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, English teaching games, Esl, Esl Drama, fables, Panchatantra plays, Storytelling techniques, The ant and the grasshoppers, The Emperor's New Clothes, The fox and the crow, The Hare and the Tortoise, the lion and the mouse

The Fox and the Crow


Characters: Three storytellers, fox, crow, mice, dogs, cows, horses. You can have as many mice, dogs, cows and horses as you wish.

Storyteller 1: One day a crow was out searching for some food.

(Crow is flying around the stage looking for food.)

Storyteller 2: She came across a nice piece of cheese.

(She stops as she spots some cheese and she swoops down to get it.)

Storyteller 3: She grabbed the cheese with her beak and said…

Crow: What a lovely piece of cheese! I will keep it all for myself and not share it with anyone.

Storyteller 1: She flew to the top of the tree.

Storyteller 2: After a while some mice came along. They squeaked…

Mice: Squeak, squeak, Crow please share your cheese with us.

Crow: Oh no, I will not share my cheese with you.

Storyteller 3: The mice were sad and hungry so they scampered off looking for food in the woods.Storyteller 1: Then some dogs came along. They barked …

Dogs: Woof, woof, Crow please share your cheese with us.

Crow: Oh no, I will not share my cheese with you.

Storyteller 2: The dogs were sad and hungry so they bounded off looking for food in the woods.

Storyteller 3: A few minutes later some cows passed by. They mooed …

Cows: Moo, moo, Crow please share your cheese with us.

Crow: Oh no, I will not share my cheese with you.

Storyteller 1: The cows were sad and hungry so they walked off looking for food in the woods.

Storyteller 2:  Finally, some horses came along. They neighed …

Horses: Neigh, neigh, Crow, please share your cheese with us.

Crow: Oh no, I will not share my cheese with you.

Storyteller 3: The horses were sad and hungry so they galloped off looking for food in the woods.

Storyteller 1: Then along came a fox. He said to himself…

(Fox faces the audience.)

Fox: That cheese looks delicious and it would be perfect for my breakfast.

Storyteller 2: Then he had an idea.

Fox: Good Morning Crow, you beautiful bird.

Crow: I’m not stupid. I know what you want.

Fox: All I want is to hear you sing.You must be queen of all the birds and your voice must be beautiful. I would love to hear you, but maybe I’m wrong. (The fox turns to leave.)

Storyteller 3: The crow was very flattered.

Crow: Wait Fox, come back. I’ll show you how beautifully I can sing.

Storyteller 1: She opened her mouth and began to caw.

Crow: Caw, Caw, Caw.

Storyteller 2: The cheese fell out of her mouth and onto the ground. The fox picked it up quickly.

Fox: Thanks very much. (He swallows the cheese and licks his lips.) Crow, I tricked you.

Storyteller 3: Off the fox went into the woods looking for another breakfast.

Storytellers: The lesson of this story is beware of people who flatter you.

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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.

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

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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

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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 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

Posted in Aesop's fabes, Animal Stories, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, fables, Fairy Tales, Legends, Panchatantra plays, Plays, Plays for Children, Role playing stories, Storytelling, Storytelling in the Early years

Androcles and the Lion – A five minute playscript for children

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Characters: Two storytellers, Androcles, Lion, Emperor, three slaves, three roman guards and as many spectators as you wish.

Storyteller 1: A long, long time ago when the Romans ruled the world.
Storyteller 2: There lived a slave called Androcles.
(Androcles walks on the stage and addresses the audience.)
Androcles: Hello everyone, I’m Androcles. I’m a slave. Life is not so good when you are a slave. I work hard and I’m always hungry. (He mimes digging and he wipes his brow.)
(Enter slaves and guards. The slaves mime doing manual jobs while the guards observe.)
Guard 1: Slaves, work harder. Any slacking and you will be fed to the hungry lions in the arena.
Androcles: I can’t take this life anymore.
Slave 1: Androcles, we are slaves.
Slave 2: We must do as the Romans tell us.
Slave 3: You should learn to accept your fate.
Androcles: I don’t want to accept this terrible life. I’m going to escape. I need you to cause a distraction.
Slave 1: I’ll do it. (He collapses in pain and the guards run towards him.)
Guard 2: Stop that noise at once.
Guard 3: What is the matter with you?
Slave 1: I’ve twisted my ankle.
Slave 2: Go now and good luck.
Slave 3: Don’t get caught or else you will be fed to the lions in the arena.
(They hug quickly and Androcles escapes without the guards noticing.)
Storyteller 1: Androcles jumped over the wall.
Storyteller 2: And ran through the forest.
Androcles: I’m exhausted. (He stretches, yawns and looks around.) This looks like a good place to sleep.
Storyteller 1: Androcles was just about to lie down when he heard a loud roar.
Lion: Roarrrrrrrrrrrrrrrrrrrrr!
Androcles: It’s a lion. Oh dear, he looks very angry.
Lion: I’m not angry. I’ve got this thorn stuck in my paw. I’m in pain. Roarrrrrrrrrrrrrrrrrrrrr!
Androcles: I’ll help you.
Storyteller 2: Androcles pulled the thorn out of the Lion’s paw.
Androcles: There you go. I’ll put some leaves on it to keep it dry.
Lion: Thank you so much I was in so much pain. Maybe one day I’ll return your good deed.
Storyteller 1: Years passed but one-day Androcles’ luck ran out. (Androcles is casually walking around the stage.)
Guard 1: Caught you at last.
Guard 2: Your luck has finally run out.
Guard 3: The emperor is very angry with you.
(Enter Emperor.)
Emperor: Slave, you are going to pay for escaping. Guards, take him to the arena and throw him to the lions. I could do with something to amuse me.
(Guards throw Androcles into the arena.)
Guard 1: Enjoy.
Guard 2: See you later.
Guard 3: Ha, ha I doubt we will ever see him again, alive.
Storyteller 2: Androcles waited in the arena for the trapdoor to open. The crowd cheered loudly.
Androcles: This is the end for me. I’ll just close my eyes. I hope it will be quick.
(The trapdoor open and the lion comes out roaring but then he sees Androcles with his eyes closed.)
Spectators: Kill him, kill him, kill him.
(The lion walks slowly towards Androcles whose eyes are still firmly shut.)
Lion: Open your eyes, Androcles.
Androcles: No, just eat me and get it over with.
Spectators: Kill him, kill him, kill him.
Lion: Androcles, it is I the lion you helped in the forest. I would never eat you.
Storyteller 1: Androcles slowly opens his eyes.
Androcles: Hello, my friend. (They hug.)
(The spectators cheer)
Emperor: Androcles, you have made friends with a fierce creature. Your reward is your freedom.
Androcles: Emperor, thank you. (Androcles bows.)
Storyteller 2: The Lion and Androcles lived to a ripe old age and remained friends.
(They hug and wave at the crowd.)

