Drama Department Lesson Plan Unit: Ashley Potter Lesson: 1 of 12
Context of lesson/ what previous learning has taken place?:
First lesson in this unit of work. Students have previously completed a unit of
work based on ‘Blood Brothers’ focussing on performance skills.
Learning Outcomes/ what do I want students to learn?:
• To use still images to convey an abstract emotion
• To use a soundscape to convey why some young people see adults as the enemy
• To create an imaginative way to link two scenes
Objectives/ what will I teach?:
• Explain the story of Ashley Potter using resources from Sussex Youth
• Explain exactly what abstract drama is in detail and discuss how this may be
useful using students as a model
• Small group work/ whole group work
• Group should sit in a circle and be read the details of Ashley Potter (class to
decide if Ashley is male/female!). Explain we are going to be using a variety of
drama devices to gain insight and understanding into Ashley Potter.
• Students should get into groups of 5/6. They have thirty seconds to create a still image to
convey: Love then Anger/It’s Not Fair/ I don’t want to be here/ Adults vs young people/ peer
pressure. Students should receive 30 secs to prepare then count down to freeze then straight on to
the next still image. Show a few as they go to demonstrate (VISUAL) and explain that they do not
have to make sense eg: a child being told off by a parent (adults v young people) but can be much
more abstract eg: one person in the middle on the floor with everyone else’s hands on their head (to
convey peer pressure).
• Same groups – discuss why some young people may see adults as the enemy. Create a still
image to show some of their findings. (can be abstract or realistic). Choose a sentence or word for
each person in the group to sum up their response/ reactions. Find a way of these sentences to be
performed in the still image to convey young people vs adults. Show a few of these.
• Read Ashley Potter’s school report. Discuss as a whole group the differences between Ashley
now and a year ago.
• Improvise a short scene showing Ashley involved in an ‘incident’.
What may have led up to this incident? What might have happened to Ashley on the way to
school? What might Ashley have been feeling?
• Improvise a scene prior to the incident. Students should only be given a couple of minutes to
improvise the scenes – the important thing is not the content of the scenes!
• With the incident first – how can they link the 2 scenes together so that it makes sense to the
audience that we are going back in time – do NOT use wiggly arms or “three days earlier”
• Perform and evaluate
Out of Hours Learning: Differentiation/Learning Styles:
• Not needed this lesson! • Mixed ability groups
• SUSSEX YOUTH OFFENDING TEAM Pre sentence report
• Additional Notes
• School Report