Micro Teach Lesson Plan

Lesson Name: An Egg is Quiet Date: 2/4/19

Subject: Drama Class: Arts Class

Links with the Curriculum:

EYLF:
Outcome 1:
1.1 Use effective routines to help make predicted transitions smoothly
1.1 establish and maintain respectful, trusting relationships with other children and
educators
1.2 Children develop their emerging autonomy, inter-dependence, resilience and
sense of agency
1.3 Children develop knowledgeable and confident self identities
1.4 Children learn to interact in relation to others with care, empathy and respect

Outcome 2:
2.1 Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active community
participation.

ACARA:
Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027)
Use voice, facial expression, movement and space to imagine and establish role and
situation (ACADRM028)
Present drama that communicates ideas, including stories from their community to an
audience

Differentiation:
Provide sensory aids
Grouping - social interactions, educational needs etc.
Provide opportunities for children who withdraw
Assessment:
- Taking observational jottings of children’s progress. Focus on recording notes
about children’s ability to meet requirements of content descriptors and
achievement standards:
- Improvisation skills
- Process drama skills
- Use of voice, facial expression, movement and space to imagine and establish
a role/ situation
- Ability to communicate a story/ideas through drama (ACARA 2017)
- Ability to display the elements of drama: role, character, relationship, situation, voice
and movement, focus, tension (Dinham & Chalk 2017, p. 170).
- Children’s ability to work both individually and in teams

Resources:
- Children’s picture book – An Egg is Quiet, written by Dianna Hutts Aston and
illustrated by Sylvia Long.
- Egg shaker/s
- White board
- Interactive white board
- White board markers
- A3 paper
- Black felt tip pen
- Black felt squares
- Bird video (background) http://www.youtube.com/watch?v=xQI0K9pBDUs
- Putamayo dreamtime video –
http://www.youtube.com/watch?v=0APLxDbHtv8&t=14s.
- Colour cut animal pictures
- Observation materials (eggs, birds, sharks nest, feathers.
Time Learning Sequence
Coming into the drama
space:
Taking shoes and socks off,
sitting in a large circle on the
floor. Establish expectations,
create and an essential
agreement for drama.
Warm up:
- Pass the object
Prior Knowledge:
- Brainstorm children's
knowledge about eggs.
- Record thoughts in a mind
map.
Literature:
Look at the front cover and
the end paper, discuss initial
thoughts and ideas.
Skill development:
- Intro to drama games
- Egg movement
- Egg/Mother
Small Group Drama:
Cut up photos for grouping,
children act out the scenario
depicted on the picture.
Opportunity to perform:
After rehearsing children are
given opportunity for
performance
Teacher’s Activity Children’s Activity
Facilitate quiet transition Enter into the drama
to drama space. Help space. Take off shoes
children to find a spot to and socks.
sit. Provide suggestions of
Facilitate discussion and appropriate behaviour.
record essential
agreement.
Explain and model Pass the imaginary
warm up activity. object around the circle,
quietly.
Facilitate discussion and Brainstorm ideas about
record the children's eggs, participate in the
thoughts. discussion.
Read the front cover Brainstorm ideas about
and use guiding the cover of the book.
questions to spark Participate in
inspiration. Record discussion.
observations of the
children's thoughts.
Explain and model Move around the space
drama games. Use as an egg, follow
guiding phrases for guiding phrases.
inspiration.
Hand out photos for Match photos to create
grouping, walk around groups, work together
facilitating engagement. to recreate the scenario
Provide assistance in the image.
where needed. Bring
children back together,
facilitate.
Provide children with the Children can choose
opportunity for to perform their
performance. scenario and watch
others.
Relaxation:
Egg themed meditation/
mindfulness. Calming music
playing with video of bird in
the background.
One teacher facilitates Children find a spot to
relaxation while others sit/lie down, participate
participate and in the
model behaviour. mindfulness/relaxation.
Teachers roam around
providing assistance
where needed.

Reflection: Facilitate discussion and Children use the

Children are given A3 sheets
of paper and a black felt tip
marker. Children choose to
draw about either the
materials provided
(eggs, nests, feathers etc.) or
something they remember,
reflecting on their experience.
collect observations. materials to spark
Collect named drawings inspiration for their
and assist with pack reflection. They record
up. their thoughts on their
sheets of paper.

