Posted in Action Poems, Drama, Drama Activities for children, Drama for children, drama for kids

Action Poems for Young Children

girls in classroom

Action Poems

When Goldilocks went to the house of the bears

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 bowl that was huge and a bowl that was small
And a bowl that was tiny and that was all (Make increasingly smaller shapes with arms for each bowl).
And she counted them – one, two, three (Use 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 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 increasingly smaller height and size of each chair)
And she counted them – one, two, three (Use finger 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 eyes).

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

And she counted them – one, two, three

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

 

There was a princess long ago, long ago, long ago, there was a princess long ago, long long ago.

There was a princess long ago, long ago, long ago, there was a princess long ago, long long ago. (In a circle everyone curtsy/bow and the  princess  is in the middle dancing).

And she lived in a big high tower, a high tower, high tower, she lived in a biigh high tower long ago, long, long ago. (put hands in “triangle” shape to make tower, princess still dances).

A wicked fairy cast a spell, cast a spell, cast a spell, cast spell. A wicked fairy cast a spell long ago, long, long ago. (Fairy chases princess about, then taps her head as casting a spell. Everyone in the circle cast spell with “wands”).

The princess slept for a hundred years etc

(Princess lies in middle of circle sleeping everyone puts head on hands as sleeping action).

A great big forest grew around etc (cross arms and hold )

A handsome prince came riding by etc (Prince runs/gallops round circle and everyone  gallops on the spot)

He took his sword and cut the trees etc (prince chops trees with arm everyone  pretend to cut treess with their arms)

He woke the princess with a kiss etc (Prince gives the princess a kiss on head/cheek/lips everyone blow kisses0

The wedding bells go ding dang ding etc (All with hands pretend to ring bells; prince and princess dance in middle)

And every bodys happy now etc (All happy, clapping, dancing, jumping etc).

For more Mime and Movement ideas buy Drama Start Two Drama Activities and Plays for Children or Movement Start.

 

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Posted in Drama Activities for children

Planning a Drama Lesson

Group Of Children With Teacher Enjoying Drama Class Together

Here are some guidelines for planning a drama lesson:

When planning a complete drama lesson. . . (1)

Consider your…………….AIM.

Do you want to develop speaking and listening skills?

Improve concentration?

Build confidence?

Explore the life of the Victorians?

Teach young children to count?

Understand and appreciate a particular story or novel?

(2) Work out your…………….OBJECTIVES.

How can your aim be achieved?

What is the simplest route to take?

Are games suitable to achieve your outcome?

What games?

Do you need a stimulus?

Is your aim clear and do your objectives meet it?

(3) Think about………………..CONDITIONS.

What age group are you working with?

How much space do you have available?

What abilities or difficulties do your children have?

What resources are available to you?

Do you have a separate time allocated for drama?

How much planning and preparation time can you spare?

(4) Spend time on your……….PREPARATION.

What resources or equipment are required?

Where can you find the information you need?

Do you need to research a subject?

What problems or difficulties might arise?

Do you have answers to possible questions?

Are your activities sensibly structured and balanced?

(5) Reflect on the………….OUTCOME.

Did the children achieve what you wanted them to?

If not, why not?

What could you have done differently?

Did the lesson retain its focus?

Were the children ‘on task’ at all times?

What skills, knowledge or achievements can you build on?