Exploring Emotions Together

Overview

This 60-minute session is designed for Year 1 to Year 3 students, focusing on foundational drama skills such as role play, movement, and expression. It directly aligns with the National Curriculum for England’s Early Key Stage 1 and Key Stage 2 drama objectives, promoting confidence, creativity, and communication through practical and inclusive activities.

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Learning Objectives (National Curriculum Alignment)

• Develop competence in improvisation and role-play to explore familiar situations and stories.
  (National Curriculum KS1: Drama - Pupils should use their voices and bodies in different ways, learning to plan and convey ideas through role-play and movement).

• Use movement and gestures to express emotions and ideas.
  (National Curriculum KS1: Pupils experiment with and create movement and freeze frames to communicate ideas).

• Work cooperatively with peers during creative tasks.
  (National Curriculum: Pupils work together to explore drama and perform simple narratives).

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WALT (We Are Learning To)

• Express feelings using body and face.
• Work together to create a short drama scene.
• Use movement to show different characters and emotions.

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Success Criteria

• I can show different emotions using my face and body.
• I can take turns and listen to others during drama activities.
• I can use movement and role-play to tell a story with my friends.

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Resources Needed

• Soft floor mats or carpeted area for movement.
• Emotion cards with simple facial expressions (happy, sad, surprised, angry, scared).
• Simple costume props (e.g., hats, scarves, glasses).
• A quiet, open space in the classroom or hall.
• Music player with calm and upbeat songs for movement activities.

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Lesson Outline (60 minutes)

1. Welcome and Warm-Up (10 minutes)

• Gather students in a circle.
• Activity: “Emotion Freeze Dance” – play music while children move freely; when music stops, hold a freeze pose showing an emotion from the emotion cards (teacher holds up one).
• Purpose: Energises children and introduces emotion recognition.

2. Exploring Emotions through Expression (10 minutes)

• Show an emotion card and invite volunteers to demonstrate the emotion using face and body.
• Encourage exaggeration and clarity.
• Group discussion about how body language helps us understand feelings.
• Purpose: Awareness of expressive physical communication.

3. Role Play in Small Groups (20 minutes)

• Divide class into groups of 5 (6 groups).
• Give each group a simple scenario (e.g., “A day at the park”, “Lost toy”, “Meeting a new friend”).
• Each group creates a short scene using movement, facial expressions, and props to act out the situation.
• Teacher supports groups, ensuring all children participate.
• Purpose: Practise cooperation, storytelling, and role playing.

4. Group Performances and Feedback (15 minutes)

• Each group performs their scene to the class.
• After each, ask: “What emotion did you see? How did their movement show the story?”
• Positive peer feedback guided by the teacher.
• Purpose: Build confidence and listening skills.

5. Cool Down and Reflection (5 minutes)

• Sit in a circle, discuss what was fun or challenging.
• Teacher models one last emotion freeze pose.
• Purpose: Consolidate learning and end calmly.

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Differentiation Strategies

• For learners needing extra support:

  • Provide picture prompts and model role play before group work.
  • Pair with a supportive peer or adult helper.
  • Use simple, clear instructions and demonstrate all activities physically.

• For learners needing more challenge:

  • Encourage creating multiple emotions within their role-play scene.
  • Ask them to use dialogue or sound effects to add depth.
  • Invite them to help lead warm-up activities.

• For EAL learners:

  • Use visuals, mime, and gestures to support understanding.
  • Pre-teach key vocabulary (happy, sad, movement words).

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Extension Activities

• Create a class emotion storybook: Children contribute drawings and simple sentences about emotions explored in drama.
• Drama diary: Older or advanced students write or draw about how they used emotions in role play.
• Puppetry: Use puppets to extend role-play and encourage imaginative storytelling with emotions.

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Assessment Opportunities

• Formative: Teacher observes participation and ability to express emotions physically during freeze dance and role play.
• Peer feedback: Children identify emotions and give positive comments after performances.
• Self-assessment: At reflection, learners share one new thing they tried or learnt about expressing feelings.
• Check for understanding: Use questioning during warm-up and performances to assess awareness of body language and emotions.

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Final Notes

This lesson plan embraces the National Curriculum’s emphasis on exploration, communication, and confidence in drama, tailored to young learners’ developmental stages. The inclusion of movement, role play, and emotional expression supports holistic learning and builds foundational drama skills in an engaging, inclusive way.