Pack up: Collect named drawings Children hand back

Pack away resources and put and assist with pack up. their papers and assist
shoes and socks back on. with pack up.
Links to Literature:
Value of structure:
The lessons in the Arts unit will follow a consistent structure. It has been found that all
Drama lessons should allow time for exploration, skill development and opportunity for
presentation (Arts Pop 2019). Following a predictable lesson structure provides students
with a sense of security and helps to maintain engagement (Arts Pop 2019). A predictable
lesson structure is particularly constructive for children with certain special needs, such as
Autism, who benefit from a structured learning environment and clear routines (Hyde,
Carpenter & Doyle 2017, p. 294). Creating a clear structure in the drama classroom is an
effective way to create predictable environments that allow children to feel safe and secure,
allows children to reflect and develop on their skill sets as well as building community and
a sense of teamwork (EYLF 2009). Although we will follow an established lesson format,
we will also remain flexible within our lessons and welcome unpredictable teaching
moments, as it is in these moments that the most authentic and exciting learning often
occurs (Arts Pop 2019).

Importance of Activating Prior knowledge:

Before reading the book, we will introduce a prior knowledge activity. As a class, students
will brainstorm what they already know about eggs. This may include; where eggs come
from, what they look like, what animals lay eggs, what humans use eggs for, their
experiences with eggs, etc. The Drama curriculum from foundation year onwards, builds
on children’s past experiences (Dinham & Chalk 2017, p. 171). Activating students’ prior
knowledge is an important process in the Drama lesson as it enables children to consolidate
what they already know about the topic. Furthermore, it has been found that prior
knowledge activities are a valuable part of Drama lessons, as they facilitate student
engagement in the topic (Cawthon, Dawson & Shasta 2011, p. 1). Brainstorming and
visualizing what eggs look and feel like will assist children later in the lesson when they
pretend to be eggs. Through observational jottings, teachers will record children’s thinking,
which can be used as a springboard for future planning.

Warm up - Pass the object:

Through developing a ritual and starting each class with a group warm up, we aim to get
students to warm up their bodies, stretch their imagination, get into a creative mindset and
encourage students to have fun and build confidence within the group. Welcoming the
students into the space and gathering into a circle with the teacher, allows them to get into
the drama mindset and provides the educator with an opportunity to introduce the game
with clear instruction and role-modelling. According to Dinham (2017, p. 146), “Warm-up
and cool-down routines are important bookends for movement-based activities. They are
transition activities that physically warm up muscles and create a mental focus for dance
or cool down the body and quieten the mind for the transition to the next part of the daily
program.” Though this warm-up we aim to get students to think on their feet, imagine and
display their ideas to their peers and build skills to boost cooperation and teamwork among
students. Pass the Object is a drama game where each student improvises by imagining
and acting out an object of their choice and passes the imaginary object to the person next
to them. The teacher’s role is to explain the game and give examples of how different
characteristics of the objects could be acted out. To start the game, teachers will model the
game and will give students time to practice and create their own ideas. The students will
follow the rules of the game, for example no talking, and that the object must be passed
around the circle.
Links to Literature:
Teacher in role:
Teacher- in- Role, a form of Process-Drama, provides a unique way of approaching the
teaching process. Using the teacher’s involvement enables the teacher to keep the drama
going and manage the student’s participation in the experience (Dinham and Chalk, 2017).
Teachers can do this by the questions they ask the students, by challenging a decision, by
commenting on behaviour, or expressing expectations, all while in the role (Dinham and
Chalk, 2017). When acting in-role, the teacher can model expectations about using voice,
gesture, posture and language to develop the characters of the bush turkey and goanna
personality (Dinham and Chalk, 2017).

Process drama:
Process drama is introduced to students in the foundation year level and it involves
students being immersed in a dramatic context and improvising in an unscripted and
unfolding experience (Dinham and Chalk, 2017). Process drama is directed by the teacher
and involves presenting the students with a problem to be solved, a challenge to be
undertaken, a question to be resolved or a situation to be explored (Dinham and Chalk,
2017). Students will explore different perspectives and possibilities from the scenarios they
were given (Dinham and Chalk, 2017). The space of the drama provides a safe way for
children to imaginatively explore situations, relationships and problems (Dinham and Chalk,
2017).

