Posted in Aesop's fabes, Animal Stories, Drama, Drama Activities for children, Drama for children, drama for kids, English as a second language, Esl, Esl Drama, expressive arts, Fairy Tales, Panchatantra plays, Storytelling, Storytelling in the Early years, Storytelling techniques

The Three Billy Goats Gruff -A Movement Story

Each child finds a space and sits down. Each child or a group of children are assigned a specific word and a corresponding action. The narrator/teacher reads the story aloud, and when the children hear their word, they must jump up and do their actions. The words are in bold to assist the teacher.

Movement: Action.

Billy goats gruff: Move like a goat and say triplet trip.

Bridge: Two children face each other; they place their arms over their heads and link their fingers together.

Troll: Roar and make an ugly face.

Smallest: Make your body as small as you can.

Middle-sized: Stand up straight.

Bigger/Biggest: Stretch your hands up in the air as high as you can.

Meadow: Get down on your hands and knees and graze on the grass.

Hungry: Rub your tummy.

Brother: Two children link arms.

Brothers: Three children link arms.

Eat: Mime gobbling food.

Narrator: Once upon a time, there lived three billy goats gruff. They spent every winter in a barn that kept them nice and warm. But when the summer came, they liked to trippety trip over the bridge to the beautiful green meadow on the other side of the river. “I’m really hungry. I think I will cross the bridge to eat some lovely green grass in the meadow,” said the smallest billy goat gruff.

What the billy goats gruff didn’t know was that under the bridge, there lived an ugly troll. The troll was nasty and horrible.

Nobody crossed the bridge without the troll’s permission, and he never gave permission.

“I can’t wait to get to the meadow,” said the smallest billy goat gruff. “Who is that trippety tripping over my bridge?” roared the troll.

“Oh, it’s only me. Please let me pass. I only want to go to the meadow to eat some sweet grass,” pleaded the smallest billy goat gruff.

“Oh no, you are not. I’m going to eat you,” said the troll.

“Oh, no, please, Mr. Troll, I’m only the smallest billy goat gruff. I’m much too tiny for you to eat, and I wouldn’t taste very good. Why don’t you wait for my brother, the middle-sized billy goat gruff? He is much bigger than I am and would be much tastier,” said the smallest billy goat gruff.

“Well, I suppose I could wait,” the troll said with a sigh.

“I think I will join my brother on the meadow and eat some lovely lush grass,” mused the middle-sized billy goat gruff.

“Who is that trippety tripping over my bridge?” roared the troll.

“Oh, it’s only me. Please let me pass. I only want to go to the meadow to eat some sweet grass” said the middle sized billy goats gruff.

“Oh no, you are not. I’m going to eat you,” bellowed the troll.

“Oh, no, please, Mr. Troll, I’m only the middle-sized billy goat gruff. I’m much too tiny for you to eat, and I wouldn’t taste very good. Why don’t you wait for my brother, the biggest billy goat gruff?” He is much bigger than I am and would be much tastier,” pleased the middle-sized billy goat gruff.

“Well, I suppose I could wait,” the troll said with a sigh.

“I am alone and hungry. I will join my brothers in the meadow and get some nice and sweet grass to eat,” said the biggest billy goat gruff.

“Who is that trippety tripping over my bridge?” roared the troll.

“Oh, it is only me. Please let me pass. I only want to go to the meadow to eat some sweet grass,” said the biggest billy goat gruff.

“Oh no, you are not. I’m going to eat you,” bellowed the troll.

“That’s what you think!” shouted the biggest billy goat gruff angrily. He lowered his horns, galloped along the bridge and butted the ugly troll. Up, up, up went the troll into the air. Then down, down, down into the rushing river below. He disappeared below the swirling waters. “That taught him a lesson,” said the biggest billy goat gruff. He continued across the bridge and met with his brothers, and they ate grass and played for the rest of summer.

Click here for more movement stories for children.

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Posted in Aesop's fabes, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, English as a second language, Esl, Esl Drama, fables, Panchatantra plays, Plays, Plays for Children, Storytelling, Storytelling in the Early years

The Tortoise and the Eagle

Characters: Two storytellers, tortoise, eagle, snail, squirrel, rabbit, crow, dove, robin.

Storyteller 1: There once was a tortoise that lived in a wood.

Storyteller 2: He was never happy.

Tortoise: I’m so bored. All I do all day is plod along. If only I could fly like the birds up in the sky.

(Birds come on stage and fly around. The tortoise looks at them with envy.)

Snail: Tortoise, why are you never happy. You have lots of things to be grateful for.

Tortoise: Like what?

Snail: You have a big hard shell.

