Posted in Action Poems, Circle games, co-operation, Coordination games, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Movement activities, Movement stories for children

Movement Activities for Children that focus on Coordination (Drama Games)

Group Of Children With Teacher Enjoying Drama Class Together
From more movement activities, games and stories, click on the image above.

The following movement activities promote the following types of coordination skills:

Gross motor coordination: This type of coordination is the movement of arms, legs and body that allows children to walk, run, jump, throw kick and twist.

Fine motor coordination: This type of coordination allows children toperform tasks that require precision. Activities that require children to manipulate small objects will improve their fine motor skills.

Hand-eye coordination: This type of coordination allows children to guide their hand to complete the task.

Movement Activities:

Movement activity: Doors and Windows

Age: 5 years

Minimum number of participants:10

Resources needed: Clear space.

Other benefits: Spatial awareness, group work.

Instructions: The children form a circle while standing and holding their hands. The group spreads out enough so that everyone’s arms arestraight in the circle. This should form large spaces between the circle members. These large spaces represent the windows and doors. Then one child is chosen to be the runner. The runner starts running,and weaving in and out between the windows and doors. The children inthe circle randomly drop their arms down trying to touch or trap the runner who is weaving his/her way in and out of the windows and door.Once the runner is caught or touched by the arms of someone in the. circle, they are out. The runner chooses another child in the group to take his/her place and they become the next child to weave in and out of the windows and doors.

Movement activity: Centipede

Age: 5 years +

Minimum number of participants:

Resources  needed: Clear space.

Other benefits: Teamwork, trust.

Instructions: Divide the group into groups of 5 or 6. The children ineach group sit on the floor and hold the ankles of the child behind them. They call out left, right and the group has to try to move while everyone is holding the ankles of the child in front of them. If there is more than one group they can have a centipede race.

 Movement activity: Object Relay

Age: 5 years +

Minimum number of participants: 4

Resources needed: Clear space, a ball and a variety of objects (optional).

Other benefits: Imagination, teamwork, focus.

Instructions: Children stand in a line. If there are lots of childrenin the class you make more than one line. Each line has a ball. The ball must be passed down the line. The teacher calls out the instruction of how the ball should be passed down the line. Once the ball gets to the end of the line it has to be passed back. Suggested instructions:

  • Pass the ball overhead.
  • Pass the ball between your legs.
  • Pass the ball without using your hands.
  • Pass the ball by just using your chest.
  • Pass the ball by just using your head.

If a team drops the ball then they have to go back to the beginning.

Extension: You could have a box of different objects that they must pass down the line. Each line should have the same objects. The line that gets all the objects down safely is the winner.

Movement activity: Bean Bag Balance

Age: 4 years +

Minimum number of participants: 2

Resources needed: Clear space, bean bags for each member of the class Other benefits: Focus, imagination, problem solving.

Instructions: The teacher gets the children put a bean bag on their heads and they walk slowly around the room. Once they feel comfortable the children can walk faster and faster. They can see if they can run with the bean bag on their head. Once they have mastered balancing the beanbags on their head then they can see if they can balance the bean bag on other parts of their body. Suggested Body Parts:

  • Knees
  • Foot
  • Hands
  • Thighs
  • Shoulder
  • Face
  • Wrist
  • Toes

Again, they start off slowly and then they get faster and faster. The child that can balance on the most body parts and move the fastest is the winner.

 

Movement activity: Pick Up the Bean Bag

Age: 3 years +

Minimum number of participants: 2

Resources needed: Clear space and a variety of bean bags, a basket orbox for each child.

Other benefits: Warm up, teamwork.

Instructions: The teacher gets a variety of bean bags and spreads them across the space. The children have 10 seconds to see how many beanbags they can collect. The group could divide into sub-groups of three or four and have a race to see who can pick up the most beanbags in the time allotted.  

Movement activity: Roll the Dice

Age: 3 years+

Minimum number of participants: 2

Resources needed: Clear space, a dice for each member of the group.

Other benefits: Creativity, memory, focus.

Instructions: Everyone rolls their dice together. Each number corresponds to action such as: 1 Wiggle your body for 10 seconds. 2 Spin around 5 times. 3 Stand on your right leg for 15 seconds. 4 Hop 10 times. 5 Make a large circle with your arms 10 times. 6 Close your eyes and take 5 deep breaths. Once the children have become used to the actions, get them to come up with their own actions for each number.  


