Category: Drama workshops for children

Posted in Drama for children, Drama strategies, Drama techniques, Drama workshops for children, Environment

Under the Sea – Exploring Ocean’s Wonders Drama Workshop

Posted on by Drama Start Books

Title: Under the Sea – Exploring Ocean’s Wonders

Age group: 7-12 years old

Duration: Two hours

Goal: To foster creativity, encourage teamwork, and increase understanding of the ocean’s ecosystem and its inhabitants.

Materials Needed: Props (sea creature cutouts, mermaid tails, etc.), music, and a “sea” setup (blue sheets, shells, starfish, etc.).

Warm-up activity (15 minutes):

  1. Ocean wave movement: Have the children stand in a circle. Start by making a wave motion with your arms and pass it around the circle. Encourage the children to follow the rhythm and pass it along until the wave comes back to you.
  2. Sea Creature Charades: Each child picks a sea creature from a hat and then acts it out without making any sound. The rest of the group guesses the creature. This game helps the children warm up and get into the mindset of acting like sea creatures.

Main Activities (60 minutes):

  1. Underwater Discovery: Divide the children into smaller groups. Assign each group a specific underwater location (e.g., coral reef, sunken ship, deep sea). Each group creates a short scene depicting the life and interactions of creatures in their assigned location.
  2. Mermaid/Merman Adventure: In this activity, some children are chosen to be mermaids/mermen. The mermaids/mermen narrate a story about their life under the sea, interact with other sea creatures (played by other children), and solve a problem or overcome a challenge (such as cleaning up pollution, helping a lost creature find its family, or protecting the sea from a villain).

Reflection and Discussion (20 minutes):

  1. Ocean Habitat Discussion: Discuss different sea creatures and their habitats. Talk about the importance of each creature in maintaining the balance of life under the sea.
  2. Reflection: Have children share their experiences – what was it like to be a sea creature or a mermaid/merman? What did they learn? How did they feel when they were acting out the scenes?

Cool-down Activity (15 minutes):

  1. Ocean Meditation: Have the children lie down and close their eyes. Play calming ocean sounds. Guide them through a visualization of peacefully swimming through the sea, interacting with different friendly sea creatures, and observing the beauty of underwater life.

Closing (5 minutes):

End the workshop with a group huddle and ask the children to share one thing they enjoyed most about the workshop. Reiterate the importance of our oceans and how every sea creature plays a part in the ecosystem. Encourage them to think about how they can help protect and conserve our oceans in their own small ways.

Note: Make sure the workshop is inclusive, fun, and respectful. Adapt the activities according to the group’s age and capabilities.

Here’s  a list of sea creatures that children could portray in an “Under the Sea” themed drama workshop:

  1. Dolphin: Intelligent and playful, dolphins are loved by everyone. They can communicate with each other using a series of clicks and whistles.
  2. Octopus: Known for their eight arms and high intelligence, octopuses can make for interesting characters. They are also known for their ability to camouflage and escape predators.
  3. Sea Turtle: Sea turtles are known for their long life spans and lengthy migrations. They could be portrayed as wise, older characters.
  4. Shark: Sharks can be portrayed in a variety of ways, not just as scary predators, but also as misunderstood creatures trying to survive.
  5. Clownfish: Known for their bright colors and living among sea anemones, clownfish are recognizable due to movies like “Finding Nemo”.
  6. Jellyfish: These creatures can be interesting characters due to their unique appearances and abilities, like stinging predators and glowing in the dark.
  7. Starfish: Starfish, or sea stars, are known for their ability to regenerate, which could make for a fun character trait.
  8. Whale: Whales are the largest animals on Earth, known for their impressive size and beautiful songs.
  9. Seahorse: Seahorses are unique and could make for an interesting character, especially given that it’s the males who carry the babies!
  10. Crab: Crabs are known for their hard shells and sideways walk, which can be fun traits for a child to act out.
  11. Lobster: Similar to crabs, but with large claws and a more elongated body.
  12. Stingray: Known for their flat bodies and long tails, stingrays are unique creatures of the sea.
  13. Anglerfish: These deep-sea fish are known for the glowing lure they use to attract prey, and can make for a more mysterious or scary character.
  14. Pufferfish: These fish inflate into a ball-like shape when threatened, which could make for a funny and interesting character.
  15. Mermaid/Merman: While not a real sea creature, these mythological beings can allow for even more creative storytelling and role-playing.

