Posted in Drama for children, English as a second language, English teaching games, Esl, Esl Drama, Fairy Tales, Movement activities, Movement stories for children, Plays, Plays for Children, Storytelling in the Early years

The Little Red Hen – A Movement Play.

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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.
Little Red Hen: Make yourself as small as possible and cluck around like a chicken.
Plant: Mime digging a hole and planting a seed.
Wheat: Make your body into the shape of a wheat plant.
Dogs: Move and bark like a dog.
Ducks: Waddle and quack like a duck.
Geese: Move like a goose and say “gobble, gobble.”
Cats: Move like a cat and meow.
Cut: Use a slashing movement.
Bread and cakes: Mime eating a delicious cake.

 

Once upon a time, there was a little red hen that lived on a farm. She was always busy! She spent all morning laying eggs for the farmer.
“Little Red Hen, please lay an egg for my tea,” said the farmer. After the little red hen had laid her egg, she found a grain of wheat. She wanted to plant it in a field.
“I’ll ask my animal friends to help me. Dogs, Dogs! Will you help me plant the wheat?” she said.
“Oh no, we will not help you. We are too busy burying our bones. Get the ducks to help you,” barked the dogs.
“Ducks, Ducks! Will you help me plant the wheat?” said the little red hen.
“Oh no, we will not help you. We are too busy swimming. Get the geese to help you,” quacked the ducks.
“Geese, Geese! Will you help me plant the wheat?” said the little red hen.
“Oh no, we will not help you. We are too busy sunbathing. Get the cats to help you,” gaggled the geese.
“Cats, Cats! Will you help me plant the wheat?” said the little red hen.
“Oh no, we will not help you. Plant it yourself,” meowed the cats.
No one would help the little red hen, so she planted it herself. The sun and the rain helped the wheat to grow. Soon, the wheat was tall and yellow and needed to be cut. “I’ll ask my animal friends to help me. Dogs, Dogs! Will you help me cut the wheat?” said the little red hen.
“Oh no, we will not help you. We are too busy burying our bones. Get the ducks to help you,” barked the dogs.
“Ducks, Ducks! Will you help me cut the wheat?” said the little red hen.
“Oh no, we will not help you. We are too busy swimming. Get the geese to help you,” quacked the ducks.
“Geese, Geese! Will you help me cut the wheat?” said the little red hen.
“Oh no, we will not help you. We are too busy sunbathing. Get the cats to help you,” gaggled the geese.
“Cats, Cats! Will you help me cut the wheat?” said the little red hen.
“Oh no, we will not help you. We are too busy washing our faces. Cut it yourself,” meowed the cats.
So, the little red hen cut the wheat herself, and she took the wheat to the miller. The miller turned the wheat into flour.
“Here’s your flour to make bread and cakes,” said the miller.
The little red hen thanked the miller. She made bread and cakes.
“Who will help me eat the bread and cakes?” said the little red hen.
“We will!” shouted all the animals.
“Oh no, I will eat it myself. If you want to eat the food, what will you do next time?” asked the little red hen.
“We will share the work,” said all the animals.

For more movement plays, click below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Posted in Drama for children, English as a second language, English teaching games, Esl, Esl Drama, Plays, Plays for Children, Role playing stories, Story sacks, Storytelling, The Enormous Turnip

The Enormous Turnip – A five minute playscript for children

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Characters: Three storytellers, old man, old woman, boy, girl, dog, cat and mouse.