Movement activity: The Troll’s Bridge

Age: 4 years +

Minimum number of participants: 3

Resources needed: Masking tape, objects to carry.

Other benefits: Energy, focus.

Instructions: Make a bridge with the masking tape. Tell the children that they are crossing a very narrow bridge and there is a troll thatlives underneath it. The children are crossing the bridge going to visit their friend. They are carrying a variety of objects with them.The children are told the troll won’t bother them if they stay on the narrow bridge and don’t drop anything. If they fall off the bridge or drop anything then the troll chases them. The troll can be the teacher or another child. If you want to make it more difficult tell them. to carry the objects over the bridge on their head.  

Movement activity: Cooperative Chase

Age: 3 years +

Minimum number of participants: 6

Resources needed: Clear space.

Other benefits: Warm-up, teamwork.

Instructions: One child volunteers to be “It.” If he catches another child in the group then they join together and connect. The connected pair need to work together to catch a third child who in turn would connect to them. They do it until everyone is connected. If the group catches someone and the connection is broken, then that child is free to go.  

 

From more movement activities, games and stories, click here.

For free movement activities click on the following: 

 

The hare and the tortoise movement story. 

Goldilocks and the three bears movement story

More movement activities for children. 

 

 

 

 

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Posted in Action Poems, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama strategies, Drama workshop for childre, English as a second language, English teaching games, fables, Fairy Tales, Plays, Plays for Children, Role playing stories, Story sacks, Storytelling, Storytelling in the Early years, the lion and the mouse

The Lion and the Mouse: A fun drama workshop for young children.

The Lion and the Mouse.

Each child finds a space and sits down. Each child or a group of children are assigned a specific word and a corresponding action to the story the lion and the mouse. 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/narrator.

Movement: Action.

Lion: Get down on hands and knees, and move around stealthily as a lion stalking his prey.

Mouse: Scamper like a mouse and squeak.

Forest: Make yourself into a large tree.

Roar/roared/roaring: Roar loudly like a lion.  

Eat: Do a gobbling action.

Help: Extend hands in a kindly gesture.

Narrator: One day, a lion was fast asleep in the forest, his head resting on his paw and he was snoring away. A timid little mouse came scampering by him and accidentally scampered across the lion’s nose. The lion woke up with a loud roar. The lion laid his huge paw angrily on the timid little mouse. He roared, “I’m going to eat you up.”

“Don’t eat me!” begged the poor mouse. “Please let me go and someday I will help 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 walking in the forest, the lion was caught in a hunter’s net. Unable to free himself, he filled the forest with his angry roaring. The mouse heard the roar and quickly found the lion trapped in the net. Running to one of the great ropes that bound him, she chewed it until it fell apart, and soon the lion was free.

“You laughed when I said one day I would help you,” said the mouse. “Now, you see that even a mouse can help a lion.”

They hugged, and from then on, the lion and the mouse were very good friends.

Introduction:

Ask the children to name different jungle animals. They discuss what they can do, what they eat, where they live in the jungle. Then each child chooses their favour it’s jungle animal. The teacher goes around the circle and each child get an opportunity to speak about its favorite jungle animal

My favorite animal is …..

It’s …….

It’s got……..

It lives in………

It eats …….

It moves like………..

Warm up:

Children are running through the ‘jungle’ and run into many animals, etc that they need to get away from. The teacher can give appropriate commands, and the children carry out a suitable action:

jump over logs

duck under branches

high knees through quicksand

run from the tiger

tip toe past the snake

talk to the monkeys (ooh, ooh, aah, aah), etc.

This really gets kids’ hearts pumping and they have a blast!

Main Focus of workshop:

The Lion’s Court: Before starting this game it is a good idea for the teacher to talk about the different animals that are found in the jungle. The teacher should ask the children who is the King of the Jungle? The teacher then assumes the role of a lion who is the King of the Jungle. It would be a good idea to have a crown for the lion. The children can make a court for the lion with chairs and a table or with cushions. Inside the court the lion sits on a throne. Each child chooses an animal they would like to pretend to be. The lion tells the other animals he is looking for animals to join his court. One by one he calls all the animals to him and asks them why he should let them join his court. The child must say what type of animal they are and what good qualities they have and how they will be useful to the lion, the King of the Jungle. When they have finished the King says “you may join my court” and lets them in. This is why it is a good idea to designated area in the jungle.

Dramatic play is a great way to teach important communication skills to children. Jungles hold a fascination for children, and incorporating drama workshop with a jungle theme can be fun for both  teachers and  children  alike. Add music, costumes and props to your dramatic play if possible.

