The School Bus Robot

play by Sue Gibbison , illustrated by Sarah Davis

Outcomes

Learning intention:

I am learning to develop my speaking skills so that I can adopt a range of roles based on the script and collaboratively present a dramatic performance to the class.

Success criteria:

  • I can perform a 30 second impromptu based on word associations.
  • I can read the play as a character in The School Bus Robot.
  • I can perform the play for a buddy class or the other half of the class.

 

Explain to the students that through this lesson, the students will be developing their speaking and listening skills, with impromptu and rehearsed presentations. Drama builds confidence in students, allowing them to work cooperatively, developing language and literacy skills in a supportive environment.

 

Initiate the lesson with a warm up to develop students skills in impromptu speaking using activities from @ The Arts Creative Class Unit- Impressive impromptus NSW Department of Education. As identified within The Arts unit, “Impromptu is a speech that is made up just before speaking”.

 

Introduce the impromptu speaking activity to the students with this welcome video.

Pair students and introduce the Word associations game in Section 2 to practice speaking and develop student confidence.

 

Presentation of the play – The School Bus Robot

Split the class into groups of 10 and allow the students to choose a role in the play

Director - to organize the group and read stage directions

Characters

  • Bus monitor
  • Bus kids (as many class members as you want)
  • Nita
  • Zak
  • Zoom (the bus driver robot)
  • Mr villa (the bus driver)

As a group, allow the students time to read through the play.

Remind students to use appropriate expression for their character, considering their characters pitch, emphasis and fluency.

Once students feel confident with the script, the Group Director can organize the characters, give stage directions, and have the group rehearse the play. Students can perform for the other groups in the class or a buddy class.

At the end of each groups’ performance, discuss the different interpretations that were made in regard to characters, stage directions and movements.