Creating stories together

The following is a detailed 60-minute drama lesson plan designed for Year 4-5 students in New Zealand, using Theatresports games adapted to include students with intellectual disabilities. It aligns explicitly with the New Zealand Curriculum Refresh and supports confidence-building in speaking before others through simple, pressure-mitigated drama activities.

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Curriculum Links

Learning area: The Arts – Drama Level: Year 4-5 (Ages ~8-10) Curriculum references:

• The Arts: Drama > Developing Ideas and Communicating > Students develop ideas and express them through drama to share their imagination and experiences.
• Key Competencies: Using language, symbols, and texts; Managing self; Relating to others
• Curriculum Refresh focus: Communicating ideas clearly; Taking on roles; Presenting to others with confidence and support; Respect for diverse learners and inclusion

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WALT (We Are Learning To)

• WALT take turns and collaborate to create a group story using simple words and imaginative ideas.
• WALT build confidence speaking in front of others through drama games.
• WALT use freeze frame techniques to create and change story scenes.
• WALT support each other’s ideas and respect differences in abilities.

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Success Criteria

• I take turns contributing one word at a time to build a story.
• I am able to hold a freeze frame and change the story when asked.
• I speak clearly and listen carefully to others.
• I respect and encourage classmates during activities.

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Materials Needed

• Open space for movement
• Optional soft cushions to mark positions for freeze frames
• Visual aids (simple pictures to inspire story themes if needed)
• A 'Freeze' signal tool (like a bell or hand raise)

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Lesson Structure

1. Warm-up Activity (10 minutes)

Game: “Pass the Word”

• Students sit in a circle.
• A simple sentence starter is given (e.g., "Once upon a time…").
• Each student takes a turn saying one word, building the story one word at a time.
• Encourage students to keep the story flowing and listen carefully for their turn.

Differentiation:

• For students with intellectual disabilities, allow whispering or non-verbal cues to signal readiness.
• Provide picture prompts for those needing extra support to contribute.
• Allow them to contribute gestures or sounds if speaking a word is challenging.

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2. Introduction to Freeze Frame (10 minutes)

Explain and Demonstrate:

• Show students how to create a ‘freeze frame’ — a still image with their body that tells a part of the story.
• Use simple examples such as pretending to be 'a tree in the wind' or 'a surprised character'.
• Discuss how the person who calls "Freeze!" can step in, take the place of a frozen student, and change the story with their new position or pose.

Differentiation:

• Demonstrate multiple times with different volunteers.
• Invite students to choose easy or comfortable poses.
• Provide physical support or adaptations for those who may have difficulty with movement or holding poses.

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3. Theatresports Freeze Frame Game (25 minutes)

Activity:

• Begin a simple story prompt (e.g., "A day at the beach").
• Students create a freeze frame to show a scene from the story.
• When one student calls "Freeze!", the group freezes. The student calling freeze replaces a frozen person and changes the scene, adding a new twist.
• Continue the game allowing multiple turns, encouraging imagination and collaboration.

Differentiation:

• Allow students to pass turns if nervous; encourage non-verbal 'freeze' cues for calling freeze.
• Use volunteers to assist students who need physical or emotional support.
• Encourage slower pacing and frequent encouragement breaks.
• Use clear and simple language to explain cues and story changes.

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4. Reflection and Sharing (10 minutes)

Circle time discussion:

• What was fun about the games?
• How did it feel to speak or act in front of friends?
• How did we work together and help each other?

Extension for advanced learners:

• Invite students to take a leadership role in directing freeze frame scenes.
• Encourage telling longer mini-stories using voice modulation and expressive body language.
• Promote use of dialogue or emotion in their freeze frames.

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5. Cool Down and Wrap-up (5 minutes)

Breathing and Relaxation:

• Lead a gentle breathing exercise to relax.
• Recap what was learned about teamwork and storytelling.
• Praise courage and creativity, reinforcing confidence in sharing ideas publicly.

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Assessment & Monitoring

• Observe participation and willingness to speak or contribute non-verbally.
• Note student ability to take turns and build on others' ideas.
• Monitor respect and support shown to peers during activities.
• Use informal feedback during reflection to gauge confidence gains.

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Additional Notes on Inclusivity and Differentiation

• Scaffold instructions with visual cues, gestures, and simplified language.
• Provide alternative communication methods (signs, symbols) for students with less verbal confidence.
• Maintain a supportive environment where no one is pressured beyond their comfort level.
• Ensure all students feel valued contributors regardless of ability level.

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Alignment with New Zealand Curriculum Refresh

This lesson plan aligns with the Drama learning area of The Arts where students in years 4-5:

• Use drama to explore ideas and experiences with others in a collaborative way, developing creative thinking and interpersonal skills.
• Develop confidence to present ideas clearly to an audience, adjusting their communication to suit their peers.
• Learn through active, inclusive participation respecting diversity in ability and expression.
• Develop key competencies of managing self and relating to others in group contexts.

The activities foster oral communication and narrative skills through simple story-building, aligns with teaching presenting to others and taking on roles, and is mindful of cultural sensitivity and neurodiversity as recommended,,.

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This plan balances confidence-building with accessible drama activities, promoting a fun, inclusive learning environment suited for diverse Year 4-5 students in New Zealand schools.