For more plays based on animal stories click on the link below.

 

Posted in Aesop's fabes, Animal Stories, Drama, Drama Activities for children, Drama for children, drama for kids, Esl Drama, fables, Fairy Tales, Panchatantra plays, Plays, Plays for Children, Role playing stories, Storytelling, The Frog, The Frog Prince

The 🐸 Prince – A five minute Playscript for children.

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Characters: Two storytellers, Princess, King, Frog.

Storyteller 1: Once upon a time there lived a beautiful princess.
Storyteller 2: She was very vain and selfish.
Princess: I’m so beautiful. I can’t wear this dress I need a new one. It’s my birthday today I wonder what my father. The king got me.
King: Happy Birthday Princess. I’ve got a wonderful present for you.
(She opens the present)
Princess: It’s a ball.
King: Not just any old ball. It is a ball made of gold. I got it specially made for you. There isn’t another ball like it in the world.
Princess: I’ve never seen anything so beautiful in my life. A beautiful ball for a beautiful princess. I shall play with it in the garden.
Storyteller 1: She played with the ball every day.
Princess: If only I had a friend to play with. It is no fun playing ball by myself.
Frog: I’ll play with you.
Princess: You, don’t make me laugh. You are hideous. I’m not that desperate.
Frog: Your loss, I may look hideous but I’m great fun to play with.
Storyteller 2: The princess flounced off and the frog jumped back into the pond.
Storyteller 1: One day the princess was playing with her ball by the pond.
Storyteller 2: She slipped on a stone. She wobbled and then she wibbled and she slipped into the pond.
Princess: Wait, where is my ball gone? I can’t lose my ball. I can’t lose my ball, it’s my only friend.
Storyteller 1: She began looking for her ball. She couldn’t find it and began to cry.
Princess: What shall I do. I’ve lost my beautiful golden ball.
(The frog appeared from the pond. He looks concerned and put his arm around the princess to try and comfort her.)
Frog: Why are you crying princess?
Princess: I fell into the pond and lost my beautiful golden ball.
Frog: Don’t cry. I’ll help you find your golden ball.
Storyteller 1: The frog jumped back into the pond, and he found the golden ball.
Frog: You have to promise me something in return.
Princess: Anything I just want my ball back.
Frog: You must promise to be my friend.
Princess: I’ll be your friend just give me back my ball.
Frog: Not so fast. You must promise to allow me to eat with you every night and sleep next to you every night.
Princess: I promise.
Frog: Here it is.
Princess: I got my ball back.
Storyteller 1: She ran towards the castle.
Frog: Princess, come back. You promised to be my friend. Wait for me.
Princess: In your dreams, I could never be friends with an ugly thing like you. Never bother me again.
Storyteller 2: That night, the princess and the king were eating their dinner.
Frog: Knock, knock. (The frog knocks on the door.)
King: Who is it? (The frog hops in and bows before the king.)
Frog: Ribbit, ribbit. Your majesty. I helped the princess to find her golden ball. She promised that she would be my friend and that I could eat with her at the table and sleep next to her.
Princess: I lied. I just wanted my ball back.
King: Princesses never break their promises. Welcome, come and have a seat and be our guest.
Storyteller 1: They ate their dinner.
Frog: That was delicious, now it’s time for bed.
Princess: Seriously you don’t think you are coming anywhere near my bed.
King: You promised that he could sleep next to you. Remember princesses don’t break their promises.
Storyteller 2: The princess picked up the frog by his neck and plonked him down in the corner of her bedroom.
Frog: Princess, I want to sleep in your bed.
Princess: You are disgusting. How can I sleep with you? Go away and never come back.
Storyteller 1: She threw the frog on the ground,
Frog: Splat!
Princess: Oh dear, I’ve killed him. What have I done? Oh, frog, please wake up. I’m so sorry. I’ll be your friend. You can eat at my table and sleep next to me. Please, don’t die. You are my only friend. (She bends over and kisses him.)
Storyteller 2: Suddenly the frog turns into a handsome prince.
Frog/Prince: Thank you, princess, for breaking the spell.
Princess: What spell?
Frog/Prince: An evil witch turned me into a frog. She said only the friendship of a beautiful princess would break the spell.
Princess: I was so horrible to you. Can you forgive me?
Frog: Of course, I forgive you. Just promise you will never judge people by their appearance again.
Princess: I promise.
Storyteller 1: The prince and princess lived happily ever after.