Remember, each of these characters can be portrayed in different ways to create diverse and interesting storylines during the workshop.

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Drama workshops for children, Environment

Drama workshop for children based on Environmental Awareness

Posted on by Drama Start Books

Warm up

  1. Mimicking animals: In pairs or small groups, children can take turns mimicking the movements and sounds of different animals that they might find in their local environment, such as birds, insects, or fish. This activity can help children appreciate the diversity of life around them and the important role that each species plays in the ecosystem.
  2. Movement through different environments: The group can imagine that they are moving through different environments, such as a forest, a beach, and a city. They can use their bodies to mime the different features and challenges of each environment, such as climbing trees in the forest or dodging traffic in the city. This activity can help children understand the ways in which human activity can impact different types of environments.
  3. Exploring natural elements: The group can explore different natural elements, such as wind, water, and fire, through movement and gesture. For example, they might use their bodies to show the flow of a river or the intensity of a storm. This activity can help children appreciate the power and beauty of natural elements and the importance of protecting them.
  4. Movement and recycling: The group can use movement and gesture to show the process of recycling, from sorting materials to reusing them in new ways. This activity can help children understand the importance of reducing waste and conserving resources.

Hot seating\thought tracking

Each child gets a chance in the hot seat, the chose a character.
Here are some characters that could represent different perspectives on environmental issues:

  1. A factory owner who is reluctant to reduce emissions because it will cut into profits
  2. A scientist who is deeply concerned about the impact of climate change
  3. A farmer who relies on pesticides to protect their crops
  4. A fisherman who depends on a healthy ocean for their livelihood
  5. A hiker who loves spending time in nature and wants to protect it
  6. A politician who is under pressure from their constituents to prioritize economic growth over environmental protection
  7. An environmental activist who is passionate about protecting the planet at any cost
  8. A resident of a city who is concerned about air pollution and traffic congestion
  9. A representative of a renewable energy company who is pushing for greater investment in green energy
  10. A parent who is worried about the future their children will inherit if environmental issues are not addressed.

While the child is in the hot seat, we will use thought tracking to help them further explore their character’s thoughts and motivations. We might ask them to describe what their character is thinking in response to a particular question or situation.

This activity can help children understand that there are many different perspectives on environmental issues, and that people may have different motivations and priorities when it comes to protecting the environment. By exploring these different perspectives, children can develop empathy and a more nuanced understanding of environmental issues, which can help them become more effective advocates for the environment in their own lives.

Here are some possible hot seating questions to explore different perspectives on environmental issues:

  1. How do you feel about the environment?
  2. What is your perspective on [specific environmental issue]?
  3. What do you think are the causes of the issue?
  4. How important do you think it is to address this issue?
  5. What do you think are the potential consequences of not addressing this issue?
  6. How do you think this issue affects different groups of people differently?
  7. What do you think are the biggest barriers to addressing this issue?
  8. What actions do you think should be taken to address the issue?
  9. How do you respond to criticism of your perspective on this issue?
  10. How do you balance your personal interests and concerns with the need to protect the environment?

These questions can be tailored to the specific characters and environmental issues being explored. By asking these questions, we can help children develop a deeper understanding of the different perspectives on environmental issues and the complexity of the challenges involved in addressing them.

Still image\SoundScape

In a still image, actors freeze in position to create a picture that represents a particular moment or situation. In this activity, we will use still images to create tableaux that represent different environmental scenarios. For example, we might create a still image of a forest that has been clearcut or a beach that is covered in plastic waste.

Once the actors have created the still image, we will add a soundscape to the scene. A soundscape is a collection of sounds that help to create an atmosphere or environment. For example, we might add the sounds of chainsaws and falling trees to the clearcut forest scene, or the sound of waves and seagulls to the beach covered in plastic waste.