Closure:

Sleeping Lions: All the children are lions (tigers, cows or any animal they want to be). They lie down on the floor; eyes closed and stay still, as if they were sleeping. The teacher goes around the room, trying to get the lions to move. If they move, then they have to get up and help the teacher to try to get the other lions to move. They are not allowed to touch the lions, but may move close to them, tell jokes or pull faces. After five minutes, with a loud roar, tell the lions who are still on the floor to wake up. 

For more drama ideas for young children click on Amazon.com

For more drama activities about Aesop’s Fables, click on the links below.

Aesop’s Fables

The Lion and the Mouse – a rhyming play.

The Lion and the Mouse – a fun movement story

 

Posted in Action Poems, Animal Stories, Bear Hunt, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Drama strategies, Drama workshop for childre, English as a second language, Esl, Esl Drama, Fairy Tales, Goldilocks anD the three bears, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques, Voice Production

Goldilocks and the Three Bears Workshop for children.

image_2ecde2fa-3b51-4ab9-b4b8-d32ee2707fbe
Goldilocks and the Three Bears.

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/narrator.

Movement: Action

Goldilocks: Skip around the space.

Bear/Bears: Walk slowly and growl.

Bowl/Bowls: Clasp fingers together and stick out arms to make a round shape.

Porridge: Wiggle body up and down.

Chair/s: Squat down and stick out arms.

Bed/s: Lies straight on the floor.

First: Holds up one finger.

Second: Holds up two fingers.

Third: Holds up three fingers.

Narrator: Once upon a time, there was a girl called Goldilocks. One day, she decided to go for a walk in the woods. Soon, she became tired. She saw a little cottage in the woods. She knocked, but there was no answer, so she decided to go inside and rest.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.

“This porridge is too hot!” she exclaimed.

So, she tasted the porridge from the second bowl.

“This porridge is too cold,” she said.

So, she tasted the third bowl of porridge.

“Ahhh, this porridge is just right,” she said happily, and she ate it all up.

After she’d eaten the three bears’ breakfasts, she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.

“This chair is too big!” she exclaimed.

So she sat in the second chair.

“This chair is too big, too!” she whined.

So she tried the third and smallest chair.

“Ahhh, this chair is just right,” she sighed. But just as she settled down into the chair to rest, it broke into pieces!

Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed, and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home.

“Someone’s been eating my porridge,” growled the Papa bear.

“Someone’s been eating my porridge,” said the Mama bear.

“Someone’s been eating my porridge, and they ate it all up!” cried the Baby bear.

“Someone’s been sitting in my chair,” growled the Papa bear.

“Someone’s been sitting in my chair,” said the Mama bear.

“Someone’s been sitting in my chair, and they’ve broken it all to pieces,” cried the Baby bear.

They decided to look around some more, and when they got upstairs to the bedroom, Papa bear growled, “Someone’s been sleeping in my bed,”

“Someone’s been sleeping in my bed, too,” said the Mama bear

“Someone’s been sleeping in my bed, and she’s still there!” exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, “Help!” And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the woods. And Goldilocks never returned to the home of the three bears.

Introduction: Show the children pictures. Tell there are 8 different types of bears. There are eight species in the bear family: The Asiatic Black Bear, Brown Bear, North American Black Bear, Panda Bear, Polar Bear, Sloth Bear, Spectacled Bear, and the Sun Bear.

Warm up: The warm up is a movement activity called “Does a Bear Live in the Woods?”

A clear space is needed. The teacher explains to the class that when they come across a bear in the woods they must lie down on the ground and keep very still. One child volunteers to be the bear. The bear goes to one end of the clear space and turns his/her back on the rest of the class. All the other children try to sneak up behind the bear. When the bear turns around all the children must lie very still on the ground. If the bear sees you, moving s/he pulls you away to join him/her. Then there are two bears. Eventually all the children are caught moving and become bears. 

Voice production:

Tell the children that they are going to explore different voices. We need to change our voices to show different emotions or become different characters.

Get the group to repeat the following lines together in their normal voices

Who has been sitting in my chair?

Who has eating my porridge?

Who has been sleeping in my bed.

Now get the children to say the lines the following ways:

Loud

Quiet

Fast

Slow

Sad

Happy

Angry

Excited

Surprised

Frightened

Annoyed

Role Play: “Now we are going to warm up our bodies. Everyone find a space and walk around the room as yourself. When I say freeze I will call out different ways of walking….

