Grimm Tales Exploration

Overview

Duration: 50 minutes
Class size: 20 students
Year group: Year 9
Topic: Storytelling and Characterisation through Grimm Tales
National Curriculum links: Drama, KS3 (years 7-9), England

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Learning Objectives

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

• Develop understanding of storytelling techniques through traditional Grimm fairy tales, identifying key narrative elements and themes.
• Explore and physically embody characterisation using voice, gesture, and movement to develop believable characters.
• Work collaboratively to create devised drama, drawing on the structure and emotion within Grimm tales.

This lesson directly supports the following National Curriculum for Drama objectives:

• NC Drama Aims:

  • To enable students to create and communicate ideas to a range of audiences.
  • To explore social, historical, cultural and moral contexts using improvisation and script.

• Attainment targets (relevant to Year 9):

  • Develop ideas in a range of dramatic forms, applying knowledge and understanding of drama techniques (NC Drama, KS3).
  • Use dramatic techniques to communicate ideas, themes and issues (NC Drama KS3).
  • Adapt and develop work in response to feedback (NC Drama KS3).

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Resources

• Copies of abridged Grimm tales (e.g. “Hansel and Gretel” or “Rumpelstiltskin”) printed or projected
• Open classroom space for movement
• Props box (optional: hats, scarves, simple costume pieces)
• Whiteboard & markers

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Lesson Structure

1. Starter: Storytelling Recall (5 minutes)

• Ask students to bring to mind any Grimm tale they know; prompt a few volunteers to briefly recount the story’s plot and main characters.
• Write up key features on the board: setting, conflict, characters, resolution.
• Contextualise Grimm tales as traditional stories passed orally — highlight importance of storytelling techniques.

2. Main Activity Part 1: Character Exploration through Hot Seating (15 minutes)

• Divide class into four groups of five. Assign each group a different character from a Grimm tale (e.g., Hansel, Gretel, witch, stepmother).
• Explain hot seating technique: one student sits in the “hot seat” as the character, others ask questions to discover their thoughts, feelings, motivations.
• Each group rehearses for 5 minutes, then conducts a short hot seat session in front of their peers (about 2 mins each).
• Focus on physicality, tone of voice, and emotional expression when in the role.

3. Main Activity Part 2: Devising a Scene (20 minutes)

• Using knowledge from hot seating, each group creates a short improvised scene (3-4 mins) focusing on a pivotal moment — e.g. Hansel and Gretel lost in the forest, the encounter with the witch.
• Encourage use of movement, gesture, vocal variation, and simple props.
• Circulate and support, prompting students to heighten tension, clarify motivations, and experiment with mood settings.

4. Performance and Feedback (8 minutes)

• Each group performs their scene for the class.
• After each group, use quick structured peer feedback:
  • “What worked well in how they showed character?”
  • “What could be made clearer or stronger?”
• Encourage focused, positive, and constructive comments.

5. Plenary: Reflection and National Curriculum Link (2 minutes)

• Ask students to reflect aloud: How does exploring character through improvisation deepen understanding of story and theme?
• Briefly reinforce how today's work connects to key curriculum aims: creativity, communication, cultural context, and collaboration.

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Assessment

• Formative assessment through observation during hot seating and devised scenes—monitor engagement, contribution, and use of drama techniques.
• Peer feedback to support self and group assessment.
• Teacher notes on ability to develop character and sustain storytelling through physical and vocal skills.

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Differentiation

• Provide sentence starters or question prompts for less confident students during hot seating.
• Challenge higher ability students to consider subtext and implicit emotions in characterisation.
• Encourage mixed-ability grouping for peer support.

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Extension Ideas

• Homework: Write a diary entry or “letter” in role as one character, extending their voice beyond classroom drama.
• Future lessons: Introduce mask or physical theatre techniques inspired by Grimm tales; explore adapting stories for a modern audience.

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Curriculum Reference Summary

• Drama Programmes of Study KS3 (DfE, National Curriculum for England)
• “Pupils should be taught to:
  • use improvisation to develop ideas and explore issues;
  • create, adapt and sustain a range of roles, responding appropriately to others;
  • perform scripts and devised work, conveying ideas and issues clearly;
  • evaluate their own work and that of others to improve performance.”

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This structured yet imaginative lesson builds strong foundations for storytelling and characterisation in drama, deeply rooted in the National Curriculum, while leveraging the timeless narratives of Grimm tales to captivate and inspire Year 9 students.