Relaxation and Reflection:

Following the drama lesson, children will find a space to sit or lie down. One team member
will then lead a guided relaxation, focusing on meditation to calm children and act as a
“warm down”. Restful music (Putamayo Dreamland) will play in the background to help
facilitate this transition, in addition to this a video of birds will play on the whiteboard to
further the themes of the lesson and spark children’s inspiration. This relaxation will take
place at the end of every drama lesson acting as a “bookend”, and establishing the ritual
of the drama lesson. This relaxation will go on for 10 minutes. Team members will
participate in the relaxation to model to children appropriate behaviour. Dinham (2017)
states that process drama can also incorporate, reading, writing and graphic
representations in the fabric of drama. In this spirit, after the relaxation, children are given
the opportunity to document their learning through observational or reflective drawing.
Furthermore, Dinham (2017) states that drama education is about children’s learning and
development as individuals, rather than on performance. Applying this to the lesson rituals,
the opportunity for children to participate in drawing allows for opportunities for individual
work. The children will sit in small groups with A3 sheets of paper and black felt tip markers
to document their learning. Team members will roam around the room assisting where
needed, facilitating discussion and observing. At the end of the drawing sequence, children
will return named drawings to team members and put away felt tip pens.

Follow Up Activity:
Following this lesson, we will be using the same or similar lesson structure from week to
week. In particular, the elements of ritual will remain a constant in every lesson. Through
the coming lessons we plan to build on the skills established in this lesson using the same
drama games to build upon and extend. There is however flexibility with these lessons and
the through close observations and discussions with children, we will determine the
direction to take to best suit the interests and needs of the children.
Micro Teach Evaluation

Lesson Name: An Egg is Quiet Date: 2/4/19

Subject: Drama Class: Arts Class

Students’ learning

Early Years Learning Framework

Outcome 1:

1.1
The students were given the opportunity to work in small groups which were randomly
allocated. The students were able to build on their relationships with others through
collaboration creating a performance snapshot. The students developed respectful, trusting
relationships with educators when they were given the opportunity to perform.

1.4
The students worked effectively in groups and demonstrated a level of respect when
watching other students’ performances.

Outcome 2:

2.1
The students develop a sense of belonging within their groups. The small groups of three
students allowed for active participation from each member in the group.

Australian Curriculum

ACADRM027
ACADRM028
The students explored the roles within the image they were provided. The students used
voice, facial expressions and movement to present a drama snapshot of a story to
communicate to the audience.

Modifications

When this activity is implemented in the unit plan within a school setting, some modifications
will be made. I will ensure to use a loud, clear voice, provide explicit, clear instructions to
the students and focus on the pace of speech. I will ask students questions to clarify and
confirm their understanding of the task. I will repeat instructions while the students are
engaging in the activity and walk around the classroom to support any students if needed.
Justifications

Value of structure
The micro teach lesson and the arts unit plan follows a consistent structure building up the
children’s knowledge and understanding. The micro teach activity encourages the students
to explore their body movement, voice, facial expressions, ideas and surroundings. The
students develop their drama skills and are provided with the opportunity to perform (Arts
Pop 2019). The micro teach lesson has a consistent structure to create a predictable
environment for students to help support them feel safe, secure and supported (Arts Pop
2019) and (EYLF 2009).

Process drama
Process drama allows and encourages students to be fully immersed in a dramatic context
and improvising in an unscripted and unfolding experience (Dinham and Chalk 2017). The
students engaged in process drama during the micro teach lesson as the students explored
a particular situation (Dinham and Chalk 2017). The students were able to explore different
perspectives and possibilities from the scenarios they were given (Dinham and Chalk 2017).
The space of the drama provides a safe way for children to imaginatively explore situations,
relationships and problems (Dinham and Chalk 2017).