Walk as

Daddy bear

Mummy bear

Baby bear

Goldilocks

Grumpy daddy bear

Kind mummy bear

Happy baby bear

Surprised Goldilocks”.

Sculpting: Divide the class into pairs. One of the pair is the sculptor the other us the clay. Get the sculptor to mould the clay into

How  goldilocks felt when the bears found her. 

How did baby bear feel when he saw that his porridge had been eaten. 

How did mummy bear feel when she saw that someone had been sleeping in her bed. 

How daddy bear fell when he saw Goldilocks sleeping in the bed.  

It can be abstract. The teacher/children look at each sculpture and guess how the characters are feeling.

Movement Poetry:

When Goldilocks Went to the House of the Bears

When Goldilocks went to the house of the bears, (The children walk on the spot.) Oh, what did her blue eyes see? (The children point to their eyes.)

A bowl that was huge and a bowl that was small and a bowl that was tiny and that was all. (Children make increasingly smaller shapes with their arms to represent each bowl.) And she counted them – one, two, three! (They use one finger to point – as if counting each bowl.)

When Goldilocks went to the house of the bears, (Walk on the spot.)Oh, what did her blue eyes see? (Point to their eyes.)

A chair that was huge and a chair that was small, and a chair that was tiny and that was all. (Use hands to show the different heights and the size of each chair, getting smaller all the time.) And she counted them – one, two, three! (Use their fingers to point, as if counting each chair.)

When Goldilocks went to the house of the bears, (Walk on the spot.) Oh, what did her blue eyes see? (Point to their eyes.)

A bed that was huge and a bed that was small and a bed that was tiny and that was all. (Use their hands to show the increasingly smaller length and size of each bed.) And she counted them – one, two, three! (Use their fingers to point, as if counting each bed.)

When Goldilocks went to the house of the bears. (Walk on the spot.) Oh, what did her blue eyes see? (Point to their eyes.)

A bear that was huge and a bear that was small and a bear that was tiny and that was all. (Use hands to show the increasingly smaller height and size of each bear.)

Closure: The Bears are Coming

The teacher tells the children before we had the internet, cars, computers, trains, planes, washing machines, hoovers, people had to chop wood. Talk about type of jobs people did in the olden days. All the children then have to find some physical action, based on an old fashioned job like wood chopping, hunting, or washing clothes and begin doing this action somewhere in the room.

The teacher/volunteer then leaves the room momentarily and returns as the bear. Once the bear arrives, the children  must freeze where they are, and  the bear  must try to make the other children  laugh. If a child laughs they’ve come a bear and the bears work together until they have made everyone laugh. The bears cannot touch the frozen children!

For a variety of Goldilocks and the three bears books, click on Amazon.com

 

Goldilocks and the Three Bears – Movement story

Storytelling in the Early Years.

 

Posted in Action Poems, English as a second language, English teaching games, Esl Drama, expressive arts, Mime, Mime for kids, Movement activities

Emotions -a drama workshop for children based on emotions


Drama is a great way of expressing emotions. Explain to the children everything we do and every thought we have comes with a feeling. Sometimes the feelings feel good and sometimes not so good. Some feelings are strong, some are weak. When we feel something we can choos want to do about that feeling. Sometimes we try to ignore it and it goes away and sometime it takes over and we cannot think of anything else. When you get a feeling, first work out what it is and come up with an idea about what to do about it.

When you are feeling…….
Happy
Angry
Bored
Worried
Sad
Excited
Grumpy
Scared
Quiet
Jealous
Embarrassed
Shy

Everyone makes mask with different emotions. Walk around the trying portray their emotions.
The rest of the class has to get what emotion you are portraying.

 

ACTIVITY: EMOTION ACTION SONG.

The song is a variation on the classic “If You Are Happy, And You Know It.”

When I sing this, I over exaggerate my faces. And I encourage the children to make the faces along with the body language. So often we focus emotion lessons only on faces, but children’s bodies tell us how they are feeling too.

If you are happy, and you know it clap your hands
If you are happy, and you know it clap your hands
If you are happy, and you know it, then your face will surely show it
If you are happy, and you know it, clap your hands.

Now replace happy with different emotions:

Mad – cross your arms.
Frustrated – stomp your feet.
Excited – jump up and down.
Sad – make a frown
Scared – hide your face.

Mirror, Mirror

Pair the children up. One child makes an emotion face and their partner identifies the emotion and duplicates it.

