Performance Reflection

Context

Unit: Clowning Around: A Drama Journey
Lesson: 23 of 30
Year Level: 10
Class Size: 25 students
Duration: 50 minutes

Learning Outcomes and Curriculum Alignment

WALT:
We Are Learning To reflect thoughtfully on our recent performance experience.

Success Criteria:

Share meaningful and honest reflections about our performance with peers.
Use guided reflection prompts to support thinking and discussion.
Produce an optional written reflection that explores personal growth and challenges.

Alignment to New Zealand Curriculum Refresh 2023

The Arts - Drama Learning Area

Communicating and Interpreting - Drama Achievement Objective (AO) for Year 10:
Students will demonstrate an understanding of drama by reflecting on their own and others' performance experiences to deepen learning and improve future presentations.
Key Competencies:
- Thinking: Reflect critically and creatively on their own drama work.
- Relating to Others: Engage respectfully in discussions about peer performances.
- Managing Self: Set personal goals for artistic growth through reflection.
- Using Language, Symbols, and Texts: Use drama-specific vocabulary to articulate reflections.

Pedagogical Considerations:

Use guided questions and visual prompts to support reflective discussions, making the learning inclusive for students with diverse needs including dyslexia.
Encourage self and peer-assessment to foster ownership and deeper understanding of the drama process and performance skills.

Lesson Plan Timeline

Time	Activity	Details & Resources	Differentiation / Support
0 - 5 mins	Settle & Introduction	Recap of previous performance. Briefly explain WALT and success criteria.	Use a simple visual slide with WALT and success criteria icons.
5 - 15 mins	Guided Reflection (Whole Class)	Teacher models reflection using a structured prompt (e.g., What went well? What was hard?).	Use visual prompts with keywords and images to scaffold responses for dyslexic learners.
15 - 30 mins	Paired Sharing	Students share reflections in pairs using provided reflection questions (print/visual).	Pair stronger verbal students with those who might benefit from support.
30 - 40 mins	Group Discussion	Groups of 4 share highlights, then present a summary reflection to the class.	Provide sentence starters and phrase banks on a large poster/handout for all groups.
40 - 50 mins	Extension: Written Reflection (Optional)	Students write a short reflection piece responding to prompt questions provided visually.	For students with literacy challenges, voice-to-text or bullet points allowed.

Detailed Activities and Instructions

1. Introduction and Setting the Scene (5 minutes)

Display WALT: “We are learning to reflect on our performance experience.”
Display success criteria clearly: share reflections, use guided questions, write a piece (extension).
Emphasise safe, respectful, and constructive sharing.

2. Teacher-Led Guided Reflection (10 minutes)

Use a large poster or screen with questions such as:
- “What did you enjoy most about your performance?”
- “What challenges did you face?”
- “How did you feel before, during, and after performing?”
- “What did you learn from others’ performances?”
Model thoughtful answers using your own or fictional student examples.
Use visuals/icons next to each question to aid understanding and recall (e.g., smiley faces, challenge icons).

3. Pair Work: Sharing Reflections (15 minutes)

Give students a handout/poster with the reflection questions and relevant icons.
Students take turns sharing answers with their partner.
Encourage listening and asking one question back to their partner to deepen the conversation.

4. Small Group Discussion & Feedback (10 minutes)

Groups of 4 synthesize their paired reflections.
Each group elects one speaker to share two or three key insights or themes with the class.
Teacher facilitates and prompts with questions to deepen analysis, such as how these reflections could help improve future work.

5. Extension - Written Reflection (10 minutes)

For students ready to extend themselves, offer a writing task:
- “Describe your performance journey: what you did well, what you found hard, and what goals you have for your next drama experience.”
Provide a dyslexia-friendly template with sentence starters and supporting visuals.
Allow alternatives: typed, bullet points, or recorded oral reflections.

Differentiation for Diverse Learners

Guided Reflection Prompts: Use visuals, icons, and key words for clarity.
Oral and Written Options: Allow reflection through talking or writing according to student strength/preferences.
Peer Support: Strategic pairing to scaffold language and comprehension.
Extended time or alternative communication: Voice-to-text or oral recording for written extension.
Classroom Environment: Supportive, respectful, and inclusive atmosphere encouraging risk-taking in sharing.

Assessment for Learning

Formative: Observation of oral reflections and group discussions with feedback.
Peer-Assessment: Students listen and respond respectfully to others' reflections.
Self-Assessment: Review of written or oral reflective pieces against success criteria.
Teacher Anecdotal Notes: Notes on individual and group understanding to inform future lessons.

Resources Needed

Visual prompts and guided reflection question posters or handouts with icons.
Dyslexia-friendly reflection templates (with sentence starters and pictures).
Writing materials or devices for typed reflection.
A calm, comfortable space arranged for circle or small group discussions.

Final Note

This lesson empowers students to critically evaluate their own drama performances and learn through reflection, a key aspect of creative arts practice. It aligns closely with the New Zealand Curriculum's key competencies and drama achievement objectives, fostering skills in reflection, communication, and self-management that support lifelong learning and confidence in the arts.

If you would like, I can also prepare the visual reflection prompts and dyslexia-friendly templates to accompany this lesson plan.

Teaching Instructions