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, 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.

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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, 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 Aesop's fabes, Animal Stories, Drama Activities for children, Drama for children, drama for kids, Drama games for 4 year olds, English as a second language, English teaching games, Esl, Esl Drama, fables, Fairy Tales, Panchatantra plays, Plays, Plays for Children

The Fox and the Crow – A Five Minute Play for Chldren

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.

Click here for more children’s plays based on Aesop’s fables.

 

For more plays click on the links below.

The Money Pig

The Ants and the Grasshopper

Chinese New Year

Posted in Aesop's fabes, Animal Stories, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 4 year olds, English as a second language, Esl, Esl Drama, fables, Fairy Tales, Panchatantra plays, Plays, Plays for Children, Role playing stories

The Monkey and the Jealous Camel


Characters: Three storytellers, Monkey, Giraffe, Lion, Kangaroo, Crocodile, Penguin, Monkey, Camel, Frog, Pig, Squirrel, Ant.

Storyteller 1: Once upon a time a long time ago.
Storyteller 2: All the animals in the world decided to have a big party to celebrate the midsummer.
Storyteller 3: It was a midsummer party and all the animals in the world were going.
Storyteller 1: From the tiniest ant to the enormous elephant.
Storyteller 2: The animals arrived Two by two.
(Everyone sings the animals arrived two by two hurrah hurrah.)
Storyteller 3: Eventually, all the animals had arrived.
(Monkey is ticking off the all the names as the animals enter. He has a click board and looks very official. Giraffe is the look out.)
Monkey: Is that everyone?
Giraffe: I think so, I can’t see anyone else coming.
Lion: Well, let’s get this party started. Welcome, everyone to this party to celebrate the
midsummer. I hope everyone will have wonderful time tonight. I want to introduce the band. Back by popular demand all the way from the Jungle. I would like to introduce our band- the animals.
(Everyone cheers, and claps Elephant is playing her trumpet with his trunk, the bear is playing the drums with his feet. Other animal musical instruments.)
Storyteller 1: Everyone danced and chatted and had a merry time.
(Music playing.)
Kangaroo: Stop the music. I just noticed that the camel isn’t here.
Crocodile: Never mind him, he is so grumpy.
Penguin: He couldn’t be bothered coming.
Giraffe: No wait, I see something coming up in the hill in the distance.
(Monkey climbs up the tree.)
Monkey: It is the camel and he doesn’t look very happy.
(The camel trundles up the hill very slowly)
Penguin: We should be very welcoming to him, when he arrives.
(Camel eventually makes his way up the hill.)
Animals: Hello Camel, welcome to the midsummer’s eve party.
Lion: Come and join us.
Camel: (sighs and wipes his brow.) This better be a good party. I have come an awfully long way.
Frog: It will be wonderful. Let’s play a game of leap frog,
(All the animals jump over one another.)
Pig: That was fun but now let’s play piggy in the middle.
(All the animals throw a ball and the pig tries to catch it.)
Storyteller 2: Everyone had so much fun.
Storyteller 3: Then the dolphins performed a lovely water display.
(Music is playing.)
Monkey: now it my turn to show my contemporary dance.
Storyteller 1: The monkey danced, and all the other animals were impressed.
(All the animals cheer and clap when the monkey is finished.)
Pig: That was amazing.
Frog: You are such a good dancer,
Camel: Harrumph! What’s all the clapping and cheering about. Anyone can dance like that.
Kangaroo: That’s not true. The monkey is a very good dancer.
Ant: You are such a grumpy all hump, Camel.
Elephant: You are just jealous Camel, everyone knows camels can’t dance.
Camel: Of course, Camels can dance.
Monkey: Go on then, show us how camels can dance.
(The Camel slowly makes his way to the middle of the circle. All the animals are staring at him and there is a deafening silence.)
Penguin: Band, Music please.
Storyteller 1: The band started to play, and the camel started to dance.
Storyteller 2: It was the most peculiar dance they had ever seen.
(Camel gives a sideways hop and wiggle and then falls over and he bashes into the band and the music stops.)
Squirrel: Watch where you are going.
(The camel does a high kick and hits the kangaroo.)
Kangaroo: Ouch. (Kangaroo starts limping.)
Storyteller 3: The camel swings his tail and the rabbit is knocked to the floor.
Storyteller 1: Then, he nearly trod on the ants.
Ant/s: Oh, my goodness. Somebody stop him before he kills us.
(The camel is so clumsy that all the animals scatter to the far side of the stage.)
Lion: (roars) Stop! Stop Camel.
Camel: But I’m in the middle of my dance. Can’t you see I’m the best dancer here.
Storyteller 1: Then, the unimaginable happened.
Storyteller 2: He stood on the lion’s tail.
Lion: (roars).
(All the animals freeze.)
Camel: Is it just me? But I get the feeling you didn’t like my dance Lion. (Looks around.) why is anyone clapping.
Pig: Your dancing is ……horrible.
Camel:(hangs his head) I must admit that it wasn’t as fun as the monkey’s dance. (Looks at the monkey) You dance very well, Monkey.
Monkey: Thank you. You have special talents too. You can walk for miles without water and you can give everyone rides on your hump.
Kangaroo: Everyone has a talent.
Lion: The world would be a strange place if we all good at the same thing.
Camel: I guess you are right. Well who would like on my hump.
All animals: Me.
Camel: Hop on then.
Storyteller 1: The camel smiled with pride and pleasure.
Storyteller 2: The moral of the story is
Storyteller 3: Everyone is good at something.

For more animal plays for children click here.

The Thirsty Crow – A 5 minute Playscript for children

 

The Lion and the Clever Rabbit – A Simple Play for Children.