 

For more drama activities for children visit my amazon page.

 

For more free drama activities click below.

Drama workshop for children based on the Bear Hunt by Michael Rosen

A Play  script for children – The Frog Prince

Posted in Action Poems, Bear Hunt, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Drama strategies, Drama workshop for childre, Elements of Drama, fables, Fairy Tales, Freeze Frame, Goldilocks anD the three bears, Movement activities, Movement stories for children, Plays, Plays for Children, Still image, Storytelling, Storytelling in the Early years, Storytelling techniques

Goldilocks and the Three Bears – A drama workshop for children

 

Warm up – Tell the children that they are going to explore different voices. We need to change our voices to show different emotions or become different characters.

Get the group to repeat the following lines together in their normal voices
Who has been sitting in my chair?
Who has eating my porridge?
Who has been sleeping in my bed.

Now get the children to say the lines the following ways:
Loud
Quiet
Fast
Slow
Sad
Happy
Angry
Excited
Surprised
Frightened
Annoyed

“Now we are going to warm up our bodies. Everyone find a space and walk around the room as yourself. When I say freeze I will call out different ways of walking….
Walk as
Daddy bear
Mummy bear
Baby bear
Goldilocks
Grumpy daddy bear
Kind mummy bear
Happy baby bear
Surprised Goldilocks”.

Main Focus:
Read the movement story Goldilocks and the three bears. Click on the link.

 

Goldilocks and the Three Bears Movement Story for children.

When Goldilocks went to the house of the Bears – movement poetry. Click on the link below.

Action Poems for Young Children – Movement

Closure: In groups of 4 make a still image of your favorite scene. Present your still image to the rest of the class.

For more drama activities for young children, click here.

Goldilocks and the Three Bears – Movement story

Storytelling in the Early Years.

 

Posted in Action Poems, buddha stories, Buddhism, Buddhism stories, Drama for children, drama for kids, Panchatantra plays, Plays, plays about destiny, Plays about graditude, Plays for Children, Plays for well being, The Buddha and the angry man, the Buddha and the beggar man

The Buddha and the Beggar Man – a children’s play about gratitude and destiny

 

 


Characters: Two storytellers, Beggar Man, Mouse, Man, Woman, Daughter, Wizard, Giant Turtle and Buddha.