(Stage Directions: storytellers on stage left and the old man in the centre. All the other characters are in a line off-stage or they can be on stage, with each character miming doing their own thing.)
Storyteller 1: Once upon a time there lived a little old man.
Storyteller 2: One day he planted a turnip seed in his garden. (Old man plants his seed.)
Old Man: This turnip is going to be very big and very sweet. (Looks at the audience.)
Storyteller 3: The turnip grew and grew.
Old Man: I think it is time to dig up the turnip. (Old man mimes trying to pull it up.)
Storyteller 1: He pulled and pulled but he couldn’t pull up the turnip.
Old Man: I know, I will ask my wife to help me. Wife! Wife! Please help me to pull up the turnip. (Wife holds on to him at the waist and they try pulling up the turnip.)
Storyteller 2: His wife came and helped him.
Storyteller 3: They pulled and pulled but they couldn’t pull up the turnip.
Wife: I know, I will ask the boy to help us. Boy! Boy! Please help us to pull up the turnip. (She calls for the boy and the boy comes to help them.)
Storyteller 1: The boy came and helped them. (The boy holds on to her at the waist.)
Storyteller 2: They pulled and pulled but they couldn’t pull up the turnip.
Boy: I know I will ask the girl to help us. Girl! Girl! Please help us to pull up the turnip. (He calls for the girl and the girl comes to help them.)
Storyteller 3: The girl came and helped them. (The girl holds on to him at the waist.)
Storyteller 1: They pulled and pulled but they couldn’t pull up the turnip.
Girl: I know, I will ask the dog to help us. Dog! Dog! Please help us to pull up the turnip. (She calls for the dog and the dog comes to help her.)
Storyteller 2: The dog came and helped them. (The dog holds on to her at the waist.)
Storyteller 3: They pulled and pulled but they couldn’t pull up the turnip.
Dog: I know, I will ask the cat to help us. Cat! Cat! Please help us to pull up the turnip. (He calls for the cat and the cat comes to help them.)
Storyteller 1: The cat came and helped them. (The cat holds on to him at the waist.)
Storyteller 2: They pulled and pulled but they couldn’t pull up the turnip.
Cat: I know, I will ask the mouse to help us. Mouse! Mouse! Please help us to pull up the turnip. (She calls for the mouse and the mouse comes to help them.)
Storyteller 3: The mouse came and helped them. (The mouse holds onto her at the waist.)
Storyteller 1: They pulled and pulled and then suddenly they and then suddenly they pulled up the turnip. (They all fall over.)
Storyteller 2: Everyone was very happy and they all thanked the mouse. (Everyone shakes hands with the mouse.)
Storyteller 3: Everyone had turnip soup for dinner. (The wife mimes giving each one of them a bowl of soup and they mime drinking it.)

 

Posted in Drama for children, English as a second language, English teaching games, Esl, Esl Drama, Plays for Children, Role playing stories, Storytelling, Voice Production

Some Improvisation Activities for ESL Students.

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Improvisation is an effective way for ESL students to develop language skills that they can use outside of the classroom. Improvisation develops skills such as confidence and empathy. The following activities give students an outlet to express a range of emotions. A variety of tenses, vocabulary, question forms, idioms and proverbs are the focus of this section.

Game: Forwards/Backwards
Level: Elementary+
Other benefits: The main language is to practice target language and the present tense.
Minimum number of participants: 2
Resources needed: Clear space and copies of simple dialogues; see below for examples. Any of the dialogues from the teaching language books can be used.
Instructions: Divide the group into pairs and give each pair a copy of a simple dialogue. Give each pair time to practice their dialogues. When they have memorised the dialogues, get them to perform them in front of the class. Get the group to repeat it in slow motion, fast forwards, hopping on one leg, replacing the words with numbers or the alphabet, backwards, or jumping up and down.

Dialogue 1: Introductions
Adam: Good morning. What’s your name? Where are you from?
Anna: My name is Anna. I’m from America.
Adam: My name is Adam and I’m from Alaska.
Anna: Pleased to meet you. (They shake hands.)
Anna: Goodbye. (Waves and walks off.)
Adam: See you soon.

Dialogue 2: Giving directions
Betty: Hello, you look lost. Can I help you?
Brian: Yes, please. I’m looking for the football stadium. Do you know where it is?
Betty: Of course. Go straight (points straight), turn left and it is next to the big shopping centre.
Brian: Thank you very much.
Betty: You are welcome.
Brain: Goodbye. (They wave goodbye.)