 

Posted in Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Esl Drama, Fairy Tales, Plays, Plays for Children, St Patrick

St Patrick’s Day Drama Activities

 

Game: Rainbow
Age: 4 years+
Minimum number of participants: 7
Resources needed: Clear space and a chair for each student – if you do not have chairs you can use sheets of paper or cushions.
Other Benefits: This is a well-known game which can also be used very effectively as a listening game or an observation game.
Instructions: All the children sit in circle on a chair or a cushion. The teacher chooses three or more different colours of the rainbow – red, orange, yellow, green, blue, indigo, violet and goes around the circle giving each person the name of a colour in a particular order, for example, red, orange, yellow. A child is then chosen, or volunteers, to go into the centre of the circle. His/Her chair is taken away. The child in the centre calls out the name of one of the three colours.. If the child in the centre says red then all the reds change place, if s/he says yellow, all the yellows change place and if s/he says orange, all the oranges change places. If s/he says rainbow then everyone changes places. The child who is left without a chair goes into the centre for the next round.

Game: What’s the time Mr. Leprechaun ?
Age: 3 years+
Minimum number of participants: 4
Resources needed: Clear space.
Other Benefits: This is a popular traditional children’s game that can also be used very effectively in a drama session as a warm-up game. This game also helps children with their listening and co-ordination skills.
Instructions: One child is chosen or volunteers to be Mr. or Ms. Leprechaun and stands at one side of the clear space. His/Her back is to the other children, who are standing at the opposite end of the space. The rest of the children shout out: “What’s the time Mr. /Ms. Leprechaun ?” The leprechaun does not turn around. He/she replies in a leprechaun like voice: “four o’clock.” The children walk forward the number of steps the leprechaun calls out (in this case, four). The children ask again: “What time is it Mr./Ms. Leprechaun ?” The leprechaun replies: “five o’clock.” The children take five steps forward. The children continue to ask the question and to walk the appropriate amount of steps forward. Eventually, when the leprechaun thinks that the children are near enough he/she will say: “Dinnertime!” Then the leprechaun turns around and chases the children. They have to try to rush back to their starting place. If Mr./Ms. Leprechaun catches one of them before they reach home, that child is the wolf in the next game.

Game: Colours of the Rainbow
Age: 4 years+
Minimum number of participants: 2
Resources needed: Clear space.
Other Benefits: This game helps the child hone their observation skills but it can also be used as a fun warm up or movement activity.
Instructions: The teacher calls out a colour of the rainbow, for example blue. The children must then look for an object in the clear space that is blue. All the children must run to the blue object. The last person to get there is out.

Game: Leprechaun’s underpants
Age: 5 years+
Minimum number of participants: 3
Resources needed: Clear space.
Other Benefits: This helps to improve eye contact and children body language. It also stimulates the imagination as the children have to come up with unique questions.
Instructions: The children sit in a circle. One child sits in the middle of the circle and everyone in the circle takes it in turns to ask him/her a question, for example: “What did you have for breakfast?” The child in the middle is only allowed to answer “Leprechaun underpants’ and they must not laugh or smile. If they laugh or smile they have to change places with the child whose question made them laugh.

If you want a copy of Irish Legends on Stage click here.

 

St Patrick – A play for children based on an Irish Legend

 

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 animal plays for children click here.

The Lion and the Mouse – five minute play

The Hare and the tortoise – A play for children

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

Aesop’s Fables

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

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

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

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

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

Write your own fable:

Title:

Characters:
Hero:

Villain:

Character with a weakness:


Setting:


Problem:


Solution:


Trickery:


Moral:

The Lion and Mouse

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

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

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

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

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

“A kindness is never wasted”

 

Click here for more children’s plays based on Aesop’s fables.

 

 

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

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

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

For more play scripts based on Fairytales, click here.

Goldilocks and the Three Bears Workshop for children.

Goldilocks and the Three Bears Movement Story for children.

 

 

Posted in 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, Elements of Drama, Endings, English as a second language, English teaching games, Esl, Esl Drama, expressive arts

Drama Activities for ESL Students



Game: The Dog Show 

Level: Pre Intermediate +

Aim: Questions

Minimum number of participants: 2

Resources needed: Clear Space

Instructions: This is a communication activity where the students have to use their imagination. There is an opportunity for the students to use mime and provides a chance to use the teacher in role drama technique. Get each student to imagine that they are a dog owner. They must each mime interacting with their dog. Once they have done this and got use to the size of their dog get them to imagine that they are competing in a dog show. The teacher takes on the role as a judge of the show. She/he interviews each of the dog owners individually and ask them the following questions.

What type of dog is it?

Where did you get him from?

What type of personality does he have?

What dog tricks can he do? Can you show us?

Why should you dog win the show?

The Judge/teacher can decide at the end of the activity who wins the show. The winner/winners can take a photo at the end with their dogs. (Still image).

Game: Alibi

Level: Pre intermediate +

Aim: To ask questions and to communicate in a spontaneous manner.

Minimum number of participants: 6

Resources needed: A clear space.

Instructions: Explain what an alibi means. Create a crime scene scenario.
Divide the class into groups of 4 or 5. Get one group to be the suspect send them out of the room to get their story straight. Meanwhile the suspects are getting their story straight. Get the other group to be the investigators to compile a series of questions. After the students are finished preparing invite the suspect back and the interrogation begins. Each group interviews each suspect and then they compare notes and decide whose story didn’t match up and they must come to a consensus who they will officially excuse.

Different scenarios

Bank robbery

Kidnapping

Shop lifting

Extension: More advanced students could hold a trial in which each group could be assigned different roles.