Storyteller 1: Once upon a time there was a homeless man who begged every day for food.
(People pass by and give him food.)
Beggar Man: I’m so lucky that kind people give me food.
(Beggar Man falls asleep and mouse creeps up and steals his food. The Beggar Man wakes up suddenly and sees the mouse.)
Beggar Man: Mouse, why are you stealing my food. I’m just a poor beggar man.
Mouse: I’m doing you a favour because no matter how much you beg or how generous people are, you will never be allowed to keep more than eight items.
Beggar Man: You has decided that I can’t ow more than eight items.
Mouse: The Buddha has decided.
Beggar Man: But why me?
Mouse: Why don’t you go find him and ask him.
(Mouse scampers off with the food.)
Beggar Man: Well, I better go find the Buddha and ask him why I’m not allowed to possess more than eight items.
Storyteller 2: So the beggar man gathered his few belongings and went on a journey to find the Buddha.
Storyteller 1: He travelled all day. As night fell, he grew cold and hungry.
Beggar Man: There is no sign of the Buddha. I’m tired and hungry. There is a light over there. Perhaps if I knock on the door, they may let me stay for the night.
(He Knocks on the door. A man opens the door with a warm smile.)
Beggar Man: I’m cold and hungry, please can I stay the night?
Man: Of course, Please come in.
Woman: Sit down and have some food with us.
(He enters the house and sits down on a table with the Man, woman and their daughter.)
Man: Where are you going at this time at night?
Beggar Man: I’m going to find the Buddha. I’ve a very important question to ask him. I just need a good night’s sleep and I’ll be on my way early in the morning.
(Man and woman look at each other.)
Woman: We have a question for you to ask the Buddha.
Man: Our daughter can’t speak. Please ask the Buddha what we need to do hear her beautiful voice.
Beggar Man: Of course, I’ll ask the Buddha your question. Thanks you for the food and bed.
Storyteller 2: The beggar man continues on his way and his quest to find the Buddha.
Storyteller 1: He comes across a range of mountains.
Beggar Man: Oh dear, the mountains look to difficult to climb but I really need to find the Buddha to ask my questions.
(He starts to climb the mountains.)
Beggar Man: This is very difficult. I will never make it. (he sits downs and starts to weep.)
(Enters wizard.)
Wizard: What’s the matter, young man? Why are you crying?
Beggar Man: I’ve a very important questions to ask the Buddha but I can’t climb these mountains. I’ll never find him now.
Wizard: I’ll help you. We can use my magic to fly over the mountain come with me.
Storyteller 2: Wizard used his staff’s magic to fly the beggar man and himself across the mountains.
Beggar Man: Thank you so much, wizard. I’d have never made if it wasn’t for you.
Wizard: You are welcome but can I ask you a favour.
Beggar Man: Of course, I’ll do anything to show my gratitude.
Wizard: Can you ask the Buddha what do I have to do to get to heaven. I’ve been trying to get there for a thousand years.
(The beggar man nods his head and they hug and the wizard hops on his staff and flies off.)
Storyteller 1: The beggar man continues on his journey and comes across a river.
Beggar Man: I don’t believe this. How am I going to get across the river? (he sighs)
(Enters Giant Turtle.)
Giant Turtle: You look sad. What’s the matter?
Beggar Man: I’ve a very important questions to ask the Buddha and I can’t get across the river to find him.
Giant Turtle: Jump on my back and I’ll swim across. (The beggar man jumps on the Giant Turtle’s back and they swim across the river.
Beggar Man: Thank you, Giant Turtle. How can I repay you?
Giant Turtle: Can you ask the Buddha a question for me?
Beggar Man: Of course, what is your question?
Giant Turtle: Ask the Buddha why I haven’t become a dragon. I’ve been trying to become a dragon for 500 years.
(Beggar Man nods and hugs the giant turtle.)
Storyteller 2: Eventually the beggar man finds the Buddha under the Bodhi Tree.
Beggar Man: I’m so glad. I’ve found you. I’ve got so many question to ask you.
Buddha: I will only answer three questions.
Beggar Man: But I’ve four questions to ask and they all very important.
Buddha: Ask yourself, are they equally important?
Storyteller 1: The beggar man thought very carefully.
Beggar Man: Well, the giant turtle is trying to be a dragon for fifty years. The wizard has trying to go to heaven for 1000 years. The young girl will be unable to speak for the rest of her life if I don’t ask her question. I’m just a homeless beggar. I can go back and continue begging. My question is the least important by far.
(Beggar Man goes back to the Buddha.)
Beggar Man: My first question is how can the turtle become a dragon?
Buddha: Simple, he needs to leave the comfort of his own shell, unless he does that he will never be a dragon.
Beggar Man: My second question is how can the wizard go to heaven?
Buddha: He must put down his magic staff as it keeps him on earth. The moment he puts it down he will be free to go to heaven.
Beggar Man: My third question how can the young girl speak.
Buddha: She will speak when she meets her soulmate.
Beggar Man: Thank you for answering my questions.
Storyteller 2: The beggar man turned around and started his journey home. He meets the Giant Turtle.
Giant Turtle: Hey Beggar man, did you ask the Buddha my question?
Beggar Man: Of course I did. The answer is simple. Take off your shell and you will become a dragon.
(Giant Turtle takes off his shell.)
Giant Turtle: I’ve this priceless pearls in my shell. Here take them. I won’t need them anymore because I’m a dragon. Good bye and good luck.)
(The dragon flies off.)
(Enters the wizard.)
Wizard: Did you ask the Buddha my question?
Beggar Man: Of course I did. The answer is simple. Put your staff down and you can go to heaven.
Wizard: Here take my staff, Use its power wisely. Thank you.
(The wizard ascends into heaven.)
Beggar Man: I now I’ve wealth from the turtle and power from the wizard. He hops on the staff and makes his way back tom the family that gave him food and shelter.
Man: Hello, did you ask the Buddha our question?
Beggar Man: Of course I did. The answer is simple. Your daughter will speak when she meets her soulmate.
Daughter: Hello, you are the man that was here last week.
Woman: Looks like you found your soulmate.
(Daughter and beggar man hug.)
Storytellers: The moral of the story if you do good, you will be repaid.

 

If we’re willing to lend a hand to those who are struggling more than us, willing to help them, it may change the course of your life, your destiny. And the universe may repay you in such a way that you never would have imagined.

For more plays based on Buddha stories click here.

