Exploring Differences

Unit: Exploring Differences in Drama
Lesson: 1 of 2
Lesson Title: Introducing Willy and Hugh: Understanding Differences
Year Level: Year 3 (ages 7–8)
Curriculum Area: The Arts – Drama
Curriculum Level: Level 1 of The New Zealand Curriculum
Time: 30 minutes
Class Size: 22 students

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WALT (We Are Learning To)

• Understand and explore character traits through drama.
• Recognise differences between individuals and how these affect friendships.
• Express ideas and emotions using movement, voice, and facial expression in role.

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Success Criteria

By the end of the lesson, students will be able to:

✔ Identify key traits of the characters Willy and Hugh.
✔ Participate in a group discussion on differences and friendship.
✔ Contribute meaningfully to a ‘Role on the Wall’ character map.
✔ Use simple drama techniques such as facial expression or body language to represent a character.

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Key Competencies

• Thinking: Reflecting on character experiences and understanding differences.
• Relating to Others: Listening to peers, taking turns, and respecting different viewpoints.
• Participating and Contributing: Sharing ideas in group discussion and drama activities.

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Values

• Diversity: Understanding and appreciating others' uniqueness.
• Respect: Engaging with characters with empathy and kindness.

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Mātauranga Māori Integration

• Use the concept of whanaungatanga (relationships/connections) when discussing friendship.
• Introduce mahi tahi (working collaboratively) in group drama tasks.
• Encourage aroha (empathy and care) during discussion of character feelings.

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Materials Needed

• Copy of Willy and Hugh by Anthony Browne
• Large butch paper or whiteboard
• Markers
• Sticky notes
• Blue and brown character cut-outs (optional for visual learners)

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Lesson Sequence (30 Minutes)

1. Karakia and Whakawhanaungatanga (2 mins)

• Begin with a brief karakia timatanga.
• Quick circle time: Ask tamariki to share one thing that makes them unique (kanohi ki te kanohi/face-to-face sharing).

2. Read-Aloud: Willy and Hugh (8 mins)

• Teacher reads Willy and Hugh with enthusiasm, pausing to clarify or ask questions.
• Use facial expressions and varied voice to introduce drama elements subtly.
• Ask brief comprehension prompts:
  • “How is Willy feeling here?”
  • “What do you notice about Hugh’s actions?”

3. Discussion: Exploring Differences (5 mins)

• Prompt tamariki:
  • "What makes Willy and Hugh different?"
  • "Why do you think they became friends?"
  • "What makes a good friend when someone is different from us?"
• Link to concept of whanaungatanga – making and valuing connections, even when others are different from us.

4. Drama Activity: Role on the Wall (10 mins)

Set up: Draw two large outlines labeled ‘Willy’ and ‘Hugh’ on butcher paper or whiteboards.

Task:

• Inside the figure: Write the feelings the character has about themselves.
• Outside the figure: Write what others might say about them or how they appear.

Process:

• Students contribute words or short phrases (e.g. "lonely", "brave", "small but clever").
• Teacher scribed student contributions onto the outlines.
• Support oral learners by having physical props or images of characters.

5. Embody the Character (3 mins)

• Students stand in their own space.
• Invite students to “become” Willy or Hugh through frozen poses:
  • "Show me Willy when he’s nervous in the park.”
  • "Now show me Hugh when he’s being a good friend."
• Encourage expressive body language and still images (tableau).
• Affirm positive portrayals and discuss body language briefly.

6. Reflect and Close (2 mins)

• Ask students:
  • "What did you learn about being different today?"
  • "How would you be a friend to someone different from you?"
• Praise their engagement and preview that next time they will create short scenes about friendship and helping others.

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Differentiation Strategies

• For learners needing support:

  • Use visual aids (images of Willy and Hugh) and key emotion cards.
  • Pair them with a supportive buddy during discussion tasks.
  • Allow non-verbal participation (e.g., pointing to emotion cards or acting without speaking).

• For advanced learners (extension):

  • Invite them to suggest what might happen in a new story about Willy and Hugh.
  • Challenge them to write or act out an extra scene (independently or in pairs) showing another way the characters could be good friends.

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Teacher Notes

• Be sensitive to students' own experiences with difference—encourage open-mindedness without singling out anyone.
• Use Te Reo Māori terms dynamically to build cultural awareness across your class.
• Consider co-constructing a class kawa (set of drama agreements) during the next lesson.

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Looking Ahead – Next Lesson

In Lesson 2, tamariki will devise and perform short skits based on situations where differences are celebrated in friendships, further exploring the themes and using more improvisational drama techniques.

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Ka pai tō mahi, kaiako mā!