Role-play News Conference

Year 11 Drama (New Zealand Curriculum Refresh)

Lesson 17 of 25 in Unit: Lights, Camera, News!

Duration: 60 minutes
Class Size: 8 students

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WALT (We Are Learning To):

• Simulate a realistic news conference by taking on various roles such as reporters, speakers, and moderators.
• Use drama techniques to maintain character and effectively communicate in role-play settings.

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Success Criteria:

Students will:

• Participate actively in a role-played news conference, demonstrating understanding of their assigned role.
• Use appropriate verbal and non-verbal communication (tone, volume, pace, gestures, facial expressions) aligned with their role.
• Collaborate to sustain the news conference scenario and respond meaningfully to questions and discussions.

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Curriculum Links

The Arts / Drama - Strand: Participating and Contributing (Levels 5-6)

• Achievement Objective: Take on roles that require developing character, voice, movement, and use varied speech and gestures to convey meaning and respond to others.
• Key Competencies:
  • Thinking (creatively and critically about roles and interactions)
  • Using language, symbols, and texts (communicating meaning through speech and body language)
  • Relating to others (collaborating in role-play and discussions)
• Values: Encouraging respect for diverse perspectives, including te ao Māori values such as manaakitanga (care and respect) in communication.

English - Speaking and Listening

• Plan and deliver extended spoken texts in various roles, adapting content and language for purpose and audience.
• Use non-verbal communication such as facial expressions, gestures, and posture to enhance delivery.

Literacy & Language Support

• Teaching metacognitive strategies: planning, monitoring, and adapting speaking for effectiveness.
• Providing scaffolds such as sentence stems and visual cues to support understanding and participation .

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Lesson Outline

Time	Activity	Details	Differentiation & Supports
0-5 mins	Introduction & WALT/Success Criteria	Briefly outline learning intentions and success criteria on board using clear, dyslexia-friendly fonts and colour codes. Use visual icons representing roles (e.g., microphone for reporter).	Supports visual learners and those with dyslexia.
5-10 mins	Assign Roles & Role Briefing	Assign roles matched to student confidence (e.g., confident speakers as reporters or speakers, others as note-takers or moderators). Provide role cards with role expectations and vocabulary (using icons and keywords).	Ensure roles match confidence levels; peer support assigned.
10-20 mins	Rehearse Role-Play Language & Non-Verbal Skills	In pairs or small groups, students practise key language structures and phrases typical of news conferences (e.g., asking questions, giving statements). Coach tone, volume, and pace; model gestures and facial expressions for different roles.	Sentence stems and prompts provided for less confident students. Use video clips of news conferences for modelling.
20-50 mins	Simulated News Conference	Conduct the role-played news conference with students in their roles. Encourage active listening, turn-taking, and real-time role interaction. Teacher facilitates and supports as needed.	Visual cue cards remind speakers of their turn and appropriate behaviours. Encourage scaffolded support from peers.
50-55 mins	Q&A Extension (Optional for advanced students)	Select 2-3 students to create and ask questions as "community members" or audience. This extends challenge for confident learners.	Encourages higher order questioning and spontaneous thinking.
55-60 mins	Reflection & Feedback	Group discussion guided by success criteria. Students self-assess and peer-assess focusing on role integrity, communication effectiveness, and collaboration. Use a simple rubric with visuals.	Reflection prompts for all; sentence starters scaffolded for all learners.

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Differentiation Strategies

• Role Matching: Assign roles to match student confidence, communication style, and preference (e.g., more verbal students become reporters, others take moderator or note-taking roles).
• Visual Supports: Use clear visual prompts and cue cards with icons and colour coding for role expectations and speaking turns to support students with dyslexia or processing difficulties.
• Sentence Stems: Provide sentence frames for questions, statements, and responses to scaffold language use.
• Peer Support: Encourage paired or group rehearsals so students can support each other’s learning.
• Flexible Participation: Allow students who find speaking challenging to use simpler phrases or non-verbal contributions (e.g., nodding, gesturing).

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Extension Activities

• Develop a Community Q&A session inviting students from other classes or community guests to participate, testing students' ability to respond spontaneously and respectfully.
• Students create a scripted news bulletin based on the conference, enhancing literacy skills like writing for a specific audience and purpose.
• Use digital recording tools for students to record and review their performances, promoting metacognitive reflection and technical skills.

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Dyslexia-Friendly Supports

• Present written instructions and role cards with dyslexia-friendly fonts, spacing, and colour contrasts.
• Use pictorial icons to signal roles, turn-taking, and key vocabulary.
• Allow oral rehearsal before written preparation.
• Provide multi-sensory learning opportunities—watching video clips, acting out roles physically, and listening to peer models.
• Break activities into small, manageable steps with clear expectations.

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Resources Needed

• Role cards with role descriptions and vocabulary (visual and text).
• Visual signalling cards for turns and timekeeping.
• Video clips of real news conferences as models.
• Rubrics and reflection sheets with visual prompts.
• Props (microphones, name tags) for authenticity.

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This lesson is designed to be fully aligned with the New Zealand Curriculum Refresh principles for The Arts and English learning areas, integrating key competencies, values, and treating language and communication inclusively and accessibly for all learners. Role-play is used as an active, collaborative, and culturally conscious learning method, stimulating creativity and critical thinking as students engage with real-world media scenarios in a drama context.

If you would like, I can also provide sample role cards or rubrics to further support your teaching!

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References:

• Te Mātaiaho English in the New Zealand curriculum years 0–6 (2024) – taking roles, presenting, non-verbal cues, listening/responding and supporting language development
• New Zealand Curriculum Refresh – The Arts (Drama) and English learning area statements and key competencies
• Dyslexia-friendly teaching strategies in drama and communication