Teacher and Peer Feedback

Teacher feedback
- Great use of the children’s picture book
- Useful idea of allowing students to collaborate in groups
- Organise an alternative to students performing

Students feedback
- Organised and well thought out
- Consider students allergies to eggs
- Discuss different animals that lay eggs
- Think about strategies for including students with lack of interest or anxiety
- Make a paper mache or create their own egg as an activity
- Enjoyed the idea of the puzzle piece of a picture to allocate groups and encourage
children to work with others
- Engaging and collaborative experience
- Great idea to promote students’ thoughts through a reflection
 Arts Education - Unit Plan
Drama

Catherine Davies, Mary Beresford, Tiffany Schroeder and Victoria

Fraser.
Topic Focus: An Egg is Quiet
Level of schooling: Reception/Foundation
School and class context: St Andrews School

Learner Context:
Learning Focus:

Aims: Elements of Drama:

Explore voice and movement Character

Express their ideas through role and story Voice

Explore both performance and audience Role

roles

Dispositions:
Children will develop the dispositions of persistence, motivation, creativity, expression,
autonomy confidence and problem solving. Specifically children will develop confidence
and persistence through engaging, hands-on drama experiences that harness children’s
desire to learn. Problem solving and expression are also key dispositions that will be
focused on throughout this unit.

General Capabilities:
Critical and Creative Thinking
Ethical Understanding
Information and Communication Technology Capability
Literacy

Cross Curriculum Priorities:

Sustainability

Please note: This unit plan is subject to change, pending interaction with children in response
to their collective needs and interests.

Teaching sequence over page.

Teaching Sequence

Lesson Teaching Differentiatio ACARA Links

Sequences n
1: Eggselent Coming into the drama Provide Explore role and dramatic
Eggs - Prior space: sensory aids foraction in dramatic
Knowledge taking shoes and children who play, improvisation and proces
socks off, sitting in a require them. s drama (ACADRM027)
large circle. - Taking turns in offering and
Accommodate accepting ideas, and
Establish expectations, for brain and staying in role in short
create an essential water breaks. improvisations.
agreement for drama. - Exploring possibilities for role
Organise and and situation when
Warm up: allocate participating in whole group
- Pass the object grouping of teacher-led process drama
children to and roleplay.
Literature: support Use voice, facial expression,
Look at front cover and learning needs movement and space to
end paper, discuss and and social imagine and establish role and
record initial thoughts interactions. situation. (ACADRM028)
and ideas. - Communicating verbally by
Model drama using the voice to explore
games and and show role and situation.
Small Group Drama:
performances - Communicating non-verbally
Cut up photos for
to help the by using facial expression
grouping, children act
children feel and movement to show role
out the scenario
comfortable in and expression
depicted on the
the space and - Movement within a space to
picture. Use teacher in
understand create the difference
role as a scaffolding
expectations. between their performance
technique for children
who need it. After space and the audience
Allow children
rehearsing children are to participate as space.
given opportunity for Cross Curricular Links:
an audience if
performance. English - Creating Literature:
they don’t want
Examples of guiding Retell familiar literary texts
to perform.
questions: through performance, use of
I wonder if anyone has Provide illustrations and images
seen this animal? alternate (ACELT1580)
I wonder if you can opportunities Outcome 1:
change your body to for children who 1.1 Use effective routines to
be like that animal? do not wish to help make predicted
I wonder if you can try perform e.g. transitions smoothly
something different? Director, 1.1 establish and maintain
I wonder how these Costumer, respectful, trusting
animals might feel? Locating props relationships with other
I wonder how you can etc. children and educators
move your body like 1.2 Children develop their
this animal? emerging autonomy, inter-
dependence, resilience and
sense of agency
1.3 Children develop
knowledgeable and confident
self identities
 Relaxation: Provide one- 1.4 Children learn to interact in
Egg themed on-one relation to others with care,
meditation/mindfulness assistance for empathy and respect.
. Calming music children who Outcome 2:
playing with video of require it e.g. 2.1 Children develop a sense
bird in the background. discussions of belonging to groups and
with children, communities and an
Reflection: working understanding of the reciprocal
Children are given A3 alongside rights and responsibilities
sheets of paper and a children etc. necessary for active
black felt tip marker. community participation.
Children choose to
draw about either the
materials provided
(eggs, nests, feathers
etc.) or something they
remember, reflecting
on their experience.

Pack up:
Pack away resources,
shoes and socks back
on.