Here are some examples of environmental scenarios that we might explore using still image and soundscape techniques:

  1. Deforestation: Actors might create a still image of a forest that has been clearcut, with stumps and debris littering the ground. The soundscape could include the sound of chainsaws, falling trees, and heavy machinery.
  2. Air pollution: Actors might create a still image of a city skyline obscured by smog, with people wearing masks to protect themselves from the polluted air. The soundscape could include the sound of traffic, factory machinery, and coughing.
  3. Plastic waste: Actors might create a still image of a beach covered in plastic waste, with plastic bottles, bags, and other debris scattered along the shore. The soundscape could include the sound of waves and seagulls, as well as the sound of plastic waste being washed up on the beach.
  4. Oil spills: Actors might create a still image of a coastline covered in oil, with oil slicks stretching out into the water. The soundscape could include the sound of waves and seagulls, as well as the sound of oil being spilled and cleanup efforts in progress.
  5. Climate change: Actors might create a still image of a flooded city, with people wading through water up to their waists. The soundscape could include the sound of rain, thunder, and flooding, as well as news reports or other media coverage of the climate crisis.
  6. Coral reef destruction: Actors might create a still image of a coral reef that has been damaged by pollution or climate change, with bleached and broken coral. The soundscape could include the sound of waves, as well as the sound of boats or other human activity that can damage coral reefs.
  7. Overfishing: Actors might create a still image of a fishing boat that has caught more fish than it can sustainably support, with fish spilled over the sides of the boat. The soundscape could include the sound of waves, as well as the sound of fishing nets and other equipment.
  8. Habitat destruction: Actors might create a still image of a bulldozer tearing down a natural habitat, such as a forest or wetland. The soundscape could include the sound of machinery, as well as the sounds of the animals that live in the habitat, to emphasize the impact on wildlife.
  9. Water scarcity: Actors might create a still image of a community struggling to access clean water, with people carrying buckets or waiting in long lines at a water source. The soundscape could include the sound of running water, as well as the sounds of people talking and moving about.
  10. Renewable energy: Actors might create a still image of a wind turbine or solar panel farm, with the soundscape including the sound of the wind or sun, as well as the sound of the renewable energy source in action.

Conscience alley

Finally, we will use the conscience alley technique to explore the choices we make as individuals and the impact those choices can have on the environment. Children will walk through a “conscience alley” of their peers who will offer different perspectives on environmental issues and encourage them to make choices that benefit the earth. Here some examples of environmental issues that we might explore using the conscience alley technique:

  1. Recycling: The child will walk through the conscience alley and hear different arguments for and against recycling. One person might argue that recycling takes too much effort and time, while another person might point out the benefits of conserving resources and reducing waste.
  2. Energy consumption: The child will walk through the conscience alley and hear different arguments for and against energy conservation. One person might argue that they need to keep the lights on all the time because they feel safer, while another person might point out the benefits of reducing energy consumption to protect the environment.
  3. Transportation: The child will walk through the conscience alley and hear different arguments for and against different modes of transportation. One person might argue that they need to drive everywhere because they have a long commute, while another person might point out the benefits of walking or biking to reduce emissions and improve health.
  4. Water conservation: The child will walk through the conscience alley and hear different arguments for and against water conservation. One person might argue that they need to take long showers to relax, while another person might point out the benefits of conserving water to protect the environment and ensure access to clean water for all.
  5. Wildlife conservation: The child will walk through the conscience alley and hear different arguments for and against protecting wildlife. One person might argue that humans are more important than animals and that we need to use resources to meet our own needs, while another person might point out the benefits of protecting endangered species to maintain biodiversity and the health of ecosystems.

For more drama workshops click on the links below:

 

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama workshops for children, Freeze Frame, Hot seating, Mime, Mime for all ages

Space Adventure – A Drama Workshop for Children ages 5 to 8

Posted on by Drama Start Books

Objective: To help children explore their imagination and creativity, while learning about space and the different elements involved in space exploration.

Age Group: 5 to 8 years old

Materials Needed: Space-themed props (such as helmets, cardboard cutouts of spaceships, planets, etc.), costumes, a space-themed soundtrack (optional).

Warm-Up Activity: Space Walk

  • Have the children stand in a circle, and explain that they are going on a space walk to explore the galaxy.
  • Begin walking around the circle with a slow, steady pace, and have the children follow you.
  • After a few minutes, start introducing different movements, such as walking backwards, tiptoeing, jumping, or spinning.
  • Encourage the children to come up with their own movements, and have them lead the group.
  • Slowly increase the pace, until the children are “zooming” through space.

Mime and Movement: The Launch

  • Divide the children into groups, and explain that they are going to act out the launch of a spaceship.
  • Provide the children with cardboard cutouts of a spaceship and other space-themed props, and encourage them to use mime and movement to simulate the launch process.
  • Ask the children to work together to come up with different movements and sounds that represent the different stages of the launch, such as countdown, liftoff, and acceleration.
  • Once each group has had a chance to practice, have them perform their launch sequence for the rest of the group.

