Storytelling Role Play

Year Levels: Prep & Years 1-2

Duration: 60 minutes

Class Size: 25 students

Subject: Drama

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Curriculum Context

This lesson plan aligns with the Victorian Curriculum for The Arts — Drama for Foundation to Year 2 students. It focuses on developing students' skills in storytelling through role play, exploring drama vocabulary, character movement, and making simple props.

Key relevant Victorian Curriculum content descriptions include:

• Foundation Year

  • AC9ADRFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas through dramatic play and role-taking.
  • AC9ADRFC01: Create arts works that communicate ideas, including retelling stories through dramatic play with props and puppets.
  • AC9ADRFP01: Share arts works with audiences by performing retellings of stories.

• Years 1 & 2

  • AC9ADR2D01: Use the elements of drama and imagination in dramatic play and process drama, engage in role and situation development, and use drama terminology appropriately.
  • AC9ADR2P01: Share drama in informal settings, retell familiar stories through acting, and perform sequences of frozen images to communicate key scenes.

These alignments ensure the lesson develops creativity, communication, and empathy, while enhancing foundational drama skills through active and cooperative learning experiences【9:AC9ADRFC01.md】【5:AC9ADR2D01.md】【16:AC9ADR2P01.md】.

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Learning Objectives

WALT (We Are Learning To)

• Understand and retell the story of "The Three Little Pigs" through role play.
• Explore and use basic drama vocabulary (e.g., role, character, movement, prop).
• Experiment with character movements to express emotions and intentions.
• Create simple props that help communicate the story.

'I Can' Statements

• I can participate in a role play to retell a story.
• I can use drama words to talk about my role and actions.
• I can move like a character from a story to show how they feel.
• I can make a prop that helps tell the story.

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Lesson Overview and Timings

Time	Activity	Description
0-10 mins	Introduction & Warm-Up	Gather students, introduce "The Three Little Pigs" story briefly; fun drama warm-up focusing on movement and voice.
10-20 mins	Story Listening & Discussion	Read or narrate the story with vivid expression; ask comprehension and feeling-based questions to encourage imagination.
20-35 mins	Role Play Preparation	Assign roles (pigs, wolf, narrator); introduce drama vocabulary; brainstorm and practise movements and sounds associated with each character.
35-50 mins	Prop-Making	In small groups, create simple props (houses, wolf mask) using provided materials (paper, cardboard, crayons, glue). Props serve as storytelling aids.
50-60 mins	Role Play Performance & Sharing	Students perform the story using role play and props; encourage expressive use of movement and voice; peers observe and give positive feedback.

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Detailed Activity Descriptions

1. Introduction & Warm-Up (10 mins)

• Begin with a circle discussion asking: “Have you heard the story of the Three Little Pigs?”
• Introduce the story's main characters and ask students to mimic animal sounds (pig oinks, wolf huffs).
• Conduct simple movement and voice warm-ups (e.g., walking like a pig, blowing like the wolf).
• Emphasise using their whole body and voice to tell stories.

2. Story Listening & Discussion (10 mins)

• Read aloud "The Three Little Pigs", using dramatic voice and facial expressions.
• Ask students open questions: “What do you think the wolf will do next?” “How do the pigs feel when the wolf comes?”
• Encourage students to imagine being in the story and think about movements or sounds they might make.

3. Role Play Preparation (15 mins)

• Assign or let students select roles: three pigs, one wolf, and narrators.
• Teach and use simple drama vocabulary: role, character, emotion, expression, movement, prop.
• Practise key movements: pigs building houses (straw, sticks, bricks), wolf blowing the houses down.
• Encourage students to express feelings through body language: confidence, fear, surprise.

4. Prop-Making (15 mins)

• Split class into groups; provide materials like cardboard, coloured paper, crayons, glue.
• Groups create simple hand-held props: pig masks, wolf mask, house cut-outs representing straw, sticks, bricks.
• Emphasise creativity and teamwork. Props will help deepen storytelling and engagement.

5. Role Play Performance & Sharing (10 mins)

• Organise students to act out the story sequentially using movements and props.
• Narrators tell the story while others act their parts, focusing on clear communication through voice and actions.
• After performance, invite reflection including “What was your favourite part to pretend?” and “How did the props help you tell the story?”
• Give positive feedback and encourage peer appreciation.

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Assessment Strategies

• Formative Observation: Teacher observes students using role play conventions, movement expressiveness, and use of drama vocabulary during preparation and performance stages.
• Peer Feedback: Brief sharing discussion where students express what they liked in others’ performances, promoting active listening and respectful communication.
• Self-Reflection: Simple guided questions post-activity such as “What did I do well?” and “What new drama word did I learn?”
• Documentation: Teacher may take photos or short videos (with permissions) of performances to discuss learning outcomes or share with families.

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Resources Needed

• Book or printed story of "The Three Little Pigs"
• Large open space for movement and role play
• Cardboard, coloured paper, crayons, markers, glue sticks, scissors (child-safe)
• Optional: costume accessories (hats, scarves) representing characters

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Teacher Notes

• Use expressive storytelling to model tone and dramatic expression.
• Support students in understanding drama vocabulary with demonstrations and repeated use.
• Ensure safe sharing of materials and encourage collaboration in prop-making.
• Scaffold role assignments and movement ideas for students needing extra support.
• Create an inclusive environment where creativity and participation are celebrated, catering to different learning styles and abilities.

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This lesson plan uses active, sensory, and cooperative drama experiences suitable for Prep to Year 2 students, and meets Victorian Curriculum standards by promoting creativity, communication, and understanding of dramatic arts through a beloved story. It balances fun, skill development, and curriculum alignment to inspire both students and teachers alike【9:AC9ADRFC01.md】【5:AC9ADR2D01.md】【16:AC9ADR2P01.md】.