Squirrel: You have lots of friends in the woods.

Rabbit: None of us can fly and we are not bored.

Storyteller 1: The tortoise sighed and said…

Tortoise: I don’t like being stuck on the ground. I think, I will ask the birds to help me. Birds, birds, could one of you take me up into the sky so I can see the wonders of the world.

(The crow flies down to meet the tortoise.)

Tortoise: Crow, crow, please help me fly.

Crow: No, I will not help you fly. You are too heavy. (Crow flies off.)

(Dove flies down to meet the tortoise.)

Tortoise: Dove, dove, please help me fly.

Dove: No I will not help you fly. You have no feathers, you aren’t meant to fly. (Dove flies away.)

(Robin flies down to meet the tortoise.)

Tortoise: Robin, robin, please help me fly.

Robin: No, I will not help you fly. It is too dangerous. (Robin flies away.)

(Eagle flies down to meet the tortoise.)

Tortoise: Eagle, eagle, please help me fly.

Eagle: I will help you fly.

(The eagle picks up the tortoise with his talons and starts to fly.)

Storyteller 2: The tortoise was so frightened he closed his eyes really tightly.

Eagle: Tortoise, you must open your eyes if you want to see the wonders of the world.

Tortoise: I can’t open my eyes. I’m too scared. Eagle, please put me down.

(The eagle puts the tortoise down and flies off. The tortoise starts crying.)

Storytellers: The moral of the story is be careful what you wish for.

For more fun plays based on the Panchatantra, Click Here!

Posted in Aesop's fabes, Animal Stories, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Esl Drama, fables, Fairy Tales, Panchatantra plays, Plays, Plays for Children, the lion and the mouse

Aesop’s Fables

llta_lion_angry_mouse
About Aesop:
Aesop was an ancient Greek storyteller who was is believed to have lived around 500 B.C. He was a Phrygian slave. He was owned by two different masters before gaining his freedom due to his intelligence. He went from place to place telling his fables to the masses however it is also widely believed that he did not write most of them, he just collected them. Aesop’s fables were used to offer advice to their audience. He supposedly met his death by being thrown a cliff at Delphi for being ugly and deformed. Over the centuries Aesop’s fables have been rewritten, illustrated and translated into every language in the world.

About Fables:
A fable is a short story. Fables typically involve animals with human like qualities. Usually in a fable, the time and the place are unspecified. Often fables illustrate how smaller and weaker characters use their intelligence to defeat the bigger and more powerful characters. There is always a hero, a villain, a character with a weakness and most importantly a moral. A moral is a lifelong lesson.

The most common characters found in fables are:
Rabbit
Fox
Crow
Bear
Rooster
Duck
Pig
Eagle
Hen
Wolf
Monkey
Donkey
Mouse
Rat
Cow
Goose
Lion
Boy
Girl.

There are always good characters and evil characters.
Examples of good characters:

Mouse
Kitten
Bunny
Cow.
Examples of evil characters:
Snake
Lion
Rat
Bear.

Write your own fable:

Title:

Characters:
Hero:

Villain:

Character with a weakness:


Setting:


Problem:


Solution:


Trickery:


Moral:

The Lion and Mouse

A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion’s nose. Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill her.

“Spare me!” begged the poor Mouse. “Please let me go and some day I will surely repay you.”

The Lion was much amused to think that a Mouse could ever help him. But he was generous and finally let the Mouse go.

Some days later, while stalking his prey in the forest, the Lion was caught in the toils of a hunter’s net. Unable to free himself, he filled the forest with his angry roaring. The Mouse knew the voice and quickly found the Lion struggling in the net. Running to one of the great ropes that bound him, she gnawed it until it parted, and soon the Lion was free.

“You laughed when I said I would repay you,” said the Mouse. “Now you see that even a Mouse can help a Lion.”

“A kindness is never wasted”

Posted in Aesop's fabes, co-operation, creative arts, Drama Activities for children, Drama for children, Story sacks, Storytelling, Storytelling in the Early years, Storytelling techniques, Therapeutic Story, Therapeutic writing

Therapeutic Writing-Stories

IMG_0278Basics:
• Everyone has learnt a lesson for a story.
• A story is metaphorical when used to communicate something more than the events itself.
• Symbols are the smallest units of metaphor.
• The story is a metaphor for the ideas it expresses.
• The Importance of fantasy.

The Importance of Fantasy:
Fantasy is the inner world of the child.

Two types of play:
• Imitative – follow the leader, cook like a mother
• Fantasy or symbolic play – a chair becomes a rocket.

