Overview

This is a multi-session drama unit for Foundation and Year 1/2 students (approx. 20-25 students per class) focused on dramatic play and performance using two beloved Australian-adapted children’s stories: The Gruffalo and The Three Little Pigs. This unit is designed for weekly 45-60 minute lessons over several weeks to develop students' understandings of characters, settings, and storytelling through drama, culminating in group performances or filmed presentations.
The plan closely aligns with the Victorian Curriculum for Drama at Foundation and Levels 1-2, incorporating developmentally appropriate activities, games, and hands-on materials such as masks and simple setting props.

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Curriculum Alignment

Foundation Level Drama

• Achievement Standard: Students make and perform drama that communicates ideas and stories. They discuss characters and situations in drama they make, perform and view.
• Content descriptions: Use play, imagination, arts knowledge, and skills to develop ideas; explore characters and situations from texts; use voice and movement to communicate feelings.

Year 1/2 Drama

• Achievement Standard: Students make and present drama using elements of role, situation, and focus in dramatic play and improvisation; describe drama made, performed, and viewed; identify drama elements and where and why drama occurs.
• Content descriptions: Explore situations through dramatic play using props; develop roles and situations from familiar texts; use drama terminology including role, place, situation, language and movement; take turns and sustain roles in improvisation.

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Unit Structure

The unit comprises 4 sessions per story, with extra time to rehearse and perform. Each weekly lesson is designed for 45-60 minutes per class.

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Session 1: Introduction & Character Exploration

WALT (We Are Learning To)

• Understand characters and settings in The Gruffalo / The Three Little Pigs
• Use our voices and bodies to express character traits

Success Criteria

• I can identify the main characters and where the story happens
• I can use my voice to make my character sound interesting
• I can use my body to show how my character might move

Activities

1. Warm-up game: Animal Charades (10 minutes)

   • Students guess animals or characters through actions and voices to energise and engage.

2. Read-Aloud & Discussion (15 minutes)

   • Teacher reads The Gruffalo or The Three Little Pigs, showing pictures, emphasising characters and the setting.
   • Discuss character traits: Is the Gruffalo scary? How do the pigs behave? What is the setting like?

3. Voice and Movement Exploration (15 minutes)

   • Students practise voice and movement for characters (e.g., Gruffalo’s growl, pigs’ nervousness). Use simple prompts: “Show me how your character walks.”

4. Mask Making Introduction (10 minutes)

   • Introduce simple masks for characters (materials: paper plates, elastic bands, colouring materials). Students begin decorating masks as homework or later in class.

Differentiation

• For students needing extra support, provide picture cards of the characters for reference.
• For advanced students, encourage experimentation with different voice pitches and movements.

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Session 2: Settings & Group Role Allocation

WALT

• Recognise the importance of setting in stories
• Work together to assign roles and prepare for group drama

Success Criteria

• I can describe where the story takes place
• I can listen and share ideas when choosing my role
• I can respect others' ideas in the group

Activities

1. Warm-up Game: Setting Freeze Dance (10 minutes)

   • Play music; when it stops, students freeze as a setting element (e.g., trees in the forest, bricks for the pigs’ houses).

2. Setting Discussion & Creation (15 minutes)

   • Talk about The Gruffalo’s forest and The Three Little Pigs’ three houses.
   • Create simple setting props from boxes, fabric, paper. Assign groups based on space and number of actors needed.

3. Role Allocation & Character Voice Practice (20 minutes)

   • Divide class into groups of 4-6 (for The Gruffalo) or 6-8 (for The Three Little Pigs).
   • Assign characters, including narrator if needed. Discuss character personalities (e.g., cautious mouse, cheeky wolf).
   • Practice voices together, e.g., Gruffalo’s deep voice, piglets’ high voices, wolf’s huff and puff.

4. Mask Making & Prop Preparation (10 minutes)

   • Continue making masks if not finished. Provide templates and assistance where needed.

Differentiation

• Students with speech delays can use gestures or puppets to express character.
• Use peer supports for students needing help with role understanding.

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Session 3: Rehearsal and Exploration

WALT

• Rehearse our story focusing on role, situation, and voice
• Use movement and props to tell the story

Success Criteria

• I can stay in my character role during the rehearsal
• I can use movement and props to help tell the story
• I can work with my group to practise together

Activities

1. Warm-up Game: ‘Emotion Freeze’ (10 minutes)

   • Students walk around and freeze when the teacher calls out an emotion to express through face/body.

2. Group Rehearsal (30 minutes)

   • Groups rehearse their story scenes with masks, voices, and simple props. Teacher circulates to guide.

3. Feedback Circle (10 minutes)

   • Groups share what they liked about their rehearsal and one thing they want to work on next time.

Differentiation

• Provide visual cue cards for lines or sequence steps to support memory.
• Allow students uncomfortable with speaking a chance to narrate or manage props.

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Session 4: Performance & Reflection

WALT

• Perform our story to an audience or camera
• Reflect on our performance and our group work

Success Criteria

• I can perform my role clearly to an audience or camera
• I can listen and watch other groups respectfully
• I can say what I liked and learned about performing

Activities

1. Warm-up Game: ‘Voice Volume Practice’ (5 minutes)

   • Practice projecting voices and enunciating clearly.

2. Performances (30 minutes)

   • Groups perform their stories live or record their performance on video for sharing.

3. Reflection Discussion (15 minutes)

   • Children talk with peers/teacher about what they enjoyed, challenges, favourite character, and how drama helped them understand the story.

Differentiation

• Allow shy students to perform in smaller groups initially or behind a screen/puppet stage.
• Support ESL students with key vocabulary cards.

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Materials and Preparation

• Copies of The Gruffalo and The Three Little Pigs books or story summaries
• Paper plates or cardstock for masks
• Colouring tools (crayons, markers)
• Elastic bands or sticks for mask handles
• Boxes, fabric, coloured paper for simple set props
• Space for movement and group work
• Optional: tablet or camera for filming performances

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Additional Notes for Teachers

• Encourage students to use Australian accents or familiar voices for characters to connect culturally.
• Integrate positive reinforcement to build confidence in young performers.
• Rotate roles across groups or sessions to maximise participation and skill development.
• Use drama terminology such as role, situation, character, voice, and setting during discussions and reflections for curriculum language development.

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This lesson plan engages young learners in rich, sensory drama experiences that link comprehension of narrative, character, and setting with physical and vocal expression, deepening their understanding of storytelling in alignment with Victorian Curriculum drama standards for Foundation, Year 1, and Year 2 students.