Posted in Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Drama strategies, Drama techniques, Drama workshops for children, Little red hen

The Little Red Hen – A Drama Workshop for Children

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Movement Story
Movement:
Action.

Little Red Hen: Make yourself as small as possible and cluck around like a chicken.

Plant: Mime digging a hole and planting a seed.

Wheat: Make your body into the shape of a wheat plant.

Dogs: Move and bark like a dog.

Ducks: Waddle and quack like a duck.

Geese: Move like a goose and say “gobble, gobble.”

Cats: Move like a cat and meow.

Cut: Use a slashing movement.

Bread and cakes: Mime eating a delicious cake.

Once upon a time, there was a little red hen that lived on a farm. She was always busy! She spent all morning laying eggs for the farmer.

Little Red Hen, please lay an egg for my tea,” said the farmer. After the little red hen had laid her egg, she found a grain of wheat. She wanted to plant it in a field.

“I’ll ask my animal friends to help me. Dogs, Dogs! Will you help me plant the wheat?” she said.

“Oh no, we will not help you. We are too busy burying our bones. Get the ducks to help you,” barked the dogs.

 Ducks, Ducks! Will you help me plant the wheat?” said the little red hen.

“Oh no, we will not help you. We are too busy swimming. Get the geese to help you,” quacked the ducks.

Geese, Geese! Will you help me plant the wheat?” said the little red hen.

“Oh no, we will not help you. We are too busy sunbathing. Get the cats to help you,” gaggled the geese.

Cats, Cats! Will you help me plant the wheat?” said the little red hen.

“Oh no, we will not help you. Plant it yourself,” meowed the cats.

No one would help the little red hen, so she planted it herself. The sun and the rain helped the wheat to grow. Soon, the wheat was tall and yellow and needed to be cut.  “I’ll ask my animal friends to help me. Dogs, Dogs! Will you help me cut the wheat?” said the little red hen.

“Oh no, we will not help you. We are too busy burying our bones. Get the ducks to help you,” barked the dogs.

Ducks, Ducks! Will you help me cut the wheat?” said the little red hen.

“Oh no, we will not help you. We are too busy swimming. Get the geese to help you,” quacked the ducks.

“Geese, Geese! Will you help me cut the wheat?” said the little red hen.

Oh no, we will not help you. We are too busy sunbathing. Get the cats to help you,” gaggled the geese.

Cats, Cats! Will you help me cut the wheat?” said the little red hen.

“Oh no, we will not help you. We are too busy washing our faces. Cut it yourself,” meowed the cats.

So, the little red hen cut the wheat herself, and she took the wheat to the miller. The miller turned the wheat into flour.

Here’s your flour to make bread and cakes,” said the miller.

The little red hen thanked the miller. She made bread and cakes.

“Who will help me eat the bread and cakes?” said the little red hen.

“We will!” shouted all the animals.

“Oh no, I will eat it myself. If you want to eat the food, what will you do next time?” asked the little red hen.

We will share the work,” said all the animals.

Movement/Role-play:  The teacher asks the children to take on the role of animals found on a farm and to make a noise that sounds like their animal. They move around the room as their animal. Eventually everyone sit in a circle and the teacher ask them to make each noise individually and then brings them together to make a farmyard morning chorus.

Teacher in Role: The teacher takes on the role of the little red hen. The  children ask her questions in role about how she was feeling at various parts of the story.

Sample questions:

How would you describe the cat, the goose, and the dog?

What words can you use to describe yourself?

How do you feel doing all of the work by yourself?

How do you feel when all the animals wanted to eat the bread she had made?

Why did you say the other animals could not eat the bread?

How do you think the animals felt when you told them they could not help to eat the bread?

What lesson did the animals learn? Do you think they will be more willing to help out next time? Why or why not?

How would the story be different if all the animals had agreed to help the little red hen with the work?

Hot seating: The children choose to be either the dog or cat or pig. Each child takes it in turns to sit in the hot seat as their characters. The rest of the children ask the character in the hot seat characters. Some examples of questions are

Sample questions:

Why are you so lazy?

Why didn’t you help the Little Red Hen?

Do you think that she is right not helping her?

Do you think the little red hen should share with you?

How did you feel when the Little Red Hen wouldn’t share the bread with you?

Do you think the ending of the story would be different if you had agreed to help the Little Red Hen?

Movement Song: The little red hen song is sung to the tune of this is the way we brush our teeth so early in the morning.

This is the way I plant the seed, plant the seed, plant the seed. This is the way I plant the seed, so early in the morning. (Everyone mimes digging a hole and planting a seed.)

This is the way I water the wheat. water the wheat, water the wheat. This the way I water the wheat, so early in the morning. (Everyone mimes watering the wheat with a watering can.)

This is the way I cut the wheat. cut the wheat, cut the wheat. This the way I cut the wheat, so early in the morning. (Everyone mimes chopping down the wheat with a knife.)

This is the way I go to the mill, go to the mill, go to the mill. This the way I go to the mill so early in the morning. (Everyone mimes walking to the mill with a bag on their back.)

This is the way I make the dough. make the dough, make the dough. This the way I make the dough, so early in the morning. (Everyone mime kneading the dough.)

This is the way I bake the bread, bake the bread, bake the bread. This the way I bake the bread, so early in the morning. (Everyone mimes putting the bread in the oven.)

This is the way I eat the bread, eat the bread, eat the bread. This the way I eat the bread, so early in the morning. (Everyone mimes eating the bread.)

Sculpts: The teacher places baking tools or pictures of baking tools inside a box such as a rolling pin, measuring cup and spoons, spatula, wooden spoon, cookie cutters, bowl, etc.. Each child comes to the box and take out one item. Let each of the children hold the item. Name the item and discuss what each tool is used for. Place the item in the middle of the circle. Continue until all children had a turn. Then, they use their body to make the shape of the baking tool. At the end everyone could make a group sculpture of what is found in a baking drawer.

Extensions: Choose four to five items. Ask the children to cover their eyes and remove one item. They must guess the missing tool.

Ask children to cover their eyes. Place one item inside the box. Invite one child to feel the item inside the box without looking. What tool is inside the box?

Still Image: Put the children into small groups and ask them to recreate a scene from the story through a still image. Encourage the children to use their imagination and take on the roles of inanimate objects, like the corn and the windmill. The groups show their still image to the other groups. The rest of the children have to guess what is happening in the still images.

Role-Play: Ask the children to try and act out the story using animal masks and encourage them to act like their animal by making the noises associated with it and walking like it.

Perceive and reflect: Everyone sits in a circle and the teacher recalls a story where she remembered a time when someone helped her with something really difficult. She asks the children the share their stories about doing something difficult by themselves.

The teacher then remembers a time when she had to do something difficult all by herself. She invites the children to talk about their stories where they had to something difficult by themselves.

The teacher remembers a time where she helped someone with a really difficult job and it made it heaps easier for them. She invites the children to talk about when their stories where they helped someone do something difficult.

 

 

 

 

For more drama workshops for young children, click on the link below.

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This is a resource site for Early Education and Primary school educators. The blog shares ideas for teaching creative drama/ drama in education to children.

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