Story Woosh

Using the Plot Summary for Peter and the Starcatcher, the teacher will read the summary to the class and the class will act out various parts of the plot.

All students sit in a circle. Explain that each student will have an opportunity to participate in acting out the story of Peter and the Starcatcher by becoming characters or even objects in the story. If at any time you say “Whoosh!," the students who are performing will quickly return to their seats in the circle.

Begin reading the plot summary. As soon as a key character, event, or object is mentioned, indicate that the first student should step into the circle to make a shape or pose. If two or more characters are introduced, then they can step in at the same time.

As more characters or objects are introduced, move around the circle so that all the students are given a chance to take part. This means that different students get to play the same character at various times and everyone gets a chance at trying several roles, regardless of gender. If appropriate the whole group can take part at once – for example, as the jungle. The story continues to be told with more students stepping in as required so that a tableau is quickly built up.

Students begin by simply making a still image, then start to act out the story through movement as the narrative progresses. They can interact with one another and even speak improvised dialogue or repeat lines spoken by the teacher. If you like, you can add some props for people to play with.

Any time that the activity inside the circle becomes too lively, congested, confused, or the scene changes, simply call out “Whoosh!” and everyone returns to their original places in the circle. Continue to read the plot summary and characters step into the space as required. You can say “Whoosh!” as many times as necessary in order to ensure clarity in the performances and equitable participation among your students.

Discussion Questions

  1. What have we learned about the play?
  2. Do you think the scenes and situations we have seen in class today will be similar to what we will see in the full production? Why or why not?


Instructions revised from an existing teaching resource by David Farmer.