Lesson summary

The animated series Bluey serves as a valuable tool in fostering children's development of imagination, curiosity, and social and emotional learning.

This lesson focuses on the capability of storytelling. Students will work together to create a story of a cat and mouse chase, sharing and responding to ideas from their peers. They will develop their improvisation skills and their understanding of characters and their motivations.

This suite of resources supports emotional and social learning and oral language development through a values framework. Each lesson uses intentional teaching strategies to develop a specific value. This lesson focuses on:

Click here for a full list of the values that underpin these lessons.

This lesson showcases a Bluey episode, which can be viewed on ClickView. Don't have a ClickView subscription? Bluey is also available on ABC iView. For real life!

Learning intentions

Students will:

accept and expand on the ideas of other students to build a simple story
consider the motivations, goals and feelings of simple characters.

Success criteria

Students can:

follow the logical sequence of a plot
accept a proposed plot point and respond with a new plot point
identify the characters of a simple story
identify the goals of these characters
reflect on the motivations and meanings of character actions
illustrate an event from a group-devised story.

Lesson guides and printables

Lesson details

Australian Curriculum (v9.0) content description:

Foundation - Year 2 Drama

Create and co-create fictional situations based on imagination and/or experience (AC9ADR2C01)

Foundation English

Year 1 English

Discuss literary texts and share responses by making connections with students’ own experiences (AC9E1LE02)
Create and deliver short oral and/or multimodal presentations on personal and learnt topics, which include an opening, middle and concluding statement; some topic-specific vocabulary and appropriate gesture, volume and pace (AC9E1LY07)
Orally retell or adapt a familiar story using plot and characters, language features including vocabulary, and structure of a familiar text, through role-play, writing, drawing or digital tools (AC9E1LE05)

Year 2 English

Identify features of literary texts, such as characters and settings, and give reasons for personal preferences (AC9E2LE02)
Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways (AC9E2LE03)
Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools (AC9E2LE05)

Syllabus outcomes: DRAES1.1, DRAS1.1, EN1-OLC-01, EN1-CWT-01, EN1-UARL-01, ENE-OLC-01,

General capabilities: Literacy, Critical and Creative Thinking

Relevant parts of Foundation - Year 2 Drama achievement standards: Students use play, imagination, arts knowledge, processes and/or skills to create and share arts works in different forms. Students demonstrate arts practices and skills across arts subjects. They create arts works in a range of forms. Students pretend and imagine as they create roles and situations in improvised drama and/or dramatic play. They share their work in informal settings.

Relevant parts of Foundation Year English achievement standards: Students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They retell, report information and state their thoughts, feelings and key ideas.

Relevant parts of Year 1 English achievement standards: They create short written and/or multimodal texts including recounts of stories with events and characters. They share ideas and retell or adapt familiar stories, recount or report on events or experiences, and express opinions using a small number of details from learnt topics, topics of interest or texts.'

Relevant parts of Year 2 English achievement standards: Students interact with others, and listen to and create spoken texts including stories. They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences. They use text structures to organise and link ideas for a purpose.

Level of teacher scaffolding: Low - Teachers scaffold the discussion and facilitate the group storytelling exercise.

Lined paper
Plenty of wall space
Sticky tape or blutac
Whiteboard and coloured markers.

This is not an official Bluey lesson. Cool.org does not have an official partnership with Bluey.

Storytelling - Creative Story Play

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Summary

Learning intentions

Success criteria

Lesson guides and printables

Lesson Details

Curriculum Mapping

Resources Required

Additional Info

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