Overview

This is Lesson 13 of 30 in the unit "Clowning Around: A Drama Journey" designed for Year 10 students (aged approximately 14-15) in New Zealand. The focus is on integrating storytelling within clowning performance, encouraging creativity, improvisation, and the development of narrative skills through physical theatre.

Learning Context

The lesson aligns closely with the New Zealand Curriculum Refresh (The refreshed national curriculum for New Zealand schools) for The Arts – Drama learning area, focusing on developing students’ ability to create, develop, and perform drama, using stories and characterisation (including clowning techniques). It supports the development of Key Competencies such as thinking, relating to others, and using language, symbolism, and text.

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Learning Objectives (WALT)

• We Are Learning To (WALT):
  Integrate storytelling elements into clowning performances to create engaging and expressive dramatic pieces.

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Success Criteria

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

• Perform a short clowning piece that tells a simple story.
• Use physicality, facial expressions, and voice appropriate to clown characters.
• Incorporate narrative structure (character, setting, problem, resolution) in their performance.
• Use provided story prompts or storyboards effectively to plan their performances.

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Curriculum Alignment

• The Arts – Drama (NZ Curriculum Refresh):
  • Developing ideas in drama: Generate and develop ideas in drama through experimentation and using effective storytelling techniques.
  • Communicating and interpreting: Perform devised drama to communicate ideas and emotions for different audiences.
  • Building drama skills: Use voice, body, movement and space to create and sustain characters and storytelling.
  • Key Competencies: Thinking; Relating to others; Using language, symbols, and texts (New Zealand Curriculum, The Arts: Drama)

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Differentiation and Inclusion

• Differentiation: Students can select from various story prompts tailored for different abilities and comfort levels. Visual storyboards support planning for those who benefit from structuring their story visually (Dyslexia-friendly support).
• Extension: Students who are confident can write an original clown story to perform in subsequent lessons, extending creativity and writing skills.
• Dyslexia-friendly: Storyboards with clear images and simple language will be provided for all students, especially beneficial for those with dyslexia or other learning differences.
• Groupings: Pair or small group work during story development to foster collaboration and peer support.

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Lesson Plan (50 minutes total)

Time	Activity	Description	Teacher Role	Student Role
5 min	Introduction & Recap	Brief recap of previous clowning skills & storytelling concepts. Explain today's WALT and success criteria.	Clarify objectives, set expectations, engage students with a quick question or observation about clown stories.	Listen actively, share quick reflections on previous clown work.
10 min	Story Prompts & Planning	Distribute differentiated story prompts and storyboards. Students choose a prompt or create a simple original story outline using the storyboard, focusing on: Character, Setting, Problem, Resolution.	Guide students as they select prompts and scaffold story planning. Provide examples of narrative structure in clowning. Support dyslexic learners with visual aids.	Work independently or in pairs to plan a short clown story using provided storyboards or prompts. Ask questions if needed.
15 min	Clowning Practice	Students develop physical and vocal elements for their clown story using key clowning techniques (exaggerated movement, expressions, gestures). Practice short dramatized sections in pairs or small groups.	Circulate to provide feedback on physicality, expression, and clarity of storytelling. Prompt students to consider audience engagement and clarity of narrative.	Practice their clown stories, experimenting with physical expression and voice. Give and receive peer feedback.
15 min	Performance and Reflection	Selected pairs/groups perform their clown story for the class. Class observes and gives positive, specific feedback based on success criteria.	Facilitate performances, moderate positive peer feedback, highlight how storytelling is enhanced by clown techniques. Emphasise success criteria.	Perform their clown stories confidently. Reflect on their own and peers' performances using success criteria.
5 min	Wrap-up & Extension Invitation	Summarise key learning points. Invite interested students to write an original clown story for a future lesson (extension task). Provide supportive writing scaffolds if needed.	Reinforce learning outcomes and extension opportunity. Encourage reflection on personal progress and next steps.	Reflect on achievements, express interest in extension work, ask questions if unsure.

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Resources Needed

• Printed or projected story prompts (differentiated by complexity)
• Storyboard templates with visual and written cues for narrative elements
• Open space for movement and performance
• Feedback forms or simple reflection sheets guided by success criteria

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Assessment and Feedback

Formative assessment through observation of:

• Effective use of storytelling elements in clown performance
• Application of clowning physicality and vocal techniques
• Engagement and clarity during peer performances
• Use of storyboards in planning

Feedback strategies include:

• Peer feedback using structured sentence stems (e.g., "I liked when you...", "You could try...")
• Teacher verbal feedback focused on success criteria and positive reinforcement
• Self-reflection on performance through quick written or verbal comments

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Teaching Considerations

• Allow movement breaks or adjust physical demands per student needs.
• Scaffold story development for students with language difficulties using visual supports and modelling.
• Be sensitive to cultural diversity in storytelling themes and clown characterisation styles.
• Foster an inclusive, safe environment encouraging risk-taking in drama.

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Summary

This lesson plan offers a structured, supportive approach to integrate storytelling within clowning performance, directly aligned with the New Zealand Curriculum (The Arts: Drama). It develops key drama and literacy skills through physical theatre and narrative understanding, with differentiation and dyslexia-friendly approaches embedded to meet diverse learner needs.

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If you would like, I can also prepare supporting materials such as story prompts and storyboards tailored for this lesson. Would that be helpful?