You will learn
- Act out a character with voice and actions.
- Show feelings with face and body.
- Take turns with a partner.
- Say a few lines from a story.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We use voice, face and body.
- We show how a character feels.
- We take turns.
- We listen to each other.
Words to know
pretend to be someone
the sound we make when we speak
a look or tone that shows feeling
the part someone plays
1. Discover: The play
The class acts out the Tolu story. Ama is Tolu. She climbs slowly and says in a gentle voice, “You are safe.” Kofi is the kitten. He says, “Meow!” in a small voice. Everyone claps at the end.
Think: How did Ama use her voice and body?
2. Understand: Acting
Idea 1: Voice
Use your voice to show how the character feels: gentle, loud, scared, happy.
Idea 2: Face and body
Use your face and body: look scared, smile, climb, stretch.
Idea 3: Work together
Take turns, listen to your partners and stay in your role.
3. Worked examples
Example 1 (I show you): Show a feeling
Show that you are scared.
- Change your face.
- Change your voice.
Answer: wide eyes, a small voice
Example 2 (We do it together): Take a role
Say a line as Tolu.
- Use a gentle voice.
- Say: You are safe.
Answer: You are safe.
Example 3 (You try): Turn taking
Who speaks next?
Show the steps and answer
- Listen to your partner.
- Wait for your turn.
Answer: the next character
Did you know?
Actors in theatres practise their lines many times before they perform.
Why this matters
Acting helps you understand characters and speak with confidence.
4. Explore: Story drama
Act out a story.
- Choose a short story.
- Choose roles.
- Practise a few lines.
- Perform for the class.
Think about it: what did you notice?
You can act a story with voice and body.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I am ___.
- My voice is ___.
- I feel ___ so I ___.
- It is your turn.
Guided practice
Question 1. Show that you are scared.
wide eyes, small voice
Question 2. Say a line as Tolu.
You are safe.
Question 3. Who speaks next?
the next character
Independent practice
Level 1: Start
- We act with our voice, face and ___.
- A role is the ___ someone plays.
- We take ___ when we act.
- We ___ to each other.
- Show a happy face.
Level 2: Grow
- Act out the kitten.
- Act out Tolu climbing.
- Say a line as the kitten.
Level 3: Stretch
- Write a line for a character and say it with feeling.
- Why is it important to listen when acting?
- Kofi speaks over Ama. Is that good acting?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Act out a short story with a family member.
Show a sample answer
We act out a hen and a fox.
Another one. Act one feeling and ask a friend to guess it.
Show a sample answer
I look scared. My friend says: scared!
7. Common mistakes
Fix: Use your voice to show feelings.
Fix: Wait for your turn.
8. Lesson summary and revision card
- I can act with voice and body.
- I can show feelings.
- I can take turns.
- I can say lines from a story.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Use voice, face and body.
- Show feelings.
- Take turns and listen.
- Practise before performing.
11. Next lesson
Next lesson: Creating oral stories. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name three things we use to act. [3 marks]
- How do we show a character is scared? [1 mark]
- What should we do when others speak? [1 mark]
- Say a line as Tolu. [1 mark]
- Explain why acting helps us understand stories. [3 marks]
Total: 9 marks.
Marking guide and model answers
- voice [1]; face [1]; body [1]
- wide eyes, small voice [1]
- listen and wait [1]
- You are safe. [1]
- we think like the character [1]; we feel their feelings [1]; we remember the story [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- We act with our voice, face and ___.
- A role is the ___ someone plays.
- We take ___ when we act.
- We ___ to each other.
- Show a happy face.
- Show a scared face.
- True or false: we take turns.
- True or false: we ignore others.
- Act out a short story with a friend.
- Say a line with feeling.
Homework
Act out a short story with a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. We act with our voice, face and ___. | body | 1 |
| 2. A role is the ___ someone plays. | part | 1 |
| 3. We take ___ when we act. | turns | 1 |
| 4. We ___ to each other. | listen | 1 |
| 5. Show a happy face. | a smile | 1 |
| 6. Show a scared face. | wide eyes | 1 |
| 7. True or false: we take turns. | true | 1 |
| 8. True or false: we ignore others. | false | 1 |
| 9. Act out a short story with a friend. | a performed scene | 1 |
| 10. Say a line with feeling. | a line with feeling | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 body; 2 part; 3 turns; 4 listen; 5 a smile. Level 2: 1 small meow; 2 slow climbing; 3 Meow!. Level 3: 1 a line with feeling; 2 so we know when to speak; 3 no, take turns.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Act out a character with voice and actions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Show feelings with face and body | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Take turns with a partner | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say a few lines from a story | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Speaking in a flat voice. Use your voice to show feelings.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use puppets or masks.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child acts out stories using voice and body. You do not need to be an expert to help.
- Act out stories together.
- Praise expression.
- Be a kind audience.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: act out a character with voice and actions; show feelings with face and body; take turns with a partner; say a few lines from a story.
Prerequisite knowledge. Retelling stories.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Act out part of the Tolu story as a model.
Explanation (10 min). Teach voice, face and body.
Guided activity (10 min). Practise story drama.
Independent activity (10 min). Learners perform for the class.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How does the character feel? How can I show it?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use puppets. Extension. Write a script.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Speaking in a flat voice. Use your voice to show feelings.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use puppets or masks. Enrichment. Write a script for a short scene. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.1.4 and SL.1.6 (produce complete sentences when appropriate to task and situation); Cambridge Primary English Stage 1 (speaking and drama). These sources informed the lesson.