How therapeutic stories can help with coping methods

Options about what to do when presented difficult issues
• New possibilities, creative solutions for overcoming problems
• Ways to dealing more effectively with emotional difficulties
• Options for new ways of reacting to situations.

Metaphorical Images:

• Allows the child to stay longer in the situation.
• Provides the means for the child to stay look at his powerful feelings from a distance.

Unknown Thought (Bollas, 1987):

• “ I know this exactly but I have not ever thought it” (Margot Sunderland, 2007)
• When an unknown thought can be named, then it can be thought through and felt through.
• Children need emotional education and therapeutic story help achieve this education.

The Child and the therapeutic story:

• Must be aptly chosen
• Must identify with the main character
• Must suffer the defeats, obstacles and courage of the main character
• Must feel the character’s joys and relief in coming through conflict and crisis to resolution.
• Must be indirect – this where safety lies.

When to tell a T. Story:
When the child is
– Giving full attention
– Being receptive
– Not distracted
– Before they go to sleep.

Important things to remember:
Story can be
-Fantastical,
-Absurd,
-Do not put irrelevant character or side plots into the story,
-Symbolic and not literal,
-Can be interactive.

Therapeutic Story Making:

• Identify a list of emotional issues that children may experience.

Starting:

• Set a therapeutic objective
• What would you like to change?
• Think of a strategy to achieve this change.

Develop a framework:

• Put the issues into a different metaphorical context ……to which the child can relate.
• Borrow ideas from stories you know.
• Start at the end a work backwards.
• Present the main character as experience the same emotional problem as the child- Metaphorical conflict.
• Show the main character using similar methods to deal with the problem as those used by the child – personify unconscious processes and potential in the form of heroes/helpers and villains or obstructions.

Further Development:

• Show how these methods lead your character problems which lead to failure –metaphorical crisis.
• The story so far should have captured the whole context of how that character came to that moment of crisis in their life.

Resolution:

Move towards the solution – vital part of the journey-someone in the story appears to help the character change direction and to move on to a better coping mechanism which makes them feel a lot better.
• Don’t move too quick – story becomes unbelievable.
• Show the journey from crisis to positive solution – new
sense of identification
• Culminates with a celebration in which the protagonist’s special worth is acknowledged.

Symbols:

A symbol – a word or image which implies one thing but means something else.
• Sunset
• Sunrise
• Locked door
• Tornado/hurricane/storm
• Light
• Witch
• Hole in the heart
• Mirror
• Burned.

Metaphors:

Metaphors – using language to talk about one thing while meaning something else.
• Watching paint dry.
• Not the sharpest knife in the drawer.
• Give me the bottom line.
• Don’t put your eggs in one basket.

The Ugly Duckling (An example of a Therpeutic Story)

• Metaphorical Conflict – Birth of funny looking duckling.

• Unconscious processes and potentials – Mother defends him, cites positive qualities, gets a first look at swans.

• Parallel learning situations – Learning to swim, take care of himself and fly.

• Metaphorical crisis – Attack in the marsh, cold winter in the pond.

• New identification – Beholds beautiful new image in the water.

• Celebration – The old swans are in awe of him.

• In groups think of a fairytale that could be used as a therapeutic story. Put it into the above framework.
The Magic Forest


Once upon a time there was a young child called Matilda. Matilda’s parents were the king and queen of the magic forest. The king, Matilda’s father was very ……………….. and the queen, Matilda’s mother was always ……………….. Matilda was the kind of child who never …………………… but always ………. Sometimes the king, the queen and Matilda would ………………… but they never ……………… All of them would sometimes go …………and Matilda would feel ……….. One day while walking in the magic forest, Matilda lost her way. She tried and tried to see if she could get back home to the castle. Matilda became ……….. After a while a wizard came hobbling along the path and told Matilda ………………… The wizard also gave …………. The first thing that Matilda did was ………. and she ……………

Finally, after wandering around for a long time, Matilda recognised the path back to the castle. She hurried towards it but suddenly she came across a …………… Now she felt ………… As the sun was setting Matilda trudged through the castle gates and into the castle where the king and queen were very, very, very, ………….. Her father the King told Matilda ………… Matilda felt …………. So told the king and queen……………… It had been a very tiring day for Matilda and she fell asleep. The king and queen watched Matilda as she slept and thought ……………
The next morning Matilda woke up and said to her self “………………………………………………………………………”

In groups, full in the blanks. Read your story out to the rest of the class. Devise an improvisation based around your story.