Improvisation: Alien Encounter

  • Explain to the children that they have landed on a strange planet and encountered an alien creature.
  • Assign each child a role, either as an astronaut or as the alien, and encourage them to use improvisation to interact with one another.
  • Encourage the children to use movement, gesture, and voice to create their characters and the scene.
  • As the scene progresses, encourage the children to add more details and dialogue to their improvisation, as they discover more about the alien and its world.

Role play: Mission Control

  • Explain to the children that they are going to act out a communication between the spaceship and Mission Control on Earth.
  • Provide the children with props such as walkie-talkies, headsets, or toy telephones to represent the communication devices.
  • Assign one child as the spaceship captain and another as the Mission Control operator.
  • Encourage the children to use talking objects to communicate with each other, such as speaking into the walkie-talkies or using hand gestures to indicate different commands.
  • Encourage the children to switch roles and try different communication devices, to explore the different ways that communication can be used in space exploration.

Still Images and Thought Tracking: Spacewalk

  • Explain to the children that they are going to act out a spacewalk, where they will explore the surface of a planet or asteroid.
  • Have the children work in pairs, and encourage them to use still images to create different poses and movements that represent the spacewalk.
  • After a few minutes, ask the children to freeze in their current pose, and have them silently think about what their character is feeling and thinking in that moment.
  • Encourage the children to share their thoughts and feelings with their partner, and to use thought tracking to add more detail and depth to their character.

Soundscape: The Return Home

  • Explain to the children that they are going to act out the return journey home, where they will encounter different sounds and obstacles along the way.
  • Provide the children with different sound-making props, such as rattles, drums, or bells.
  • Encourage the children to create a soundscape that represents the different stages of the return journey, such as the re-entry into Earth’s atmosphere, turbulence during the descent, and the landing on the ground.
  • As the soundscape progresses, encourage the children to add more details and variations, such as different rhythms and volume levels.
  • After the soundscape is complete, have the children share their experiences and reflections on their space adventure.

Cool-Down Activity: Reflection and Sharing

  • Have the children sit in a circle, and encourage them to share their favorite moments from the space adventure workshop.
  • Ask the children to reflect on what they learned about space exploration and how they used their imagination and creativity during the workshop.
  • Finally, thank the children for their participation and encourage them to continue exploring the world of drama and creativity.

Note: Depending on the age and skill level of the children, you can modify or adjust the drama strategies used in the workshop. You can also add or remove certain activities to suit your needs and objectives.

 

Posted in Drama, Drama Activities for children, Drama for children, Drama strategies, Drama techniques, Drama workshops for children, Hot seating, teacher in role

Drama learning opportunity based on Little Red Riding Hood

Posted on by Drama Start Books

A drama learning opportunity based on Little Red Riding Hood

Introduction (5 minutes): Start by introducing the story of Little Red Riding Hood and asking the children if they have heard the story before. Briefly recap the story and ask the children to identify the characters in the story. Explain to the children that they are going to participate in a drama activity that explores the characters and events in the story in a new way.

Warm Up (10 minutes): Lead the children in a simple warm-up activity, such as stretching or jumping jacks. Encourage them to move their bodies and get their energy flowing.

Teacher in Role (10 minutes): Explain to the children that you are going to play the role of Little Red Riding Hood’s grandmother. Invite the children to ask you questions about the story and the events that happened. Use your imagination to respond as if you were the grandmother, and encourage the children to ask follow-up questions to explore the character’s backstory and motivations.

Sound Collage (10 minutes): Explain to the children that they are going to participate in a drama technique called sound collage. Divide the children into small groups and assign each group a scene from the story, such as Little Red Riding Hood walking through the forest. Ask each group to create a soundscape that represents the scene using their voices and other sounds they can make with their bodies or objects. Encourage them to think creatively about the sounds they can make to represent the scene. After each group has created their soundscape, bring the whole group back together and ask them to share their soundscape with the rest of the group.

Hot Seating (10 minutes): Explain to the children that they are going to participate in a drama technique called hot seating. Choose one child to be the “hot seat,” and assign them a character from the story, such as the wolf. Ask the rest of the group to ask questions about the character and their motivations. Encourage the child in the hot seat to answer as if they were the character, using their imagination to create a backstory and motivations.