2: Get Coming into the drama Provide Explore role and dramatic
Cracking - space: sensory aids for action in dramatic play,
Consolidating Taking shoes and children who improvisation and process
socks off, sitting in a require them. drama (ACADRM027)
large circle. - Taking turns in offering
Accommodate and accepting ideas, and
Go over previously for brain and staying in role in short
established water breaks. improvisations.
expectations of drama - Exploring possibilities
lessons. Re-outline Organise and for role and situation when
lesson structure. allocate participating in whole group
grouping of teacher-led process drama
Warm up: children to and roleplay.
- Pass the object support Use voice, facial expression,
- Repeat from previous learning needs movement and space to
lesson with less and social imagine and establish role and
guidance. interactions. situation. (ACADRM028)
- Communicating verbally
Literature: Model drama by using the voice to explore
Go over previously games and and show role and situation.
read pages, read up to performances - Communicating non-
Eggs come in different to help the verbally by using facial
sizes. children feel expression and movement to
Discuss and record comfortable in show role and expression
children’s thoughts the space and - Movement within a
understand space to create the difference
Small Group Drama: expectations. between their performance
Go over last week, use space and the audience
cut up photos for space.
grouping, children Cross Curricular Links:
create what they think English - Creating Literature:
 happens after the Allow children Retell familiar literary texts
photo. Use teacher in to participate asthrough performance, use of
role as a scaffolding an audience if illustrations and images
technique for children they don’t want (ACELT1580)
who need it. After to perform. Outcome 1:
rehearsing children are 1.1 Use effective routines to
given opportunity for Provide help make predicted
performance alternate transitions smoothly
Examples of guiding opportunities 1.1 establish and maintain
questions: for children who respectful, trusting
I wonder where they do not wish to relationships with other
might be going? perform e.g. children and educators
I wonder why they’re Director, 1.2 Children develop their
doing this? Costumer, emerging autonomy, inter-
I wonder what might Locating props dependence, resilience and
happen next? etc. sense of agency
I wonder if something 1.3 Children develop
scary/funny might Provide one- knowledgeable and confident
happen? on-one self identities
I wonder whats going assistance for 1.4 Children learn to interact in
to happen to the egg? children who relation to others with care,
I wonder what might require it e.g. empathy and respect
happen in real life? discussions
with children, Outcome 2:
Relaxation: working 2.1 Children develop a sense
Nature themed yoga, alongside of belonging to groups and
calming music playing children etc. communities and an
with video of bird in the understanding of the reciprocal
background. rights and responsibilities
necessary for active
Reflection: community participation.
Children are given A3
sheets of paper and a
black felt tip marker.
Children choose to
draw about either the
materials provided
(eggs, nests, feathers
etc.) or something they
remember, reflecting
on their experience.
Children are given
opportunity to continue
reflection from last
week if needed.

Pack up:
Pack away resources,
shoes and socks back
on.