Posted in Circle games, Closure activities, co-operation, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, English as a second language, English teaching games, Esl, Esl Drama

Teach English through Drama Games

cropped-img_0052.jpg

 

Drama games are a perfect tool to use in any classroom that encompasses
multiple learning styles, ability levels and age groups in addition, the activities in this book help ESL students to access active language in an effective and imaginative way. The activities in this
book facilitate students’ ability to learn in different ways as visual learners, auditory learners and kinaesthetic learners. 
Here are a few fun, challenging and rewarding drama games.

 

Game: The Fishing Game
Level: Elementary+
Other benefits: The focus of this game is to practice directions. It will also help students to become familiar with different types of fish.
Minimum number of participants: 4
Resources needed: Clear space.
Instructions: The students sit in a circle. The teacher goes around circle and gives each student a fish name such as a dog fish, sun fish, star fish, and cat fish. Then, the teacher chooses one type of fish and the students that are assigned that fish move around the outside of the circle to instructions like high seas- stretching as high as they can, low seas- crouching as low as they can, choppy seas- jumping or hopping, change direction, and then when the teacher calls ‘shark is coming’ they must run back as quickly as they can to their place in the circle. Repeat until all the fish have got a chance.

Game: World’s Greatest Sandwich
Level: Elementary
Other benefits: This is an excellent concentration and memory game. It will help to extend and explore vocabulary.
Minimum number of participants: 2
Resources needed: Clear space.
Instructions: This is an activity can be used as a getting to know you activity as well as giving the students an opportunity to practice specific vocabulary. The students sit in a circle the first-person starts.
Student A: Hi my name is Adam and the world’s greatest sandwich has eggs in it.
Student B: Hi my name is Betty and the world’s greatest sandwich has eggs and bananas in it.
Student C: Hi my name is Carol and the world’s greatest sandwich has eggs, bananas and pickles in it
Everyone in the circle gets a chance. If they make a mistake or pause too long they are out. The game keeps going until there is only one person left.
Extension: This game could be used to practice other types of vocabulary.
Examples:
• The world greatest zoo has …………. (zoo)
• The world’s greatest rainbow has ………… (colours)
• The world greatest orchestra has ………… (musical instruments)

Game: I Like but I don’t Like
Level: Beginners+
Other benefits: This game helps to promote the students’ creativity. It also focuses on negatives.
Minimum number of participants: 3
Resources needed: Clear space.
Instructions: Go around the circle and each student says what they like and what they don’t like. You can make it more difficult by getting them to say items that start with the first letter of their name.
For example: Hi my name is Julie. I like …. Jellies but I don’t like…. Jam.
After everyone has had a chance to say what their likes and dislikes are the students stand in a circle. A volunteer is chosen and he calls out the name of another student across the circle. As he walks towards them he must call their likes and dislikes. The chosen student chooses someone else and walks towards them calling out their likes and dislikes and so on until everyone has had a chance.

For more Drama Games you can use in the classroom, click on the link below.

Posted in Aesop's fabes, Animal Stories, Bear Hunt, Drama, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, English as a second language, English teaching games, Esl, Esl Drama, fables, Fairy Tales, Goldilocks anD the three bears, Hans Christian Andersen, Panchatantra plays, Plays, Plays for Children, Snow White, Storytelling, The Emperor's New Clothes, The Enormous Turnip, The Little Mermaid, The three billy goats gruff

Goldilocks and the Three Bears – A simple five minute play script for young children