The Buddha and the Angry Man – A play to help children handle insults

 

 

Posted in Action Poems, co-operation, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Mime, Mime for all ages, Mime for children, Mime for kids, Movement activities, Movement stories for children

Fun Movement Activities for Children

Game: Object relay
Age: 5 years +
Minimum number of participants: 4
Resources: Clear space, a ball and a variety of objects (optional).
Other Benefits:
Instructions: Children stand in a line. If there are lots of children in the class you make more than one line. Each line has a ball. The ball must be passed down the circle. The teacher calls out the instruction of how the ball should be passed down the line. Once the ball gets to the end of line it has to be passed back.

Suggested instructions:
Pass the ball overhead.
Pass the ball between your legs.
Pass the ball without using your hands.
Pass the ball by just using your chest.
Pass the ball by just using your head.

If a team drops the ball then they have to go back to the beginning.
Extension: You could have a box of different objects that they must be passed down the line. Each line should have the same objects. The line that gets all the objects down safely are the winners.

Game: Bean Bag balance
Age: 4 years +
Minimum number of participants: 2
Resources: Clear space, bean bags for each member of the class.
Other Benefits:
Instructions: Have the children put a bean bag on their heads and they walk slowly around the room. Once they feel comfortable the children can walk faster and faster. They can see if they can run with the bean bag on their heads. Once they have master balancing the beanbags on their head then they can see if they can balance the bean bag on other parts of their bodies.

Suggested Body Parts:
Knees
Foot
Hand
Thigh
Shoulder
Face
Wrist
Toes
Again they start off slowly and then they get faster and faster. The child can balance on the most body parts and move the fastest is the winner.

Game: Pick up the bean bag
Age: 3 years +
Minimum number of participants: 2
Resources: Clear space and a variety of bean bags.
Other Benefits:
Instructions: The teacher gets a variety of bean bags and spread them across the space. The children have 10 seconds to see how many beanbags they can collect.

For more movement games click here.

For more free movement games, click below.

Movement Activities for Children that focus on Coordination (Drama Games)

More Movement Games for Children

More Movement Games

 

Posted in Action Poems, Drama Activities for children, drama for kids, Drama workshop for childre, English teaching games, Esl, Mime for children, Mime for kids, Movement activities, Movement stories for children

Body/self awareness Activities

image

Game: Colour Jump

Instructions: Ask the children to look at their clothing. Ask them to notice the colors they are wearing. Tell the children that when you name a color they are wearing, they will jump up and then sit back down. Be sure the children have enough space to move without hurting other children. If your space is limited, they can all stand and then hop when their color is called. Call out one color. Help children by drawing attention to the colors they are wearing. Example: “Mara, is that red on your shirt?”

Game: Alphabet Jump

Instructions: Tell the children that you are going to name a letter of the alphabet. When a child’s name begins with that letter, that child can jump up and then sit back down. Recite the alphabet, and pause when you reach a letter that begins a child’s name. If that child hesitates, repeat the letter and look at the child. You can prompt a child by saying, “B. B. I think Bryan starts with B.” If a child jumps on the wrong letter, say, “Oops, Janna, you jumped to

Game:The Shake it Song

Instructions: As you sing this little song, move your body with the words. (i.e. when you say “shake it high!” shake your arms and head up high. When you say/sing “shake it low”, bend down and shake your body in a low crouched or squat position – a pile for my ballet trained friends!)

SHAKE, SHAKE, SHAKE
SHAKE, SHAKE, SHAKE
Shake it HIGH!
Shake it LOW.
Shake it all about!

(repeat at least 3X)

You can choose to turn around when you sing “Shake it all about” – or you can simply shake your whole body. Allow whatever movement happens freely as you play with your child. Sing the song at least three times. You really want to get into the fun like to end my 3-4 and 5-6 classes with what I call “body awareness freeze game”. So it’s like freeze dance except no one’s out if they move during a freeze moment. Instead, I shout out directions every time the music stops. There are two categories: directions that affect how they move, and directions that will affect the shape they will form with their bodies when the music stops.

For example, I may say: “until the music stops you will make a hand dance” and dance mostly with their hands. Then the music stops and I say “Now you will make a shoulder dance”. etc.
With the other variation, I let them dance however they want, and then I say “Next time the music stops I want you to make straight lines with your arms and legs” and then they do it when the music stops. Then I give them something else “Next time the music stops you have to have one foot and one hand in the air”… It can be anything really, I just want them to be creative and start problem solving with their bodies… When there’s a holiday coming up I ask them to shape their body like a star, like a Christmas tree, or like a heart for valentine’s day. They love it and that way they are still developing skills and body awareness while having crazy loads of fun!

