Character Backstories

Context

Lesson 7 of 30 in the unit "Empowering Voices in Drama"
Years 12-13 Drama class, 18 students, 55 minutes
Focus: Develop character backstories to deepen understanding of motivations.
Teacher style: Structured, physical activities, differentiation for ORS funded and diverse learners.
School values: Mauri Ora, Manaakitanga, Whanaungatanga, Rangatiratanga, Tūrangawaewae.

Learning Objectives (WALT)

We Are Learning To create a character backstory that reveals motivations and supports performance.

Achievement Objectives Links (NZ Curriculum - The Arts / Drama Year 12-13)

Developing Ideas: Students develop imaginative and believable characters (The Arts: Drama, Level 7-8).
Communicating and Interpreting: Communicate character motivations and perspectives through devised or scripted drama.
Understanding Drama: Explore the social and cultural contexts influencing character development.
Key Competencies:
- Managing Self: Plan and monitor development of character backstory.
- Relating to Others: Collaborate and share ideas in developing character narratives.
- Thinking: Critically analyse character context and motivations.
- Using Language, Symbols, and Texts: Use narrative and descriptive language to create coherent backstories.
School Values Integration:
- Manaakitanga: Respect others’ ideas during sharing.
- Whanaungatanga: Build relationships through shared creative process.
- Rangatiratanga: Encourage ownership and self-management of character creation.
- Tūrangawaewae: Develop strong sense of place and identity in characters.

Success Criteria

Students can:

Present a clearly structured character backstory including motivations, background, and key traits.
Use drama language and techniques to explain their character’s context.
Reflect on how backstory informs their character’s behaviour and choices.

Resources & Supports

Character backstory template (scaffolded for those needing support).
Whiteboard and markers for group brainstorming.
Space for movement and drama exercises.
Dyslexia-friendly handouts with clear fonts and headings.
Peer feedback checklists.

Lesson Outline (55 minutes)

Time	Activity	Learning Link & Differentiation
5 min	Warm-up: Physical name & emotion game – Each student says name plus an emotion or gesture that reflects part of their character idea (can be physical or vocal).	Energises class, activates body and voice (teacher preference for physical engagement). Key Competencies: Relating to Others, Managing Self.
10 min	Introduction & WALT presentation: Teacher explains objective "Create a character backstory" and success criteria. Overview of character backstory components—motivation, history, key events. Discuss school values – how characters can show respect and identity.	Provides clear structure, links to curriculum competencies, sets expectations to aid focus for ADHD learners.
15 min	Guided Backstory Creation (Individual/Pair Work):

Provide character backstory templates with guiding questions (e.g., Where is your character from? What motivates them? Key moments that shaped them?).
Allow students to physically embody their character's traits or circumstances briefly (e.g. stance, walk reflecting backstory).
Teacher supports diverse learners with sentence starters, vocabulary lists. | Scaffolded support strengthens writing and thinking. Physical embodiment links mind and body for deeper character understanding. Supports learners with learning challenges and ORS students. | | 15 min | Sharing & Feedback in small groups (3-4 students): Students take turns presenting their backstory verbally, focusing on motivations and key life events influencing the character. Peers provide positive, structured feedback using a simple checklist. | Encourages Manaakitanga and Whanaungatanga through respectful exchange. Builds confidence and oral skills aligned to curriculum expectations. | | 7 min | Reflection & Extension Task:
Reflect briefly on character insights gained and how backstory impacts performance.
Extension: Advanced learners given option to write a short monologue or diary entry for their character based on the backstory developed. | Reflection promotes metacognition (Thinking competency). Extension challenges high achievers. | | 3 min | Wrap Up and Homework:
Recap WALT and criteria.
Homework: Further develop or refine backstory in writing or perform a 1-minute in-role improvisation. | Reinforces learning progression for next lesson, supports self-management. |

Differentiation Strategies

Provide structured templates for those needing explicit guidance.
Offer dyslexia-friendly handouts with simple font, space, and colour-coded sections.
Use peer support and group sharing to scaffold learning.
Include oral and physical activities for different learning styles.
Extension tasks for advanced learners to deepen character development.
Frequent check-ins and feedback from teacher to monitor progress and understanding.
Clear time limits and instructions to support students who struggle with focus.

Assessment & Reflection

Formative assessment through observation of participation and presentations.
Use rubric aligned with NCEA Level 2 Drama Achievement Objectives on character development and communication.
Collect backstory templates as part of ongoing assessment of imaginative skills.
Peer and self-assessment encourage reflection and goal setting.

Curriculum References

New Zealand Curriculum - The Arts (Drama) Levels 7 & 8
Key Competencies from NZ Curriculum (Managing Self, Relating to Others, Thinking, Using Language)
School values embedded: Mauri Ora, Manaakitanga, Whanaungatanga, Rangatiratanga, Tūrangawaewae
Supports NCEA Level 2 Drama standards on developing characters and storytelling .

This plan balances structure with creativity, kinesthetic engagement with written and oral storytelling, and differentiation inclusive of diverse learners. It is designed to help you maintain focus on learning objectives while nurturing confident, empathetic performers in line with New Zealand’s curriculum expectations and school values.

Teaching Instructions