3: Coming into the drama Provide Explore role and dramatic

Consolidating space: taking shoes sensory aids for action in dramatic play,
and socks off, sitting in children who improvisation and process
a large circle. require them. drama (ACADRM027)
Revise expectations Accommodate - Taking turns in offering
and connect with last for brain and and accepting ideas, and
week. water breaks. staying in role in short
Organise and improvisations.
Warm up: allocate - Exploring possibilities
- Pass the object grouping of for role and situation when
- Extending: give children to participating in whole group
children less guidance, support teacher-led process drama
each child have a try at learning needs and roleplay.
changing the object. and social Use voice, facial expression,
interactions. movement and space to
Literature: Model drama imagine and establish role and
Read up to An egg is games and situation. (ACADRM028)
giving page. Connect performances - Communicating verbally
with previous to help the by using the voice to explore
knowledge, discuss children feel and show role and situation.
and record thoughts comfortable in - Communicating non-
and ideas. the space and verbally by using facial
understand expression and movement to
Small Group Drama: expectations. show role and expression
Group children Allow children - Movement within a
according to animals, to participate as space to create the difference
scaffold (chicken, an audience if between their performance
salmon, grasshopper). they don’t want space and the audience
Children act out to perform. space.
growing inside of an Provide Cross Curricular Links:
egg and hatching. After alternate English - Creating Literature:
rehearsing children are opportunities Retell familiar literary texts
given opportunity for for children who through performance, use of
performance do not wish to illustrations and images
Examples of guiding perform e.g. (ACELT1580)
questions: Director, Outcome 1:
I wonder what it feels Costumer, 1.1 Use effective routines to
like to be inside an Locating props help make predicted
egg? etc. transitions smoothly
I wonder what it feels Provide one- 1.1 establish and maintain
like to hatch? on-one respectful, trusting
I wonder how the assistance for relationships with other
mummy/daddy might children who children and educators
be feeling? require it e.g. 1.2 Children develop their
I wonder what will discussions emerging autonomy, inter-
happen to the egg with children, dependence, resilience and
shell? working sense of agency
I wonder who else alongside 1.3 Children develop
might be there? children etc. knowledgeable and confident
I wonder where this will self identities
happen? 1.4 Children learn to interact in
relation to others with care,
Relaxation: empathy and respect
Egg themed
meditation/mindfulness
. Calming music
playing with video of
bird in the background.
 Reflection:
Children are given A3 Outcome 2:
sheets of paper and a 2.1 Children develop a sense
black felt tip marker. of belonging to groups and
Children choose to communities and an
draw about either the understanding of the reciprocal
materials provided rights and responsibilities
(eggs, nests, feathers necessary for active
etc.) or something they community participation.
remember, reflecting
on their experience.
Children are given
opportunity to continue
reflection from last
week if needed.

Pack up:
Pack away resources,
shoes and socks back
on.
4: Coming into the drama Provide Explore role and dramatic
Consolidating space: sensory aids for action in dramatic play,
/ Final Lesson Taking shoes and children who improvisation and process
socks off, sitting in a require them. drama (ACADRM027)
large circle. Revise - Taking turns in offering
past three weeks, Accommodate and accepting ideas, and
make connections with for brain and staying in role in short
previous learning. water breaks. improvisations.
- Exploring possibilities
Warm up: Organise and for role and situation when
- Pass the object allocate participating in whole group
- Extending: no grouping of teacher-led process drama
guidance from children to and roleplay.
teachers (except for support Use voice, facial expression,
when needed). learning needs movement and space to
and social imagine and establish role and
Literature: interactions. situation. (ACADRM028)
Read the entirety of An - Communicating verbally
Egg is Quiet. Discuss Model drama by using the voice to explore
and record children’s games and and show role and situation.
thoughts and ideas. performances - Communicating non-
to help the verbally by using facial
Small Group Drama: children feel expression and movement to
Group children into comfortable in show role and expression
groups of 3, children the space and - Movement within a
create a short understand space to create the difference
scene/story about an expectations. between their performance
egg. Teacher provide space and the audience
guidance where Allow children space.
necessary - if needed to participate as Cross Curricular Links:
teacher in role. Refer an audience if English - Creating Literature:
children to book if they don’t want Retell familiar literary texts
needed. to perform. through performance, use of
illustrations and images
(ACELT1580)
After rehearsing Provide Outcome 1:
children are given alternate 1.1 Use effective routines to
opportunity for opportunities help make predicted
performance for children who transitions smoothly
Examples of guiding do not wish to 1.1 establish and maintain
questions: perform e.g. respectful, trusting
I wonder what animal Director, relationships with other
you might be? Costumer, children and educators
I wonder where you Locating props 1.2 Children develop their
live? etc. emerging autonomy, inter-
I wonder what your dependence, resilience and
egg looks like? Provide one- sense of agency
I wonder if you could on-one 1.3 Children develop
make your body assistance for knowledgeable and confident
shaped like that? children who self identities
I wonder what might require it e.g. 1.4 Children learn to interact in
happen next? discussions relation to others with care,
I wonder what would with children, empathy and respect
happen if something working
silly/scary/funny alongside Outcome 2:
happened? children etc. 2.1 Children develop a sense
of belonging to groups and
Relaxation: communities and an
Nature yoga,calming understanding of the reciprocal
music playing with rights and responsibilities
video of bird in the necessary for active
background. community participation.

