Lighthouse Freeze Frames

Overview

Students create and perform a sequence of freeze frames based on The Lighthouse Keepers. The lesson uses small, supportive groups and gradual participation to build confidence, listening, cooperation, and expressive movement. Māori kupu are used as simple classroom cues alongside English.

Learning intentions

• WALT use body shape, facial expression, gaze, and space to communicate a moment in a story.
• WALT create and perform freeze frames with a small group.
• WALT listen, share ideas, and make fair decisions together.
• WALT use respectful feedback to help our group improve.

Success criteria

• I can hold a still shape safely and confidently.
• I can show a character, feeling, or action without speaking.
• I can work cooperatively and respond to my group’s ideas.
• I can explain what a freeze frame communicates.

Curriculum links

• Physical Education — Choreographed movement: body actions, shapes, and sequences communicate ideas, emotions, or narratives.
• Physical Education — Choreographed movement: performing movement with timing, coordination, matching, mirroring, and stillness.
• Health Education — Self and others: listening, problem-solving, trust, and respectful group relationships.
• Health Education — Self and others: clear communication that supports safe, fair, and respectful interactions.

Lesson structure (20 minutes)

1. 0–3 min · Welcome and visual hook. Teacher gathers students in a circle, introduces the story setting, and opens the lighthouse storm image and lesson introduction. Explain: “Today we will show the story with our bodies, like a photograph that has come alive and then stopped.” Teach the cues whakarongo (listen), tū (stand), and whakatio (freeze). Students practise the cues by moving, stopping, and showing a safe neutral shape.

2. 3–6 min · Model a freeze frame. Teacher briefly retells three key moments: the lighthouse keeper watches the sea; a storm brings danger; the lighthouse beam helps guide a boat home. Model one simple freeze frame with two volunteers, asking the class what the bodies, faces, and gaze communicate. Students identify visible clues such as “looking out,” “holding on,” or “feeling worried”, without needing to perform yet.

3. 6–10 min · Explore character shapes. Teacher places students in five pairs and displays the character and feeling prompts. Give each pair one moment or character, such as lighthouse keeper, sailor, crashing wave, seabird, or boat. Students first make individual shapes, then gently mirror a partner’s shape and match their stillness. Remind them that there is no touching, and they may perform beside or slightly behind their partner if they prefer.

4. 10–15 min · Build a group freeze frame. Teacher forms two groups of five and gives each group a different story moment. Provide the drama freeze frames planning template as an optional planning scaffold. Prompt groups to decide: Who is present? What has just happened? Where will each person look? What feeling should the audience notice? Students quietly rehearse entering, arranging themselves, and freezing. Each group includes one clear moment of stillness and uses a repeated action or mirrored shape before stopping.

5. 15–18 min · Share and respond. Teacher invites each group to perform its freeze frame for the class, using the cue whakatio. The audience watches silently, then offers one respectful observation using the prompt “I noticed…” or “I wondered…”. Students may choose to perform in their group without speaking; the teacher can narrate the setting if that reduces anxiety. Display the performance and feedback prompts during each share.

6. 18–20 min · Reflect and exit. Teacher asks students to show with fingers 1–3 how confidently they participated, then revisits the learning intention using the reflection slide. Students complete an oral or written response: “Our freeze frame showed ___ because ___.” Invite two or three students to share, accepting pointing, drawing, or a partner’s spoken response as alternatives.

Resources

• the Lighthouse Keepers freeze-frame teaching deck
• the drama freeze frames planning template
• A clear, safe performance space
• A simple retelling of The Lighthouse Keepers
• Optional quiet instrumental sea or storm music
• Whiteboard or display surface
• Timer

Assessment

• During pair work, observe whether students can mirror, match, and hold a safe still shape.
• During group planning, listen for respectful turn-taking, shared decision-making, and clear links between body choices and the story.
• Assess performances against the success criteria: expressive shape, stillness, story communication, and cooperation.
• Use the final sentence or gesture rating as a quick exit check; note students who need further support with confidence, movement, or group participation.

Differentiation

• Support: Allow students to begin as a prop, wave, seabird, or lighthouse feature before taking a character role. Offer the choice to stand at the back, copy a peer, or have a partner speak for the group.
• Communication and EAL support: Use picture prompts, gestures, and the sentence stems “I am showing…” and “I noticed…”. Teach and display the Māori cues with their English meanings; invite students to use familiar kupu from the class programme.
• Dyslexia-friendly access: Give instructions one step at a time, read all text aloud, use a clear sans-serif font, large print, strong contrast, and minimal text on each slide. Students may respond orally, through drawing, or by selecting a feeling word.
• Extension: Challenge confident students to create a three-part sequence with a clear beginning, danger, and resolution; include a transition, a mirrored action, and a deliberate change in levels while keeping the final freeze frame readable.