The Three Pigs Fun

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Foundation (Prep) Drama Plan (45 minutes)

WALT

We are learning to use our imagination and simple drama skills to retell a story.

Success Criteria

• I can listen to a story and join in talking about it.
• I can recognise characters from the story.
• I can create and use a simple mask to show a character.
• I can act out parts of the story with my friends.
• I can talk about what I enjoyed doing in drama.

Victorian Curriculum Links

• VCAVAE013: Share drama that communicates ideas and stories.
• AC9ADRFD01: Use play and imagination to explore characters and stories.
• AC9ADRFC01: Create arts works that communicate ideas.

(Foundation Year Drama Achievement Standard: students make and perform drama that tells stories, discuss characters and situations in drama made and viewed) .

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Lesson Breakdown

Time	Activity	Description	Differentiation
0-5m	Warm-up game: "Animal Charades"	Children mime animals one at a time, class guesses. Encourages body language and focus.	For diverse learners: allow choice of animal; pair support; use visual aids (animal cards).
5-15m	Story Reading: "The Three Little Pigs"	Read aloud with expressive voice, show pictures. Pause to ask simple questions about characters.	Use picture cards; pause more often for comprehension; repeat key phrases.
15-25m	Character Identification & Mask Making	Show masks templates for pig and wolf. Children colour and decorate their mask (mask-making).	Provide pre-coloured masks for some; use simple shapes; extend activity with more details for fast finishers.
25-35m	Simple Role-play in Groups	In small groups, children act out key parts using masks, simple props or space for ‘houses’.	Support groups with prompts/script; role assignments to suit personalities (shy, confident); peer buddying.
35-40m	Reflection	Circle time: children share what character they liked and what part was fun.	Use sentence starters: "I liked being the...", "My favourite part was..." Visual cue cards available.
40-45m	Cool-down / Transition	Gentle stretching or calming song related to story theme (e.g. ‘Down in the Jungle’ style).	Modifications for sensory needs: soft lighting, quiet voices; prompt participation gently.

Resources Required

• "The Three Little Pigs" picture book or story cards
• Mask templates shaped as pig and wolf faces, craft supplies (crayons, glue, etc.)
• Simple props: cardboard boxes, fabric pieces to represent houses
• Visual aids for animals and characters

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Grade 1-2 Drama Plan (45 minutes)

WALT

We are learning to explore characters, situations and voices by acting out drama from a story.

Success Criteria

• I can describe characters and their feelings.
• I can use my voice and body to show different roles.
• I can work with others to create a short improvised scene.
• I can explain what happened in our drama and how it made me feel.

Victorian Curriculum Links

• AC9ADR2D01: Use elements of drama including role and situation in improvised drama.
• AC9ADR2P01: Share drama informally by retelling stories.
• VCAMSAC041: Recognise ways to use voice to express mood and character.

(Years 1 and 2 Drama Achievement Standard: students make and present drama using role, situation, focus in play and improvisation; they describe what happens and identify elements of drama with reasons) .

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Lesson Breakdown

Time	Activity	Description	Differentiation
0-5m	Warm-up game: "Story Soundtrack"	Play sounds or make voices to represent moods (happy, scared, sneaky) to warm up voice/body.	Offer visual/mimic cues for each mood; paired support for shy students.
5-15m	Story Analysis: Discuss "The Three Little Pigs"	Read/recap story. Discuss character personalities, motivations, and situations.	Use graphic organiser to map characters and traits; role cards; allow oral or drawing responses.
15-20m	Character Personality Exploration	Children choose a character and discuss how they might move, speak or feel.	For diverse learners, offer sentence stems and model ideas; allow drawing or physical expression only.
20-35m	Group Improvisation	Groups create a short drama for part of the story, practicing roles, situation and voice.	Groups balanced by ability; scripts/prompts provided; encourage peer support and turn-taking.
35-40m	Reflection and Discussion	Groups share their improvisations; class discusses how voice and movement showed feelings.	Use thumbs up/down, visuals, or smiley-face charts for feedback; provide structured reflection questions.
40-45m	Cool-down	Mindful breathing or quiet body movement linked to characters' feelings (e.g., slow wolf pace).	Modify for sensory needs; visual and verbal cues to guide activity calmly.

Resources Required

• Story text or summary notes
• Character cards (pig, wolf, narrator) with brief personality traits
• Simple props or costume items (hats, scarves)
• Visual aids for roles and moods (happy/sad faces, etc.)

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Additional Notes for Both Plans

• Visual aids and props support understanding and engagement for all learners including EAL/D and those with additional needs.
• Small group work allows tailored scaffolding and peer modelling.
• Incorporating arts/craft (mask making) integrates skills across modalities and increases motivation.
• Regular reflection provides language development and consolidates learning.
• Games activate imagination and focus essential for drama work.

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This detailed structure ensures alignment with Victorian Curriculum drama standards for Foundation and Grades 1-2, building skills progressively through engaging story-based drama and developmentally appropriate activities. The plans use clear, active WALT and success criteria, designed for approximately 25 students, suitable for mixed abilities and diverse learners.

If you would like, I can also help produce printable templates and further teaching notes for these lessons!