Creating School Values

Lesson Overview

In this 45-minute lesson designed for Year 5-6 students, learners will collaboratively write and perform 2-minute mini movies or skits that centre around the school's core values: Passion for learning, Respecting people, place and property, Leading with integrity, Aspiring for personal greatness, and Celebrating diversity. This lesson will integrate learning objectives from the New Zealand Curriculum Refresh's English and The Arts learning areas (specifically drama/performing arts), Phase 2.

Learning Objectives

English (Year 5-6, Phase 2)

• Writing to entertain and inform: Students will use narrative elements including character, setting, problem, action, resolution, dialogue, and conclude their scripts effectively. They will organise their writing into paragraphs, and use linking words and phrases (e.g., because, for example, also) to connect ideas clearly. They will develop precise word choice and use domain-specific vocabulary relevant to the school values theme.
• Writing processes: Plan, draft, revise, and edit writing collaboratively and independently. Use graphic organisers/planning templates suitable for script writing. Provide and incorporate peer and teacher feedback.
• Oral language: Develop skills to present ideas engagingly and clearly. Use gestures and tone to enhance meaning during performance.

The Arts - Performing Arts (Year 5-6, Phase 2)

• Express and interpret meaning: Use voice, movement, gesture, and facial expression to express character and convey the key message centered around school values.
• Creating and developing: Collaboratively create short performances based on the scripts students have written, applying elements of drama such as role, tension, and space.
• Audience awareness: Reflect on and adapt performances based on peer and teacher feedback to enhance audience engagement.
• Cultural connections: Explore and respect diversity, incorporating the school value of celebrating diversity through respectful, inclusive portrayals.

Key Competencies Developed

• Thinking: Planning and problem-solving in script writing and performance.
• Using language, symbols, and text: Writing scripts and performing.
• Relating to others: Collaboratively working, sharing ideas, giving and receiving feedback.
• Participating and contributing: Engaging in group creation and presenting to an audience.
• Managing self: Responsibility for roles in creation and performance.

Resources Needed

• Script planning templates (graphic organisers)
• Paper and pencils
• Space for small group rehearsals and performance
• Timer or stopwatch
• Whiteboard/chart paper for brainstorming school values
• Optional: props or costume pieces to enhance performance

Lesson Structure

Introduction (5 minutes)

• Begin with a brief discussion about the school values: Passion for learning, Respecting people, place and property, Leading with integrity, Aspiring for personal greatness, Celebrating diversity.
• Discuss examples of each value in everyday school life.
• Explain the task: create and perform a 2-minute mini movie/skit that shows one or more school values.
• Highlight how this will connect literacy (writing scripts) and drama skills (performance).

Activity 1: Scriptwriting (15 minutes)

• Group formation: Organise students into teams of 3-4 (about 7 groups for 27 students).
• Planning: Provide a graphic organiser or script planning sheet prompting students to outline:
• The value(s) their skit will show
• Characters and setting
• Beginning (introduce the problem/scenario)
• Middle (actions and dialogue)
• Ending (resolution that highlights the value)
• Dialogue snippets using linking words and phrases
• Encourage inclusion of clear narrative elements and domain-specific vocabulary related to the school values.
• Teacher circulates, facilitating and prompting thinking aloud to scaffold script development.
• Emphasise collaboration and respect for diverse ideas.

Activity 2: Rehearsal and Performance (20 minutes)

• Rehearsal (10 minutes): Groups rehearse their scripts, practising voice, movement, and expression to bring meaning to the performances.
• Scaffold use of drama techniques: use of voice (volume, tone), gestures, facial expressions.
• Encourage students to think about audience engagement and how their skit clearly communicates the school value(s).
• Performances (10 minutes): Groups perform their mini movies/skits to the class.
• Use a timer to keep performances about 2 minutes each.
• Encourage respectful listening as audience members.

Conclusion and Reflection (5 minutes)

• Facilitate a short reflective discussion:
• What did you learn about the school values through performing and watching the skits?
• How did writing your own script help you think about and understand these values?
• How did working together help your performance?
• Highlight the importance of expressing values through drama and writing.
• Optionally, students give positive feedback to each group focusing on how well the values were communicated and performance skills.

Assessment

• Formative assessment during scriptwriting and rehearsal phases by observing participation, collaboration, use of narrative elements, and vocabulary.
• Performance assessment based on ability to express meaning clearly using drama skills and convey school values effectively.
• Reflective feedback gathered through class discussion to gauge understanding of values and skills.

Curriculum Alignment Summary

• English Phase 2: Writing narratives with organised paragraphs, using linking words, domain-specific vocabulary, dialogue, and revising texts based on feedback.
• Performing Arts Phase 2: Express and interpret meaning through movement and performance, collaboratively create drama, and adapt based on feedback.
• Values from the New Zealand Curriculum including integrity, diversity, respect, community, and excellence incorporated into content.
• Development of Key Competencies aligned with curriculum expectations for holistic learning.

This lesson plan not only fosters literacy and performing arts skills but also deeply connects students with the school’s values and their application in real-life contexts, authentically reflecting the refreshed New Zealand Curriculum's purpose and principles.