Performance Day Prep

WALT (We Are Learning To)

Prepare effectively for our upcoming clowning performance day.

Success Criteria

• Complete all assigned preparation tasks thoroughly.
• Collaborate with peers, fulfilling specific roles.
• Use a provided performance day checklist to organise and track readiness.
• Engage in discussion of performance strategies and problem-solving.

New Zealand Curriculum Alignment

• Level: Year 10 (aged approx. 14-15)
• Learning Area: The Arts > Drama
• Achievement Objective:
  • "Develop and apply drama skills when making and responding to drama" (Refreshed NZ Curriculum)
  • "Plan, rehearse, and perform devised or scripted drama with awareness of audience and purpose."
• Key Competencies:
  • Managing self (e.g., time management, responsibility for roles)
  • Relating to others (e.g., collaboration in groups)
  • Participating and contributing (e.g., contributing to a performance)
• Curriculum Values: Creativity, Community and Participation, Diversity
• Other Aspects: Structured learning and performance skills development, inclusion of diverse learner needs, including dyslexia-friendly resources

Class Details

• Duration: 50 minutes
• Class size: 25 students
• Unit: Clowning Around: A Drama Journey (Lesson 22 of 30)
• Lesson Focus: Performance Day Preparation

---

Lesson Outline

Time	Activity	Description	Differentiation / Notes
0-5 mins	Settling & Brief Recap	Briefly review previous lessons and key learning so far in the unit Clowning Around. Outline today’s focus (performance day prep).	Visual and verbal instructions; use checklist handouts (dyslexia-friendly).
5-15 mins	Group Task Allocation & Checklist Handout	Introduce and distribute a performance day checklist (providing an easy-to-follow, dyslexia-friendly format with icons and bullet points). Assign specific roles/tasks including: costume check, prop setup, line review, warm-ups, stage management, audience greeting.	Roles tailored to students’ strengths and interests. Provide peer support pairs.
15-30 mins	Group Work: Preparation Tasks	Students work in their groups completing their assigned preparation tasks, supported by teacher and aides as needed.	Scaffold instructions verbally and visually. Provide extra support for those with additional needs. Higher achievers encouraged to discuss and suggest performance strategies while they work.
30-40 mins	Whole Class Discussion: Performance Strategies	Guided discussion on performance day strategies: managing nerves, audience engagement, timing, teamwork and adapting under pressure.	Support students with visual prompts and sentence starters. Extend thinking for advanced students by encouraging critical reflection on performance choices.
40-45 mins	Peer Feedback & Checklist Review	Students pair up to review readiness using the checklist, providing constructive feedback.	Use simple feedback frameworks; support students with sentence stems.
45-50 mins	Wrap-up & Reflection	Brief reflection on what preparation is remaining and setting individual/group goals for next lessons.	Encourage self-assessment and goal-setting for managing self competency.

---

Resources Needed

• Performance day checklist (large print, dyslexia-friendly with icons)
• Role/task assignment cards
• Props, costumes, scripts as per previous lessons
• Visual aids for performance strategies (posters, cue cards)
• Reflection sheets with prompts

---

Differentiation Strategies

• Dyslexia friendly: Performance checklist uses icons, simple language, and clear layout to support memory and organisation. Instructions are given both verbally and visually.
• Task Allocation: Roles assigned specifically to students’ strengths (e.g., confident speakers assigned audience greeting; detail-focused students check props).
• Peer Support: Paired and small group work to facilitate peer scaffolding.
• Extension: Advanced learners lead discussion on performance strategies and help troubleshoot preparation challenges.

---

Assessment Opportunities

• Formative assessment through observation of task completion and group collaboration.
• Use of checklist as a self-monitoring and peer feedback tool to promote responsibility and reflection aligned with Managing Self competency.
• Participation in discussion and feedback sessions assessed informally for engagement and thinking depth.

---

Alignment with New Zealand Curriculum

This lesson supports the Drama achievement objective of planning, rehearsing and performing with audience awareness. Students develop key competencies—Managing Self through task responsibility and performance readiness, Relating to Others through cooperative task completion, and Participating and Contributing through active roles in preparing and supporting the performance. The use of dyslexia-friendly checklists supports equity and inclusion as advised by curriculum principles. The extension of discussing performance strategies strengthens critical and creative thinking aligned with the curriculum refresh emphasis on confident, creative communicators who contribute meaningfully in group settings (Arts Learning Area statement).

---

This detailed, structured lesson plan reflects a balance of structured guidance and independent collaboration with tailored support to foster creative performance skills in line with the New Zealand Curriculum Refresh.