Still Image (10 minutes): Explain to the children that they are going to participate in a drama technique called still image. Divide the children into small groups and assign each group a scene from the story, such as Little Red Riding Hood meeting the wolf. Ask each group to create a still image of the moment from the story using their bodies and facial expressions to show the emotion and action of the moment. Then, have each group share their still image with the rest of the group, and ask them to guess which moment from the story it represents.

Conclusion (5 minutes): To end the session, gather the children back in a circle. Ask them to share what they learned about the story and how drama helped them explore the characters and events in a new way. Thank the children for participating and remind them that they can use their imagination and creativity in their daily lives. You could also suggest that they try to act out their favorite scenes from the story at home or in the playground.

Posted in Drama for children, Drama workshops for children, Mime, Mime for all ages, Mime for children, Movement activities

Solo Mimes For Children

Posted on by Drama Start Books

Solo mimes 

A solo mime is a complete mime scene where you create the setting, the plot, the other participants. There is always a story or a theme to a solo mine scene.

Here are some examples of solo mimes for you to practice.

Washing the dog – Solo Mime 1

Carry a heavy bath in, put it down.

Lift up a bucket of water- pour it into the bath.

Check the temperature – too hot, pour some cold water in.

Look around for your dog. There it is.

Try to coaxit into the bath.

It doesn’t want to come,so lift him up. He is very heavy.

You wash the dog all over.

You try to get hold of it but it jumps out of the bath.

It shakes itself and you shield yourself.

It runs away and you run after it.

The Flyaway Balloon – Solo Mime 2

You enter with a tray of gallons.

You select one and blow it up.

Throw it up and catch it.

You tie a string to it.

It start to fly away so you chase it..

You pull the string and it comes back.

You sit on it to prevent it flying away again.

The balloon burst.

You pick it up, looking very sad.

You walk off.

The Lion Tamer – Solo mine 3

The lion tamer walks on and bows to the audience.

He points to the lion.

He lets the lion out of his cage.

The lion jumps up on him and the lion tamer jumps back.

He picks up a round hoop.

He indicates to the audience the lion will jump through the hoop.

He commands the lion to jump through it.

The lion refuses.

He pleads with the lion.

The lion jumps over the hoop and not through it.

The lion tamer commands the lion to jump through it again.

The lion walks under the hoop.

The lion tamer is annoyed and puts his fists up to the lion.

The lion chases the lion tamer around the stage and the lion tamer runs off.

For more mime ideas click here.

Mime activities for all ages.

Posted in Action Poems, Animal Stories, Drama techniques, Drama workshops for children, Fairy Tales, Goldilocks anD the three bears

A drama workshop for young children – Goldilocks and the Three Bears

Posted on by Drama Start Books


This Goldilocks and the Three Bears workshop is from “Drama Workshops for Young Children” by Julie Meighan. This book contains 10 drama workshops for young children. These fun-to-use and easy-to-follow workshops are designed for children between the ages of 3 and 7. The workshops are based on children’s stories. Each story is introduced at the beginning of each workshop through a movement story or a play. The definition and aim of each drama strategy used are outlined in the drama strategy glossary at the beginning of the book. The aims of these drama workshops are to

Promote children’s self-regulation

Develop children’s language and communication skills

Teach children conflict resolution

Relieve children’s emotional tension

Allow children to develop a sense of ownership.

Promote children’s social interaction skills

Empower children

 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/sound.

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: Lie straight on the floor.

First: Hold up one finger.

Second: Hold up two fingers.

Third: Hold 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 Papa bear.

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

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

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

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

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

More movement stories can be found here and here.

Introduction: Show the children pictures. Tell them there are 8 different types of bears. There are eight species in the bear family: 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 they must lie down on the ground when they come across a bear in the woods 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 to 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 in 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

Papa bear

Mama bear

Baby bear

Goldilocks

Grumpy Papa bear

Kind Mama bear

Happy Baby bear

Surprised Goldilocks

Sculpting: Divide the class into pairs: one person is the sculptor the other is the clay. Get the sculptor to mould the clay into…

How did Goldilocks feel when the bears found her?

How did Baby bear feel when he saw that his porridge had been eaten?

How did Mama bear feel when she saw that someone had been sleeping in her bed?

How did Papa bear feel 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 poem: Teach the children the following poem and actions.

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, and hoovers, people had to chop wood. Talk about the type of jobs people did in the olden days.” All the children must 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 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 become a bear, and the bears work together until they have made everyone laugh. The bears cannot touch the frozen children!