goldilocks
Characters: Three storytellers, Goldilocks, three bears, three bowls, three chairs, three beds.
Storyteller 1: Once upon a time, there were three bears who lived in a little house in the woods.
Storyteller 2: There was Daddy Bear, there was Mummy Bear and there was Baby Bear.
Storyteller 3: One fine day, they decided to go for a walk.
Daddy Bear: What a lovely sunny day it is today. Let’s all go to the woods.
Baby Bear: I’m hungry. I want to eat my porridge.
Mummy Bear: The porridge is still hot; it will be cool enough by the time we come back from our walk.
Storyteller 1: So, off they went on their walk.
Storyteller 2: Just then, a little girl called Goldilocks was walking in the woods.
Storyteller 3: She was picking flowers for her grandma.
Storyteller 1: She stopped suddenly and saw a pretty little house.
Goldilocks: Oh, what a pretty little house. I am feeling a little tired and hungry. I wonder if whoever lives here will let me rest for a few moments and give me something to eat (She knocks on the door.) There is no answer…. (She opens the door slowly and goes inside.)
Goldilocks: Oh look, three bowls of porridge.
Bowl 1: Eat me! I have lots of salt on me. (Goldilocks eats some but spits it out.)
Goldilocks: Yuck! You are too salty.
Bowl 2: I have lots of sugar on me. (Goldilocks eats some but spits it out.)
Goldilocks: Yuck! You are too sugary.
Bowl 3: Eat me! I’m just right. (Goldilocks eats some and likes it and continues eating it until all the porridge is gone.)
Goldilocks: Mmmmmm, that was just right. Oh look, three chairs. I think I’ll sit down for a moment.
Chair 1: Sit on me. I’m very hard. (Goldilocks goes to sit down and jumps up straight away.)
Goldilocks: This chair is too hard.
Chair 2: Sit on me. I’m very soft. (Goldilocks goes to sit down and jumps up straight away.)
Goldilocks: This chair is too soft.
Chair 3: Sit on me. I’m just right. (Goldilocks goes to sit down and makes herself comfortable.)
Goldilocks: This chair is just right. Oh dear, I’ve broken the chair.
Storyteller 2: Goldilocks decided to walk upstairs.
Storyteller 3: She saw three beds.
Bed 1: Lie on me. I’m very hard. (Goldilocks lies down on the bed and suddenly jumps up.)
Goldilocks: This bed is too hard.
Bed 2: Lie on me. I’m very soft. (Goldilocks lies down on the bed and suddenly jumps up.)
Goldilocks: This bed is too soft.
Bed 3: Lie on me. I’m just right. (Goldilocks lies down on the bed and stays there.)
Goldilocks: This bed is just right.
Storyteller 1: Goldilocks fell fast asleep.
Storyteller 2: After a while, the three bears came back from their walk.
Storyteller 3: They walked in to the house and Daddy Bear said…
Daddy Bear: Who has been eating my porridge?
Storyteller 1: Mummy Bear said…
Mummy Bear: Who has been eating my porridge?
Storyteller 2: Baby Bear said…
Baby Bear: Who has been eating my porridge? Look, it is all gone!
Storyteller 3: They saw the chairs and Daddy Bear said…
Daddy Bear: Who has been sitting on my chair?
Storyteller 2: Mummy Bear said…
Mummy Bear: Who has been sitting on my chair?
Storyteller 2: Baby Bear said…
Baby Bear: Who has been sitting on my chair? Look, it’s broken!
Storyteller 3: They walked upstairs and Daddy Bear said…
Daddy Bear: Who has been sleeping in my bed?
Storyteller 1: Mummy Bear said…
Mummy Bear: Who has been sleeping in my bed?
Storyteller 2: Baby Bear said…
Baby Bear: Who has been sleeping in my bed? And look, she is still there!
Storyteller 3: Goldilocks woke and screamed.
Storyteller 1: She jumped out of bed and ran down the stairs and out of the house.
Storyteller 2: The three bears never saw her again
Storytellers: The end.

For more play scripts based on Fairytales, click on the link below.

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Elements of Drama, English as a second language, English teaching games, Esl, Esl Drama, Getting to know you games

Back to school “Getting to Know you Games”

Group Of Children With Teacher Enjoying Drama Class Together

Game: Data Processing
Level: Elementary+
Other benefits: The main aim of this activity is to provide the students
with the opportunity to ask each other personal questions. The game can
also be used to develop listening skills.
Minimum number of participants: 4
Resources needed: Clear space.
Instructions: Get the class to work together and get them to get into a
straight line:
• Alphabetically by their first name
• Alphabetically by their surnames
• Alphabetically by their best friend’s name
• By hair length
• By shoe size
• By birthdays
• By how many brothers and sisters you have
Extension: If the students are more advanced, get them to do this exercise
by not using sound. They can only use body movements and gestures.

Game: Action Name Game
Level: Beginners+
Other benefits: This is another effective but simple game to practice
greetings and introductions. It also promotes awareness and teamwork
skills.
Minimum number of participants: 4
Resources needed: Clear space.
Instructions: Have everyone sit in circle. The first student says, “Hi
my name is ____” The student then does an action, and the rest of the
group says, “Hi _____, pleased to meet you,” and repeats the action.
This continues until everyone has a chance and the rest of the group has
greeted them and repeated their action.

Game: Adjective Introduction
Level: Beginners+
Other benefits: This is a good game for both learning classmates’ names
and practising adjectives.
Minimum number of participants: 2
Resources needed: Clear space, ball or a bean bag.
Instructions: The students form a circle and the teacher gives one of
them a bean bag or a ball. When they have the ball/beanbag, they must
introduce themselves and say an adjective that best describes them, for
example “Hi, my name is Annie and I’m funny.” When Annie is finished
introducing herself, she throws the ball to someone else in the circle. This
continues until everyone has had a turn.
Extension: To make this activity more difficult for more advanced
students, the adjective they choose must start with the same letter as their