Introduction to DNA

Overview

Duration: 60 minutes
Class size: 5 students
Unit: Bringing DNA to Life
Lesson: 1 of 5
Topic: Introduction to DNA by Dennis Kelly – Themes and Characters
Curriculum Links:

• AQA GCSE Drama Specification (8261)
• Eduqas GCSE Drama (Component 1: Devising and Performance)
• Focus: Understanding text, character development, and thematic analysis in a modern play context

---

Learning Objectives

By the end of this lesson, students will be able to:

• Identify and articulate the central themes in DNA
• Analyse key characters and their motivations within the play
• Explore relationships between characters through group discussion
• Understand how themes and characters lay the groundwork for performance and interpretation
• Develop confidence in collaborative analysis aligned with UK Drama curriculum assessment criteria

---

National Curriculum and GCSE Context

This lesson aligns with the key aims of the KS4 Drama curriculum to develop:

• Critical understanding of drama texts and performance styles
• Analytical skills related to characters’ intentions, staging, and dramatic purpose
• Group collaboration and communication skills essential to drama practice
• Cultural awareness through contemporary British theatre

---

Resources Needed

• Copies of selected extracts from DNA (scene with central characters) – printed or digital
• Whiteboard or flipchart with markers
• Character cards (brief descriptions of main characters: Leah, Phil, Mark, John Tate, Cathy, etc.)
• Sticky notes or index cards
• Pens and notebooks for students
• Timer or stopwatch

---

Lesson Structure

Starter (10 minutes)

Engage & Activate Prior Knowledge

• Welcome students and introduce the unit title Bringing DNA to Life.
• Quick Icebreaker: Each student states one word they associate with the themes of friendship, peer pressure, and morality. Record on whiteboard.
• Brief contextual introduction: Dennis Kelly’s DNA, written in 2007, explores issues of identity, responsibility, and group dynamics in a modern, urban UK setting.
• Show (or read aloud) a short provocative quote from the play that encapsulates tension or conflict (e.g., Phil’s line about fear and power).
• Ask: What might this reveal about the characters or themes? Encourage initial predictions.

Main Activity 1 (20 minutes)

Character and Theme Exploration through Collaborative Discussion

• Step 1: Divide students into pairs or a group of three and two (given a small class of 5).

• Assign each group two characters with character cards. Each card includes brief background, key traits, and motives.

• Task: Discuss and note each character’s motivation and attitude towards the events in the play, supported by text evidence.

• Encourage students to identify connections and oppositions between assigned characters.

• Step 2: Whole class discussion to share insights. Use the whiteboard to map characters' relationships and dominant themes emerging from their interactions (e.g., guilt, conformity, power, friendship). Use a visual web with students’ contributions.

Main Activity 2 (15 minutes)

Textual Investigation: Key Moments

• Hand out short selected extracts highlighting pivotal moments emphasising themes like peer pressure, fear, and responsibility.
• In pairs, students read aloud and identify moments where themes clearly appear or characters’ motivations become evident.
• Use sticky notes to write down one key quote or moment per pair, then stick these on a timeline or thematic board arranged visually in the classroom.
• Facilitate a brief class discussion, asking: How do these moments reveal the characters’ inner conflicts or relationships? What emotions are they likely to feel or provoke in the audience?

Plenary (10 minutes)

Reflecting and Setting Foundations

• Conduct a "Hot Seat" activity: Assign each student one key character to answer quickfire questions from the teacher and classmates about their thoughts and feelings on crucial events.
• Recap the key themes identified and discuss how understanding these early will support deeper work in later lessons (e.g., devising scenes, performance choices).
• Set a reflection task: Students write a short paragraph in their notebooks on which character they sympathise with and why, citing evidence from today’s discussions.

---

Differentiation Strategies

• Provide character cards with differentiated detail levels to support varied reading abilities.
• Use pairings thoughtfully so stronger students can mentor others during discussions.
• Allow students to choose whether to record ideas verbally or in writing during tasks.
• Use guided questioning in plenary to support less confident learners.

---

Assessment and Feedback

• Formative assessment through observation of group discussions and contributions to the thematic web.
• Use questioning in plenary to gauge understanding of character motives and themes.
• Collect written reflections to assess depth of comprehension and personal engagement with the characters.

---

Extension Ideas

• For homework, students prepare a short monologue from a chosen character's perspective on a critical event introduced today, focusing on the theme revealed.
• Encourage students to research contemporary social issues similar to those in DNA for a cross-curricular link.

---

Teacher Tips

• Maintain a conversational, open environment that encourages students to think critically and empathically with complex characters.
• Use probing questions (“Why do you think Phil behaves this way?” “How does Leah’s perspective challenge the group?”) to promote deeper thinking.
• Capture students’ initial impressions as a reference point for later lessons to track development in understanding.

---

By following this structured plan, students will start their exploration of DNA thoughtfully, gaining the essential analytical tools to engage with the text and themes meaningfully in the following lessons.