Cookies Drama Exploration

Learning Objectives

Aligned to National Curriculum for England – English, Year 5 (age 9-10):

• Spoken Language:
  “Listen and respond appropriately to adults and their peers.”
  “Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.”

• Writing:
  “Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.”
  “Draft and write by organising paragraphs around a theme.”

• Drama (cross-curricular links):
  Use drama techniques to explore characters and themes, contributing to understanding of narrative.

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WALT

• We are learning to explore characters and themes from Cookies using Berkoff’s physical theatre techniques.
• We are learning to use our bodies and voices creatively to tell a story.
• We are learning to create and perform short dramatic scenes inspired by the text.

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Success Criteria

• I can identify key characters and describe their feelings and motivations.
• I can use physical theatre techniques (such as “freeze frames,” exaggerated movements, and facial expressions) to represent characters and scenes.
• I can work collaboratively to create a short performance inspired by the story.
• I can use storytelling skills to communicate a clear narrative with confidence.

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Resources

• Copies or excerpts/pages showing key parts of Cookies by Emily Jenkins
• Space in classroom or hall for movement
• Plain floor or mats for safe movement
• Simple costume props (optional) such as scarves, hats, or aprons
• Whiteboard and marker for planning scene ideas

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Lesson Outline (60 minutes)

1. Introduction & Context (10 minutes)

• Briefly introduce the book Cookies by Emily Jenkins.
• Invite students to recall and share what they know about the story and its characters.
• Introduce Berkoff Theatre: Explain it’s a style that uses exaggerated body movements, facial expressions, and stillness (freeze frames) to tell stories without relying heavily on props or words. Show a quick demonstration yourself or via a simple video clip (acted live by teacher).

2. Read / Listen to Selected Extract (10 minutes)

• Read aloud a small, character-rich scene from Cookies (choose a moment with clear emotions, e.g., a baking or sharing cookies scene that shows character personalities).
• Pause to discuss key feelings and actions within this extract.
• Ask guided questions: What do you think this character is feeling right now? What would they do with their body?

3. Berkoff Physical Theatre Warm-up (5 minutes)

• Lead a quick warm-up focusing on body awareness and control:
  • Stretching and exaggerating slow, deliberate movements
  • Practicing facial expressions in the mirror: surprise, joy, disappointment
  • Freeze frame game: in small groups, create a frozen picture to show a moment from everyday life.

4. Group Work - Creating Freeze Frames (15 minutes)

• Divide the class into groups of 5.
• Each group selects or is assigned a scene or moment from the story.
• Students create 3 freeze frames that show the beginning, middle, and end feelings or events of that scene using Berkoff’s style: exaggerate emotions and postures, focus on storytelling through physicality.
• Teacher circulates, supporting groups by prompting questions about movement, expression, and character motivation.

5. Perform & Reflect (15 minutes)

• Each group performs their three freeze frames in order, holding each frame for a few seconds to the whole class.
• After each group, ask the audience:
  • What do you think is happening in this freeze frame?
  • How did the actors’ body language tell you about the character?
• Teacher models thoughtful feedback highlighting use of physical theatre skills and communication of character.
• Optional: Groups can narrate or use short freeze-frame monologues inspired by Berkoff’s storytelling style.

6. Plenary and Extension Suggestions (5 minutes)

• Recap success criteria and revisit WALT statements.
• Discuss: How did using physical theatre change the way you understood the characters and story?
• Highlight that drama and storytelling help deepen understanding of texts.

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Differentiation Strategies

• For SEN / struggling learners:

  • Provide sentence starters or picture cards to help describe emotions and characters.
  • Allow these learners to focus on simple freeze frames with fewer characters or limited movement.
  • Offer movement choices that suit mobility abilities, e.g., seated gestures.

• For EAL (English as an Additional Language) learners:

  • Use visuals and gestures to support comprehension.
  • Model vocabulary related to emotions and body language before activities.
  • Pair with supportive peers during group work.

• For advanced learners:

  • Encourage addition of short, dramatic monologues in role during freeze frames.
  • Challenge to create a Berkoff-style narrative incorporating multiple characters’ perspectives in a single piece.
  • Explore creating soundscapes or vocal effects to complement physical storytelling.

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Extension Activities

• Create a short written diary entry from the point of view of one character, inspired by the freeze-frame performance.
• Write a new scene or alternative ending to Cookies, and perform it using Berkoff techniques.
• Research and create a mini-presentation on Berkoff Theatre and other practitioners of physical theatre.

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Assessment Opportunities

• Formative observation during group freeze frames: noting understanding of character and theme through body language.
• Peer feedback focusing on clarity of storytelling via physical expression.
• Written reflection or diary entries that demonstrate comprehension of character motivations.

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This lesson plan combines English curriculum requirements for spoken language and writing with cross-curricular drama techniques, immersing Year 5 pupils into storytelling through physical theatre inspired by Berkoff, thus developing deeper empathy and engagement with text.