For more plays based on fairytales click on the link below.

Posted in Bear Hunt, Drama, Drama Activities for children, Drama for children, drama for kids, Esl, Esl Drama, Fairy Tales, Movement activities, Movement stories for children, Storytelling, Storytelling in the Early years, Storytelling techniques

Drama based on the Bear Hunt by Michael Rosen

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Watch Michael Rosen perform the Bear Hunt.


Ask the children what do they know about bears.
Here are 10 fun facts about bears.
There are eight species of bear: American black, polar, giant panda, Asiatic black, sloth bears, sun bears, spectacled bears and brown bears.
Bears are mammals. What other mammals do you know?
Bears can run at speeds up to 45km per hour
A male bear is known as a boar and a female is known as a sow. What other animals are known as boar and a sow?
Unlike many mammals, bears see in colour.
Grizzly bears can remember the faces of other bears they have not seen for 10 years or more.
Polar bears are the largest predators on earth. Do you know any other large predators?
Bears have an excellent sense of smell.
A group of bears is called a sloth.
Bears have great memories.

Tell the children that they are going on a bear hunt. Teach them the following chant.
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
What do we need to go on a bear hunt? Ask the children what sort of things do they need to pack in their bags. Sunglasses, sun cream, binoculars, sandwiches, water etc. Go around the circle, eachchild gets an opportunity to mime putting an item in their bag.

When everyone is ready chant:
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
What do we see?
Long tall grass, uh oh. What shall we do? Can we go under? Can we go over it? Oh no, we have to go through it? All the children push their through the grass. They push it out of the way. They help each other. They all say swishy swash, swishy swash, swishy swash as they go.
Finally everyone is out of the grass.


Everyone chants:
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
What do we see?
A deep, cold river, uh oh. What shall we do? Can we go under it? Can we go over it? Oh no, we have to go through it? All the children jump into the river and start to swim. They all say splish splosh, splish splosh, splish, splosh as they go. They climb out of the river and continue their way.

Everyone chants:
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
What do we see?
Thick oozy mud, uh oh. What shall we do? Can we go under it? Can we go over it? Oh no, we have to go through it? All the children walk through the mud. They get stuck and they help each other to get out of it. They all say squish squelch, squish squelch, squish squelch, as they go. Finally everyone is out of the mud and continue on their way.

Everyone chants:
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
squish squelch,
What do we see?
A big, dark forest. , uh oh. What shall we do? Can we go under it? Can we go over it? Oh no, we have to go through it? All the children walk through the first slowly. They all say stumble trap. Stumble trip, stumble trip. They finally come out the other end of the forest and continue on their way.

Everyone chants:
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
What do we see?
A swirling, twirling snowstorm. , uh oh. What shall we do? Can we go under it? Can we go over it? Oh no, we have to go through it? All the children huddle together and walk slowly through it . They all say woo hoo, woo hoo, woo hoo. Finally the snow storm stops and they stop holding on to each other. cone out the other end of the forest and continue on their way.

Everyone chants:
We are going on a bear hunt, bear hunt, bear hunt.
We are going to catch a big one, big one, big one.
What a beautiful day.
We are not scared.
What do we see?
A narrow, glumy cave, uh oh. What shall we do? Can we go under it? Can we go over it? Oh no, we have to go through it? All the children and walk slowly through the cave. It’s very dark so that can’t see anything. Everyone says tiptoe, tiptoe, tiptoe. What do we feel? One shiny wet nose, two big furry ears, two big bulgy eyes, and some very sharp teeth. Oh my goodness it’s a bear. Everyone run quick.

Tiptoe, tiptoe, tiptoe through the cave.
Woo hoo, woo hoo, woo hoo, through the snowstorm.
Stumble trip, stumble trip, stumble trip the forest.
squish squelch, squish squelch, squish squelch through the mud.
Spilsh splosh, splash splosh, splosh splosh through the river.
Swish swish, swish swish, swish swish through the grass.
Finally we get to our house. We open the door. Lock all the windows and doors. Run upstairs and hid under the bed.
We are never going on a bear hunt again.