Puppet Performance Day

Year Levels: 2–7

Duration: 80 minutes

Class Size: 7 students

Context: Remote Aboriginal School – primarily Years 1–4 academic level

Unit: Puppet Power: Emotions in Theatre (Lesson 4 of 4)

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WALT (We Are Learning To)

Perform a puppet play using voice modulation and gesture to express emotions effectively.

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Success Criteria

• Students perform their puppet play confidently for peers.
• Students use voice (pitch, pace, volume) and movement to show different emotions in their characters.
• Students reflect on their performance and describe the emotions they conveyed.
• Visual prompts support the performance to aid students with reading difficulties.

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Curriculum Alignment

This lesson aligns with the South Australian Curriculum: The Arts – Drama, Years 1–7, focusing on the development of performance skills, character and situation development, and reflection on performances.

• Years 1–2: Share drama in informal settings (Content Code: AC9ADR2P01) – retelling stories and considering responses to their own drama
• Years 3–4: Use the elements of drama and imagination in dramatic play (AC9ADR4C01) and explore First Nations drama connections (AC9ADR4E02)
• Years 5–6: Develop characters and shape dramatic action, focusing on voice, movement and rehearsal (AC9ADR6C01)
• Years 7: Develop performance skills relevant to drama styles/forms including voice modulation and movement for character portrayal (AC9ADR8D01)

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Materials Needed

• Student-created puppets from previous lessons
• Puppet theatre or performance space
• Visual prompts (emotion cards, puppet character images)
• Voice modulation cue cards (e.g., loud/soft, fast/slow)
• Reflection sheets with visuals and simple language
• Timer or clock

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Lesson Breakdown

Time	Activity	Description	Differentiation	Curriculum Links
10 mins	Warm-up: Voice and Movement Exercises	Simple vocal warm-ups to explore pitch, volume, pace (e.g., sirens, animal sounds). Followed by body warm-ups emphasising movement to express emotions (happy/sad/angry/excited). Use exaggerated motions and sounds to engage all learners.	Provide visual cards for each emotion; use modelling and echoing to support EAL/D and low literacy learners	AC9ADR2D01_E3 – Using own language and drama terminology; AC9ADR8D01_E1 – Developing vocal qualities
25 mins	Puppet Play Performances	Students perform their puppet plays in pairs or small groups to classmates. Encourage use of voice variation and expressive movements to convey character emotions developed over the unit. Visual prompts and cue cards are available to support fluency and understanding.	Allow rehearsal time, pair rehearsals for students needing support, and assign advanced students to give constructive feedback after each performance	AC9ADR6C01_E2, E3 – Using voice and movement; AC9ADR2P01_E1 – Retelling stories; AC9ADR8D01 – Applying performance skills
10 mins	Peer Feedback Session	Students provide simple positive feedback and identify an emotion well conveyed by each performance using a 'plus' system (e.g., thumbs up and emotion word). Advanced learners guide this and encourage peers.	Use sentence starters with visual prompts: “I liked how you showed…”; dyslexia-friendly font and icon cards can assist expression	AC9ADR8D02_E2 – Seeking/responding to feedback; AC9ADR6C01_E4 – Asking questions about character and performance
15 mins	Reflective Discussion and Drawing	Whole group discussion with teacher prompts to reflect on how emotions were shown in the puppet plays. Students then draw their favourite emotional moment from their play or a peer’s play. Use visuals to support vocabulary.	Non-verbal learners can use drawing and gestures; offer sentence frames for others; advanced students may write a short sentence	AC9ADR2P01_E3 – Reflecting on personal responses to drama; AC9ADRFD01_E7 – Exploring speaking and vocalisation
15 mins	Fun Cool-down Drama Game	Play a simple drama freeze game emphasising emotions – the teacher says an emotion, students freeze in a puppet pose showing that emotion with voice and body. Reinforce learning in a playful manner.	Use visual cards for each emotion; allow repetition and model responses clearly	AC9ADR2D01_E5 – Taking turns and staying in role; AC9ADRFD01_E4 – Taking on viewpoints in dramatic play
5 mins	Wrap-up and Preview of Next Unit (if applicable)	Briefly recap the lesson’s successes and encourage students to think about storytelling and emotions in other dramas or community stories	Informal, simple language recap with visuals	AC9ADRFE01_E3 – Discuss how arts connect to community

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Differentiation Strategies

• Offer rehearsal support in pairs/small groups for varied confidence levels.
• Provide visual and tactile prompts (emotion cards, puppet images) for students with literacy challenges or dyslexia.
• Use multisensory approaches: voice, movement, drawing, and peer discussion.
• Allow non-verbal or minimally verbal students to communicate through puppet movement and drawing.
• Break tasks into short 10–25 minute activities with breaks or transitions to maintain engagement.
• Classroom language simplified or scaffolded with visuals and modelling.

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Extension Activities

• Advanced learners provide structured peer feedback using criteria, enhancing critical thinking and language skills.
• Students could film their puppet performances to review and critically reflect on their emotive expression and characterisation.
• Additional activity: Create digital background settings using simple software or drawing for puppet plays to deepen storytelling context.

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Dyslexia-Friendly Approaches

• Use clear, large fonts and visuals on all prompt materials.
• Provide voice modulation cue cards with symbols (e.g., arrow for pitch up/down).
• Encourage use of visual story maps or puppet character sheets for rehearsal support.
• Allow alternative communication modes, e.g., gestures, drawings, voice recordings.

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Notes for the Teacher

• Given your students’ academic levels and remote context, this lesson balances high engagement, literacy support, and cultural responsiveness.
• Encourage cultural storytelling methods where possible and tie in First Nations drama perspectives if contextually appropriate as per SA Curriculum elaborations.
• Keep language simple and instructions clear.
• Use plenty of positive reinforcement to build confidence in performing.

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By following this lesson design, you will support your students to confidently share their learned skills in puppet performance, deepen their understanding of emotions in drama, and practise essential performance and reflection skills aligned with the South Australian Curriculum for Drama .