Devising Plan

Lesson Plan: Year 9 Drama – Fine-Tuning Devised Plays
Objective:
Students will refine their devised plays, focusing on enhancing performance

elements like movement, voice, blocking, and characterization.
Duration: 1 hour
Starter (10 minutes)
1. Warm-up Activity:
A quick physical and vocal warm-up to get students ready for the
performance. Focus on:
Vocal Warm-up: Breathing exercises, tongue twisters, and projection.
Physical Warm-up: Stretching and body awareness exercises.
Purpose: Prepare students for expressive use of their body and voice in the
upcoming rehearsal.
2. Briefing (2 minutes):
Recap on the importance of refining their devised plays and the key areas
they should focus on:
Characterization (Are the characters believable and consistent?)
Blocking (Does the movement suit the scene and enhance the storytelling?)
Pacing and Timing (Are the scenes running smoothly without dragging?)
Vocal Dynamics (Is the dialogue clear, and are they using a range of tones?)
Main Activity (40 minutes)
1. Group Rehearsal (30 minutes):
Each group rehearses their devised piece.
Teacher circulates, giving focused feedback:
Movement: Ensure blocking enhances the storytelling. Help groups fix

awkward movement or unclear stage pictures.
Voice: Encourage variation in pitch, pace, and volume where needed. Ensure
clarity of speech.
Characterization: Help students maintain consistency in their roles. Push for
more depth where possible.
Peer Feedback (last 10 minutes of rehearsal):
After rehearsing, have groups briefly perform key moments for each other
and give constructive feedback.
2. Troubleshooting (10 minutes):
Address common challenges seen during rehearsal:
Character transitions
Blocking issues
Use one group’s scene as an example and work through a problem with the
class (e.g., how to move naturally or use levels effectively).
Plenary (10 minutes)
1. Group Reflection:
In their groups, students reflect on:
What went well today?
What still needs improvement before the assessment?
What will they focus on during their final rehearsals?
2. Homework/Next Steps:
Encourage groups to meet outside of class if possible for additional

rehearsal. Remind them to review the feedback received today and
incorporate it into their final preparation.
Resources Needed:
Space for rehearsal
Any set or props they plan to use

Note-taking materials for feedback
Certainly! Here’s the learning outcomes merged with the corresponding

success criteria:
Learning Outcomes and Success Criteria:
1. Movement/Blocking:
Outcome: Demonstrate improved use of movement and blocking to enhance

storytelling in their devised plays.
Success Criteria: Students use the stage space effectively, with smooth
transitions between movements, and ensure all blocking is purposeful and
enhances the scene.
2. Vocal Dynamics:
Outcome: Apply vocal dynamics effectively to express character intentions

and emotions.
Success Criteria: Students project their voices clearly and use a range of
tones, pace, and volume to convey emotions and character traits.
3. Characterization:
Outcome: Show consistency and depth in characterization, ensuring their

characters are believable.
Success Criteria: Students maintain consistent character behavior, showing
depth in their portrayal through body language, facial expressions, and
dialogue.
4. Incorporation of Feedback:
Outcome: Respond to feedback and refine their performances with a focus on

pacing, clarity, and performance cohesion.
Success Criteria: Students actively incorporate feedback from peers and the
teacher to improve weaker areas of their performance.
Here’s a list of key vocabulary for the lesson:
1. Blocking – The precise staging and movement of actors on stage to

create effective storytelling.
2. Characterization – The process of creating and developing a believable

character through voice, movement, and facial expressions.
3. Vocal Dynamics – The variation in pitch, pace, volume, and tone used
to convey meaning and emotion in speech.
4. Pacing – The speed and rhythm at which a scene or dialogue unfolds,

crucial for maintaining audience engagement.
5. Projection – The strength and clarity of voice to ensure that it reaches

the audience without shouting.
6. Levels – The use of height in blocking to add visual interest and convey
power dynamics or relationships between characters.
7. Stage Space – The area on stage used by actors, which must be

managed effectively to create balance and focus.
8. Feedback – Constructive criticism from peers or teachers aimed at

helping improve performance.
9. Rehearsal – The practice sessions where students refine their devised

plays before the final performance.
10. Transitions – The movement or action that links scenes or

moments together smoothly.

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Lesson Plan: Year 9 Drama – Fine-Tuning Devised Plays

Students will refine their devised plays, focusing on enhancing performance

Starter (10 minutes)

Vocal Warm-up: Breathing exercises, tongue twisters, and projection.

Physical Warm-up: Stretching and body awareness exercises.

Characterization (Are the characters believable and consistent?)

Main Activity (40 minutes)

1. Group Rehearsal (30 minutes):

Each group rehearses their devised piece.

Teacher circulates, giving focused feedback:

Movement: Ensure blocking enhances the storytelling. Help groups fix

Peer Feedback (last 10 minutes of rehearsal):

2. Troubleshooting (10 minutes):

Address common challenges seen during rehearsal:

In their groups, students reflect on:

What went well today?

What still needs improvement before the assessment?

What will they focus on during their final rehearsals?

Encourage groups to meet outside of class if possible for additional

Space for rehearsal

Any set or props they plan to use

Certainly! Here’s the learning outcomes merged with the corresponding

Learning Outcomes and Success Criteria:

Outcome: Demonstrate improved use of movement and blocking to enhance

Outcome: Apply vocal dynamics effectively to express character intentions

Outcome: Show consistency and depth in characterization, ensuring their

Outcome: Respond to feedback and refine their performances with a focus on

Here’s a list of key vocabulary for the lesson:

1. Blocking – The precise staging and movement of actors on stage to

2. Characterization – The process of creating and developing a believable

4. Pacing – The speed and rhythm at which a scene or dialogue unfolds,

5. Projection – The strength and clarity of voice to ensure that it reaches

7. Stage Space – The area on stage used by actors, which must be

8. Feedback – Constructive criticism from peers or teachers aimed at

9. Rehearsal – The practice sessions where students refine their devised

10. Transitions – The movement or action that links scenes or

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