Imaginative Character World

Overview

Today students plan and create a poster that designs a Drama character’s look (character + costume), a theme song, and a realistic scenario the character would face. They will use their planning to support coherent ideas and clear paragraph-style structure on the poster.

Learning intentions

• WALT plan a Drama character by organising ideas for a clear poster.
• WALT categorise and synthesise notes to find patterns (e.g., personality traits → costume choices → scenario).
• WALT consider an audience’s interests and prior knowledge to shape accessible choices.
• WALT share and justify planning decisions using stage-appropriate language.

Success criteria

• I can design a character and costume that match my character’s traits and needs.
• I can choose a theme song and explain how it fits the character and scenario.
• I can write a scenario that feels believable and includes relevant details.
• I can organise my poster information logically (clear sections, not random ideas).

Curriculum links

• Te Mātaiaho English — Writing: Planning processes: Organising ideas logically into paragraphs, sections, or stanzas.
• Te Mātaiaho English — Writing: Planning processes: Categorising and synthesising notes enables writers to identify patterns, gaps, and connections in their thinking.
• Te Mātaiaho English — Oral Language: Presenting to others: Identifying and planning for an audience’s age, interests, and prior knowledge about the topic.

Lesson structure (75 minutes)

1. 0–8 min · Hook (identify character signals). Teacher displays the introduction slides and reads a short “mystery character” description (no name yet). Students do a quick think and jot: “What do you predict about their personality and problem?” then share one idea with a partner.
2. 8–18 min · Direct teach (planning to poster). Teacher walks through the poster task using the introduction slides: four sections—Character snapshot, Costume design, Theme song, Scenario. Students follow along and highlight which details are “must haves” for each section.
3. 18–35 min · Note-making and categorising. Teacher prompts students to complete the planning notes using the introduction slides as a guide (e.g., traits/adjectives, costume elements, song mood/lyrics focus, scenario setting/goal/obstacle). Students sort notes into patterns on the page: “Which costume feature shows which trait?” and “Which part of the scenario matches my song choice?” (teacher circulates to check alignment and fill gaps).
4. 35–50 min · Synthesise: tighten the connections. Teacher asks students to use one “pattern check” from the slide deck: choose one trait, one costume element, and one scenario moment that all link to the same idea (students refine their notes accordingly).
5. 50–63 min · Create the poster (independent + teacher check). Teacher provides materials and clarifies handwriting/visual expectations: clear titles, legible writing, and enough detail for peers to understand. Students design and produce their poster using their refined notes; teacher uses brief conferencing to ask: “Show me where this costume choice connects to your scenario.”
6. 63–72 min · Gallery share (audience planning). Teacher runs a structured gallery: students move in small groups, choose one “best connection,” and give a kind, specific suggestion using a sentence starter displayed in the introduction slides. Students listen for how their choices make sense to an audience.
7. 72–75 min · Plenary exit check. Teacher displays the final slide and students answer on the spot (out loud or in writing): “My character’s biggest trait is… because… and it shows up in my costume and scenario when…” Teacher collects quick evidence for next lesson grouping.

Resources

• the introduction slides
• the character-poster planning worksheet
• Poster paper or A3/A4 sheets (one per student)
• Coloured pencils/markers, scissors, glue/tape
• Optional: printed song title/mood cards (teacher-prepared)
• Timer for create and gallery time
• Teacher clipboard for quick conferencing

Assessment

• During note-making, teacher checks students’ “trait → costume → scenario” connections using targeted questions.
• During creation, teacher reviews whether posters have clear sections and logically ordered information.
• Exit check: student states the single strongest connection linking character, costume, song, and scenario.

Differentiation

• Support: Provide sentence starters for each poster section (character snapshot, costume rationale, song fit, scenario). Offer a model poster exemplar at the front.
• Support: If students struggle to pick a scenario, offer a choice of prompts (school event gone wrong, community mystery, sports rivalry, awkward first day) and ask them to add a specific obstacle.
• Extension: Add a “twist” requirement—scenario must include a decision point where the character’s trait affects the outcome.
• EAL/SEN: Allow short bullet points on the scenario; permit drawing/labels instead of full sentences as long as connections are clear and can be explained verbally.