Our Kindness Story

Overview

This is the final lesson in a three-part drama and stories unit. Students collaboratively plan, rehearse and perform a short class story showing kindness and truthfulness, applying previously practised voice projection, movement, character portrayal and supportive teamwork.

Learning intentions

• WALT create a short story together with a clear beginning, middle and ending.
• WALT use voice, movement and facial expression to show a character and communicate meaning.
• WALT work as a supportive team when planning, rehearsing and performing.
• WALT listen to and respond kindly to an audience and performers.

Success criteria

• I can help my group create a story about kindness and truthfulness.
• I can use a clear voice, purposeful movement and an expressive face.
• I can remember my role and encourage others.
• I can say something specific and kind about a performance.

Curriculum links

• English: listening, interacting and speaking clearly for a purpose and audience.
• English: creating and presenting an imaginative oral text using voice, movement and language features.
• English: developing, sequencing and connecting ideas in a shared story.
• Key competencies: managing self; relating to others; participating and contributing; thinking.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and warm up. Teacher gathers students in a circle, revisits the unit’s drama skills and introduces the performance focus: “How can our audience see kindness and truthfulness?” Students echo a short line using a strong, gentle and excited voice, then make a still image of a kind action.

2. 5–10 min · Model success. Teacher performs a very brief example twice—first with a quiet voice and no movement, then with clear projection, expressive face and purposeful actions—and uses the drama success-criteria slides to name what changed. Students identify the effective choices and practise one line with a partner, giving one positive observation.

3. 10–18 min · Plan the class story. Teacher places students in five mixed-ability groups of five and distributes the story planning and audience feedback sheet. Each group chooses or is assigned a simple scenario, such as finding a lost lunchbox, welcoming a new child or telling the truth after making a mistake. Students decide the setting, characters, problem, kind or truthful choice and ending, drawing or dictating ideas as needed. Teacher conferences with groups to ensure the story has a clear sequence and every child has a meaningful role.

4. 18–28 min · Rehearse and shape. Teacher displays the rehearsal instruction slides and reminds groups to practise entrances, freezes, speaking turns, gestures and a clear ending. Students rehearse their two- to three-minute scene, supporting one another with prompts such as “Try a louder voice”, “Show us how your character feels” and “What happens next?” Teacher checks that performers face the audience, voices are audible and actions are safe and purposeful.

5. 28–39 min · Mini-performance. Teacher brings the class together as an audience and briefly explains respectful watching. Groups perform in turn while the teacher uses the performance order and audience slides to show the next group and remind students to watch, listen and encourage. Students perform their scenes, using props where helpful; audience members listen for one example of kindness, truthfulness or effective drama.

6. 39–45 min · Celebrate and reflect. Teacher gives each student time to complete the feedback section of the story planning and audience feedback sheet, modelling a sentence such as “I noticed ___ used ___ to show ___.” Students share feedback with a performer or group, then join a final circle: each child names one way the class worked as a team. Teacher collects sheets as evidence of planning, participation and reflection.

Resources

• the drama success-criteria, rehearsal and performance slides
• the story planning and audience feedback sheet
• Simple performance props: scarves, hats, soft toys, empty boxes and signs
• Open floor or cleared classroom performance space
• Visual timer
• Pencils, crayons and clipboards
• Optional percussion instrument for transitions
• Teacher observation notes

Assessment

• During planning and rehearsal, observe whether students contribute ideas, sequence events, remember roles, use clear voices and respond positively to peers.
• During performances, note purposeful use of voice, movement, facial expression, character portrayal and audience awareness.
• Review the planning and feedback sheet. Use the exit reflection to identify one drama skill and one teamwork goal for future learning.

Differentiation

• Provide picture prompts, oral rehearsal, drawing and adult scribing on the story planning and audience feedback sheet. Offer sentence starters: “First…”, “Then…”, “We show kindness by…” and “I noticed…”.
• Give emerging speakers a repeated group line, narrator role, prop role or paired speaking part. Rehearse privately or in a smaller audience before performing.
• Support EAL learners with gesture, modelling, key words and the option to communicate some meaning through movement rather than extended speech. Use mixed-ability groups and assign a kind, reliable peer buddy.
• For students needing sensory or self-regulation support, provide a predictable role, visual rehearsal sequence, quiet practice space and the choice to perform seated or at the edge of the group.
• Extension: invite confident learners to add a narrator’s linking sentence, create a repeated line for audience impact, or direct the group to strengthen the story’s ending without taking over others’ ideas.