Drama Lesson

LESSON PLAN
Class: Grade 1
Date: Week 8
Period/Lesson: Drama
Topic: Animals
Student background knowledge and learner considerations:
-
Time: 9-9.30
Length: 30 mins
Previous knowledge of animal sounds and movement

Remind students of prior lesson learning about different types of animals
ACARA Outcome/s:
Use voice, facial expression, movement and space to imagine and establish role and
situation (ACADRM028)
Explore role and dramatic action in dramatic play, improvisation and process drama(ACADRM027)
Lesson Outcomes:
Students will be able to (know cognitive processes AND do demonstrate):
Students will demonstrate:

Outcome 4: Children and confident and involved learners
- Children develop a range of skills such as experimentation, investigating and exploring
- Children transfer what they have learned from one context to another
- Children connect a prior experience to a new experience
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the
outcomes?)
This lesson aims to help the children explore and use their imagination in exploring and investigating how
animals move and the various types of pets.
Productive Pedagogies: (How will productive pedagogies be applied to / realised in the learning?)
Approaches to pedagogy can be teacher-centred or student generated, inquiry based or teacher directed,
completed individually, in pairs, groups, or as a whole class, and involve digital resources to varying
degrees. The important thing is that learning activities relate to each other, encourage historical thinking
and lead to the learning goal in a coherent way.
Safety and Risk assessment: (prac lessons)
ORIENTATING PHASE / INTRODUCTORY PHASE:

Time: Teacher direction/
Student activity / what
activity / instruction:
students are doing:
9am
Miss Maddie will start the

lesson off by doing a
animal warm up exercise.
Locomotor Animal
Movement Exercise
Miss Maddie will lead the
class in engaging in
travelling movements while
portraying different animals
using movements such as
walking, running, skipping,
hopping, leaping, crawling
and flying.
Students are moving

around the room according
to different animals the
teacher says and acting out
sounds
Examples:
Trot like a horse in a field.
Run like a dog chasing and
retrieving a bone.
Slither through very long
grass like a snake.
Walk through the desert like
a camel.
Check for
understanding / key
questions / manage
the learning:
Resources:
Give examples to
children if they are
unaware of the sound
certain animals make
ENHANCING PHASE / BODY OF LESSON:

Time: Teacher direction/
Student activity / what
activity / instruction:
students are doing:
Check for
understanding / key
questions / manage
the learning:
Discussion with students:

9.10
Discuss the students pets.
If a student doesnt have a
pet ask them to choose
their favourite animal.
Participating in the
discussion
Creating their own family
pet drawing and describing
sentence to go with.
Check childrens
understanding through
questioning and
discussions
Resources:
Whiteboard
+ marker
Student
books and
colouring
pencils
Ask questions such as:

Which are the most
common animals that are
kept as pets?
What do you do for your
pet and what does it do for
you in return?
What do you do with your
pet?
Make a class pet list and
list all the pets the students
have. Have a look at which
type of pet is the most
popular.
In pairs have the students
be owners and pets.
Owners demonstrate some
of the things they do when
looking after their pets.
SYNTHESISING PHASE / CONSOLIDATION:
Time: Teacher direction/ activity /
instruction:
9.20
End with another locomotor activity. Ask

the students to choose their pet or
favourite animal. Lead then in moving
around the classroom as their favourite
animal. Have them perform various
tasks:
Look over there! Spot it. Its food. Show
me how your animal gets food. What is
the food? Did it hunt it, find it, gather it,
or was the food given to the animal?
Think about how it tastes.
Mmmm, that was tasty. Now continue
moving as your animal. Think about the
environment your animal lives in. Is it
indoors or outdoors? Is it cold, hot, dry,
or humid? Is there sand, water, grass,
dirt, trees or bushes? What does the
environment smell like?
Look over there! Spot it. Its water. Show
me how your animal gets water. Is it from
Student
activity /
what
students are
doing:
Students will
be moving
around the
classroom as
an animal.
Check for
understanding / key
questions / manage
the learning:
Resources:
Assess childrens
understanding of
movement actions
a stream, puddle, bowl? Think about how

your animal has to drink it.
Mmmm, that was refreshing. Now
continue moving as your animal in its
environment. Think about how your
animal plays. Does it swim, jump, fly,
skip, hop, leap, run, roll? Your animal
must do something for fun, how does it
keep itself entertained and going?
Your animal senses danger. Show me
how your animal runs and hides from
danger. Find a hiding spot. Stay still and
quiet Keep a look out though! (Wait for
them to be very still and quiet) Take a
look The coast is clear, your animal is
safe, so come on out, and keep
exploring your environment as you
were.
Now, your animal has had a long day of
eating, drinking, playing, and hiding from
danger, so now its time for your animal
to go to sleep. So show me how your
animal takes a nap at the end of the
day.
Finish / summing up / link to the next lesson:
For the next lesson we will be discussing what animals would not make good pets. Ask the students to
think about what animals would not make good pets and why?
Homework:
Draw a picture of yourself and your pet participating in an activity together (ie walking in the park/ playing
ball/ playing/ feeding). Students to add a description about what the picture is about

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LESSON PLAN

Previous knowledge of animal sounds and movement

Students will be able to (know cognitive processes AND do demonstrate):

Students will demonstrate:

ORIENTATING PHASE / INTRODUCTORY PHASE:

Miss Maddie will start the

Students are moving

ENHANCING PHASE / BODY OF LESSON:

Discussion with students:

Ask questions such as:

End with another locomotor activity. Ask

a stream, puddle, bowl? Think about how

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