Reflection:
Children are given A3
sheets of paper and a
black felt tip marker.
Children choose to
draw about either the
materials provided
(eggs, nests, feathers
etc.) or something they
remember, reflecting
on their experience.
Children are given
opportunity to continue
reflection from last
week if needed.

Pack up:
Pack away resources,
shoes and socks back
on.
Links to Literature:
Value of structure:
The lessons in the Arts unit will follow a consistent structure. It has been found that all
Drama lessons should allow time for exploration, skill development and opportunity for
presentation (Arts Pop 2019). Following a predictable lesson structure provides students
with a sense of security and helps to maintain engagement (Arts Pop 2019). A predictable
lesson structure is particularly constructive for children with certain special needs, such as
Autism, who benefit from a structured learning environment and clear routines (Hyde,
Carpenter & Doyle 2017, p. 294). Creating a clear structure in the drama classroom is an
effective way to create predictable environments that allow children to feel safe and secure,
allows children to reflect and develop on their skill sets as well as building community and
a sense of teamwork (EYLF 2009). Although we will follow an established lesson format,
we will also remain flexible within our lessons and welcome unpredictable teaching
moments, as it is in these moments that the most authentic and exciting learning often
occurs (Arts Pop 2019).

Importance of Activating Prior knowledge:

Before reading the book, we will introduce a prior knowledge activity. As a class, students
will brainstorm what they already know about eggs. This may include; where eggs come
from, what they look like, what animals lay eggs, what humans use eggs for, their
experiences with eggs, etc. The Drama curriculum from foundation year onwards, builds
on children’s past experiences (Dinham & Chalk 2017, p. 171). Activating students’ prior
knowledge is an important process in the Drama lesson as it enables children to
consolidate what they already know about the topic. Furthermore, it has been found that
prior knowledge activities are a valuable part of Drama lessons, as they facilitate student
engagement in the topic (Cawthon, Dawson & Shasta 2011, p. 1). Brainstorming and
visualizing what eggs look and feel like will assist children later in the lesson when they
pretend to be eggs. Through observational jottings, teachers will record children’s thinking,
which can be used as a springboard for future planning.

Warm up - Pass the object:

Through developing a ritual and starting each class with a group warm up, we aim to get
students to warm up their bodies, stretch their imagination, get into a creative mindset and
encourage students to have fun and build confidence within the group. Welcoming the
students into the space and gathering into a circle with the teacher, allows them to get into
the drama mindset and provides the educator with an opportunity to introduce the game
with clear instruction and role-modelling. According to Dinham (2017, p. 146), “Warm-up
and cool-down routines are important bookends for movement-based activities. They are
transition activities that physically warm up muscles and create a mental focus for dance
or cool down the body and quieten the mind for the transition to the next part of the daily
program.” Though this warm-up we aim to get students to think on their feet, imagine and
display their ideas to their peers and build skills to boost cooperation and teamwork among
students. Pass the Object is a drama game where each student improvises by imagining
and acting out an object of their choice and passes the imaginary object to the person next
to them. The teacher’s role is to explain the game and give examples of how different
characteristics of the objects could be acted out. To start the game, teachers will model the
game and will give students time to practice and create their own ideas. The students will
follow the rules of the game, for example no talking, and that the object must be passed
around the circle.
Links to Literature:
Teacher in role:
Teacher- in- Role, a form of Process-Drama, provides a unique way of approaching the
teaching process. Using the teacher’s involvement enables the teacher to keep the drama
going and manage the student’s participation in the experience (Dinham and Chalk, 2017).
Teachers can do this by the questions they ask the students, by challenging a decision, by
commenting on behaviour, or expressing expectations, all while in the role (Dinham and
Chalk, 2017). When acting in-role, the teacher can model expectations about using voice,
gesture, posture and language to develop the characters of the bush turkey and goanna
personality (Dinham and Chalk, 2017).

Process drama:
Process drama is introduced to students in the foundation year level and it involves
students being immersed in a dramatic context and improvising in an unscripted and
unfolding experience (Dinham and Chalk, 2017). Process drama is directed by the teacher
and involves presenting the students with a problem to be solved, a challenge to be
undertaken, a question to be resolved or a situation to be explored (Dinham and Chalk,
2017). Students will explore different perspectives and possibilities from the scenarios they
were given (Dinham and Chalk, 2017). The space of the drama provides a safe way for
children to imaginatively explore situations, relationships and problems (Dinham and Chalk,
2017).

