Overview

In this lesson, students plan and rehearse a short dramatic message for a chosen audience. They practise selecting language, structure, tone and culturally relevant content so their message lands clearly and respectfully.

Learning intentions

• WALT plan a short performance that matches an audience’s age, interests and prior knowledge.
• WALT practise appropriate tone, gesture and voice to communicate a clear dramatic message.
• WALT use rehearsal feedback to adjust staging, delivery and clarity.

Success criteria

• I can state my audience and what they already know, in my own words.
• I can choose specific dramatic techniques (tone, pace, gesture, eye contact) that suit my audience.
• I can explain how my choices helped my message make sense to the audience.
• I can make at least two improvements after feedback during rehearsal.

Curriculum links

• Speaking, writing and presenting: communicating ideas through performance for an audience.
• Creative arts: shaping role, scene and meaning for an intended purpose.
• Oral language: presenting ideas to others with suitable language and structure.
• Social and emotional learning through respectful collaboration during rehearsals.

Lesson structure (60 minutes)

1. 0–5 min · Starter hook. Teacher shows three “audience cards” (e.g., Year 3 students, families at a school night, a younger sister/brother). Students choose one and share one thing they think that audience already knows.
2. 5–12 min · Direct teaching: Audience fit. Teacher models a quick example: same dramatic idea (“A lost pet”) delivered as (a) funny for younger children, (b) informative for families, (c) intense for peers—highlighting tone, pace and key details. Students underline the differences on a prepared prompt sheet.
3. 12–20 min · Plan: 3-step message. In pairs, students pick a simple dramatic scenario (teacher provides a shortlist) and complete an “Audience Fit” planning sheet: Audience, message (one sentence), and 3 choices (tone/pace, what they will include, and what they will avoid).
4. 20–32 min · Rehearse in focus groups. Groups rehearse a 45–60 second performance using cue cards (not scripts). Teacher circulates with a checklist: Are choices matched to audience? Is delivery clear?
5. 32–44 min · Feedback loop. Each group performs once to their chosen audience “listener group” (rotating listeners). Listeners use sentence frames to give feedback: “When you…, the audience could…” and “To help them, try…”. Performers record two actionable changes.
6. 44–55 min · Improve and re-perform. Groups revise and perform again. Teacher prompts students to test one change (voice/gesture/structure).
7. 55–60 min · Exit ticket. Students write: Audience + one technique I used + one improvement I made (one or two sentences).

Resources

• Audience cards (printed)
• “Audience Fit” planning sheets
• Scenario cards (short, age-appropriate dramatic prompts)
• Cue cards and pens
• Feedback sentence starters
• Simple performance space markers (tape for “stage” and “audience” areas)

Assessment

• Teacher checklist during rehearsal: audience match and clarity of message.
• Listener feedback quality: specific evidence from the performance.
• Exit ticket: students can name audience choices and improvements.

Differentiation

• Provide dyslexia-friendly options: audio-recorded scenario prompts and audio instructions; colour-coded planning sheet; minimal text cue cards.
• Support: sentence starters for audience description; teacher provides a “top 3” list of possible tone/pace choices.
• EAL: allow rehearsals with key phrases on cue cards; visuals for scenarios; model one example.
• Extension: students add a moment of audience “connection” (e.g., a rhetorical question or culturally relevant reference) and explain why it suits their audience.

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Rehearsal Conduct

Overview

Students practise stage etiquette and performance rehearsal behaviour to create a safe, respectful environment and improve focus. They plan and practise routines for entrances, exits, listening, and feedback.

Learning intentions

• WALT demonstrate rehearsal and performance behaviours that support others.
• WALT use stage etiquette to communicate readiness and respect (listening, silence cues, appropriate movement).
• WALT apply rehearsal feedback using a respectful, purposeful response.

Success criteria

• I can follow agreed stage etiquette routines (waiting, entering, exiting, staying in role when appropriate).
• I can show active listening during others’ performances (eyes/face toward the speaker, quiet body).
• I can respond to feedback with a clear “I will try…” adjustment.
• I can describe how etiquette helps the group’s performance quality.

Curriculum links

• Creative arts: working collaboratively and responsibly to present and refine performances.
• Speaking, writing and presenting: communicating ideas and responding to feedback appropriately in performance contexts.
• Oral language: presenting to others using tone, clarity and respectful interaction.
• Social and emotional learning through self-management and collaboration.

Lesson structure (60 minutes)

1. 0–8 min · Warm-up with rules-in-motion. Teacher leads a physical warm-up where students practise “ready” body positions (stillness, breath, attention) and a silent transition cue. Students practise entering/exiting to marked spots without speaking.
2. 8–15 min · Model good vs. not-good. Teacher acts out two micro-scenes (20 seconds): one with excellent rehearsal etiquette and one with common issues (calling out, talking during cues, blocking). Students identify behaviours and sort them into “helps” and “hinders” using a quick visual sorting sheet.
3. 15–25 min · Co-create class etiquette code. In groups, students agree on 5–7 behaviours for rehearsals and performances (e.g., “Stop when the director calls freeze,” “Only one person speaks during feedback,” “Move efficiently, don’t linger in the centre”). Teacher confirms wording and safety expectations.
4. 25–40 min · Etiquette rehearsal stations. Rotate through three stations for 5 minutes each:

• Station A: Entrances/exits—clean transitions to marks.
• Station B: Listening in feedback—active listening checklist.
• Station C: In-role vs out-of-role—students practise when it’s appropriate to break character. Teacher uses a behaviour rubric (pass/focus/needs support).

5. 40–52 min · Apply to a mini-run. Groups perform their 45-second scene from Lesson 1 or a new short scenario. Teacher pauses to practise one etiquette skill (e.g., silence cue, role during transitions, feedback turn-taking).
6. 52–60 min · Reflection exit ticket. Students complete: “One etiquette behaviour I will consistently use is…” and “This helps because…”

Resources

• Stage etiquette code chart (class poster template)
• Station cards with clear instructions
• Marking tape and props (minimal)
• Active listening checklist
• Simple behaviour rubric for teacher
• Audio version of station directions (optional)

Assessment

• Teacher observation at stations: adherence to routines and respect behaviours.
• Listening checklist completion (self/peer quick check).
• Reflection exit ticket: students explain “why” etiquette matters.

Differentiation

• Dyslexia-friendly reading: provide station instructions as audio + icons; reduce reading load by using colour blocks and verbal reminders.
• Support: teacher provides a “script” for feedback responses: “Thank you for… I will try… because…”.
• SEN: allow a visual cue card for the silence/ready signals; assign roles (timekeeper, mark-finder) to reduce performance pressure.
• EAL: provide gesture-based cues and sentence starters; rehearse key terms (entrance, exit, freeze, feedback) with demonstrations.
• Extension (advanced learners): students add an “etiquette leadership” role—leading one station and justifying how their technique improves rehearsal efficiency.

Extension (optional)

• Students run a short “etiquette training” for another class: film or present a 60-second demonstration of good stage conduct with an explanation of why each behaviour helps performers.