For more movement games and activities, click here.

 

Movement Activities for Children that focus on Coordination (Drama Games)

Movement Story -Adventure in Space

Posted in Action Poems, Circle games, Closure activities, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, English as a second language, English teaching games, Esl, Esl Drama, Movement activities, Relaxation games

Action Songs and Poetry for preschoolers.

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Dingle Dangle Scarecrow
When all the cows were sleeping and the sun had gone to bed
Up jumped the scarecrow and this is what he said
“I’m a dingle dangle scarecrow with a flippy floppy hat,
I can shake my hands like this and shake my feet like that.
When all the hens were rousting and the moon behind a cloud,
Up jumped the scarecrow and shouted very loud
“I’m a dingle dangle scarecrow with a flippy floppy hat,
I can shake my hands like this and shake my feet like that.

Do Your Ears Hang Low?
Do your ears hang low? Do they wobble to and fro?
Can you tie them in a knot? Can you tie them in a bow?
Can you throw them o’er your shoulder like a continental soldier?
Do your ears hang low?
Do your ears hang high? Do they reach up to the sky?
Do they droop when they are wet? Do they stiffen when they’re dry?
Can you semaphore your neighbour with a minimum of labour?
Do your ears hang high?
Do your ears flip-flop? Can you use them for a mop?
Are they stringy at the bottom? Are they curly at the top?
Can you use them for a swatter? Can you use them for a blotter?
Do your ears flip-flop? Do your ears hang out? Can you waggle them about?
Can you flip them up and down as you fly around the town?
Can you shut them up for sure when you hear an awful bore?
Do your ears hang out?

The Hokey Cokey
You put your right hand in
Your right hand out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
Chorus
Whoa, the hokey-cokey
Whoa, the hokey-cokey
Whoa, the hokey-cokey
Knees bent, arms stretched, rah, rah, rah!
(Chorus)
You put your left hand in
Your left hand out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
(Chorus)
You put your right foot in
Your right foot out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
(Chorus)
You put your left foot in
Your left foot out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
(Chorus)
You put your whole self in
Your whole self out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.

Little Bunny Foo Foo

Hoppin through the forest

Scooping up the field mice
And bopping them on the head.

Down came
The good fairy
And the
Good fairy said:

“Little bunny foo foo
I don’t wanna see you
Scooping up the field mice
And bopping them on the head!”

“I’m gonna give you
Three chances
Then I’ll turn you
Into a goon!”

Little bunny foofoo
Hoppin’ through the forest
Scoopin’ up the field mice and bopping
Em’ on the head

Down came the good fairy
And she said:

” little bunny foofoo I don’t want to see you
Scooping up the field mice and bopping em’ on the head
I’ll give you two more chances then I’ll turn you to a goon”
*the next day

Little bunny foofoo hoppin’ through the forest scooping up the field
and boppin’ em’ on the the head

Then the good fairy came down
And she said

Little bunny foofoo i don’t want to see you scooping up the field
much and bopping them on the head!I’ll give you one more chance
and then I’ll turn you into a goon!
*the next day

Little bunny foofoo hoppin through the forest scooping up the field
mice and bopping them on the head

Then the good fairy came down and she said:

Little bunny foofoo I don’t want to see you scooping up the field
mice and bopping them on the head I gave you 3 chances and I’m
going to turn you into a goon!

POOF!

For more movement games and activities, click here.

 

Posted in Action Poems, Circle games, Drama, Drama Activities for children, Drama for children, drama for kids, English teaching games, Esl, Esl Drama, expressive arts, Nursery Rhymes

Circle Time Activities for preschoolers

girls in classroom

Quiet Mouse, Still Mouse. Children sit in a circle as the leader announces which child (eventually, you hope, all of them) has become a mouse by being very quiet and still.
Alphabet Shopping. Using the first letter, match the child’s name with something to buy that begins with that letter. For example, “My name is Connor and I will buy a coat.” This facilitates teaching categories and organizational skills by using alphabet animals, foods and places.

Storm Leader starts by wiggling fingers for the rain, this passes around the circle until everyone is wiggling their fingers. The leader then changes the action to other aspects of the storm, e.g. wind – arms waving, thunder – slap knees. End with the sun – mime a circle.

Weather and calander of the day.– Start the day off by asking what is the weather like outside or what day is it. Find some visual aids or printables that show days of the week or months of the year or weather symbols to help you talk about these things.

 

For more drama games for preschoolers click on the link below.