Relaxation and Reflection:

Following the drama lesson, children will find a space to sit or lie down. One team member
will then lead a guided relaxation, focusing on meditation to calm children and act as a
“warm down”. Restful music (Putamayo Dreamland) will play in the background to help
facilitate this transition, in addition to this a video of birds will play on the whiteboard to
further the themes of the lesson and spark children’s inspiration. This relaxation will take
place at the end of every drama lesson acting as a “bookend”, and establishing the ritual
of the drama lesson. This relaxation will go on for 10 minutes. Team members will
participate in the relaxation to model to children appropriate behaviour. Dinham (2017)
states that process drama can also incorporate, reading, writing and graphic
representations in the fabric of drama. In this spirit, after the relaxation, children are given
the opportunity to document their learning through observational or reflective drawing.
Furthermore, Dinham (2017) states that drama education is about children’s learning and
development as individuals, rather than on performance. Applying this to the lesson rituals,
the opportunity for children to participate in drawing allows for opportunities for individual
work. The children will sit in small groups with A3 sheets of paper and black felt tip markers
to document their learning. Team members will roam around the room assisting where
needed, facilitating discussion and observing. At the end of the drawing sequence, children
will return named drawings to team members and put away felt tip pens.
Assessment:
Due to the young age of children in this unit the majority of assessment will be undertaken
through observations and discussions. Through this unit, students may be able to take on
roles to explore the concepts of eggs through imagined situations, with guidance from the
educator where needed. Children’s ability to interact collaboratively and communicate their
thoughts about drama with peers will be assessed. Again, due to the young age of the
children involved the majority of assessment will be through observational jottings to
capture and record children’s developing understanding of concepts and drama skills.
Specifically looking at how children become involved in the drama processes, focusing on
meeting content descriptors (see Learning Sequence). Additionally, children’s ability to
develop an appreciation of drama through the making of their own process drama and the
process drama of others.

Children will also record their own understanding of dramatic process through their
reflective drawings undertaken at the end of each session. These drawings will be used to
consolidate the observational jottings taken throughout each session.

Resources:
Teacher Resources:
· Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10
Curriculum, Drama, Foundation to Year 10 Curriculum v8.3, Australian Curriculum,
Assessment and Reporting Authority, viewed 20 March 2019,
https://www.australiancurriculum.edu.au/f-10-curriculum/the-
arts/drama/?year=12728&capability=ignore&capability=Literacy&capability=Numeracy&c
apability=Information+and+Communication+Technology+%28ICT%29+Capability&capabi
lity=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capabil
ity=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priorit
y=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Au
stralia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&
elaborations=false&scotterms=false&isFirstPageLoad=false
· Arts Pop 2019, Dance Planning, Arts Packages of Practice, Australian
Government Department of Education, Employment and Workplace Relations, viewed 31
March 2019, http://www.artspop.org.au/content/view/index-docid=108.html
· Cawthon, S, Dawson, K, & Shasta, I 2011, ‘Activating Student Engagement
Through Drama-Based Instruction’, Journal for Learning Through the Arts, vol. 7, no. 1,
pp. 1-31.
· Dinham, J & Chalk 2017, It's arts play: young children belonging, being and
becoming through the arts, Oxford University Press, Australia & New Zealand .
· Egg shaker
· Hyde, M, Carpenter, L & Dole, S (eds) 2017. Diversity, inclusion and engagement,
(3rd Edition) Oxford University Press, Melbourne Vic.
· Hutts Aston, D & Long, S 2014, An Egg is Quiet, Chronicle Books LLC, San
Francisco, California.
· Murdoch, C 2015, The Power of Inquiry, Seastar Education, Melbourne, Australia.
· Paper
· Wright, S 2003, Children Meaning-Making and the Arts, Pearson Education
Australia, Frenchs Forest, NSW.
· Whiteboard
Student Resources:

- Cut up pictures of animals who lay eggs

- Paper
- Black textas
- Resources for reflection: feathers, eggs, nests, twigs etc