1: Live Picture (10 minutes)

• Show 4-5 pictures of famous world landmarks. Briefly name each and show its photo.
• Explain: “We’re going to work in groups to create a live picture or frozen pose of one landmark.”
• Demonstrate a simple live picture: pose one arm up like the Statue of Liberty’s torch, others as its base. Freeze.
• Divide class into 4 groups (4-5 children per group). Assign each a different landmark.
• Groups plan silently for 2 minutes, then create their live picture.
• Each group presents their live picture to the class without words—only poses and facial expressions.

Focus: Cooperation, physical expression, non-verbal communication.

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3. Strategy 2: Caption Making (15 minutes)

• After each group presents, ask the class:
  “If this live picture had a caption (a short sentence) to explain or tell a story about the landmark, what might it be?”
• Write down suggestions from the whole class for each landmark. Select 1-2 captions per group to write on cards or the board.
• Back in their groups, children choose or create their favourite caption inspired by the class input.
• Groups rehearse “reading” their caption aloud while standing next to their frozen live picture pose.
• Present again with the caption to the class, encouraging clear speaking and expression.

Focus: Language use, imaginative thinking, combining words and movement for meaning.

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4. Reflection and Cool Down (5 minutes)

• Gather seated in a circle. Teacher asks reflective questions:
  • “How did your group decide the best pose for your landmark?”
  • “What was fun or tricky about working together to make a live picture?”
  • “What did you learn about the landmark you showed us?”
• End with a calming breathing exercise: deep breath in, slow breath out to settle.

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Assessment

• Observation: Teacher notes student participation, cooperation, creativity in movement and speech.
• Peer feedback: Encourage simple positive comments after presentations (“I liked…”).
• Self-assessment prompt: “Did I listen to my friends and share my ideas?”
• Evidence: Completed live picture and linked caption showing understanding of the landmark concept.

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Differentiation

• For students needing extra support: provide simple role prompts or assign a particular body part to pose.
• More able students: invite them to create a short mime story about the landmark after the caption activity.
• Use visual aids and clear modelling consistently.

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Extension

• Provide a take-home worksheet with pictures of landmarks for drawing and caption writing.
• In a follow-up lesson, introduce short improvisation games based on travel or exploration scenarios.

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This lesson plan is designed to ignite imagination and build foundational drama skills through a globally themed, culturally rich experience that aligns with the IE Curriculum for first-class drama education.