Dialogue 3: Greetings
Carl: Hello, how are you?
Cathy: Not so good.
Carl: What’s the matter?
Cathy: I’ve a headache.
Carl: I hope you feel better soon.
Cathy: Thank you.

Extension: If the students are comfortable, get them to continue the dialogue until it comes to a natural conclusion. This is a good introduction to improvised work.

Game: TV Channels
Level: Elementary+
Other benefits: The focus is to listen and be observant as well as to react quickly.
Minimum number of participants: 4
Resources needed: Clear space.
Instructions: A volunteer sits in the centre of the circle. The rest of the students are the TV channels. The student in the centre of the circle is watching the television. He/she is channel surfing. When they point to someone in the circle, they have turned on the channel. The person must speak; they can be a news channel, weather, sports, documentary comedy, drama, or a soap opera.
The channel surfer stays on the channel for about 30 seconds and then moves on. They can always come back to the same channel. Everyone should have a chance at being a TV station.

Posted in Drama for children, English as a second language, English teaching games, Esl, Esl Drama, Fairy Tales, Hans Christian Andersen, Storytelling, The Emperor's New Clothes

The Emperor’s New Clothes – A Playscript for Children

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Characters: Three storytellers, Dresser, Emperor, Two soldiers, Royal Advisor, Slick, Slicker, four subjects, father, small child.

Storyteller 1: Once upon a time, there was an emperor.
Storyteller 2: He didn’t spend much time ruling his empire
Storyteller 3: Because he was too interested in how he looked and what clothes he wore.
Emperor: (looking in the mirror) I wonder what clothes I’ll wear today. Dresser come here at once.
(Dresser comes rushing holding up two outfits, the emperor grabs one.)
Dresser: That is the tenth outfit you have tried on today, Your Excellence.
Emperor: It is important to look good when you are the emperor of all that you can see and beyond.
(Enter two soldiers.)
Soldier 1: (bows) Your Excellence, the enemy is attacking us.
Soldier 2: (bows) By land, air and sea. What shall we do?
Emperor: How dare you interrupt me with these trivial matters. I’ve way more important things to worry about, like what outfit I’m going to wear today. Please leave at once.
Storyteller 1: When the royal advisor came to advise, he dismissed him.
Royal Advisor: We must talk about how to run the empire.
Emperor: Go away, can’t you see I’m busy admiring myself and my beautiful clothes. Dresser, let’s go outside so all my subjects can admire my clothes.
(Walks up and down like he is on a catwalk. He turns and twirls so all his subjects can see and admire him.)
Subjects: (bows) You look amazing, Your Excellence.
Emperor: Dresser, next week is the annual royal parade. What shall I wear?
Dresser: You have 10,438 outfits to choose from.
Emperor: I need something new and different. I want to look fabulous. I want the whole empire to talk about me and my beautiful clothes. Find me the finest tailors in the land at once.
Dresser: (Comes on stage ringing a bell.) Hear ye, hear ye, the emperor needs a magnificent outfit for the royal parade. Can anyone help? Hear ye, hear ye.
(Enter Slick and Slicker.)
Slick: Do you hear that? We could make lots of money.
Slicker: But we aren’t tailors.
Slick: I know, but I’ve got a plan.
(They huddle together and whisper.)
(Dresser enters the palace with Slick and Slicker. The emperor is sitting on his throne.)
Dresser: I found them, Your Excellence.
Slick: I’m Slick.
Slicker: I’m Slicker. At your service. (Both bow before the emperor.)
Slick and Slicker: We are the finest tailors in the land.
Slick: I’m sure you MUST have heard of us.
Storyteller 2: The emperor liked to pretend he knew everything, so he said…
Emperor: Of course, I’ve heard of you.
Slick: Well then, you must know our clothes are very special.
Emperor: Special?
Slicker: Oh yes, they are magic clothes.
Emperor: Magic?
Slicker: Why, have you not heard? only very clever people can see our clothes.
Slick: Our clothes are invisible to stupid people.
Emperor: Make me a magic outfit at once.
Slicker: Well, it is very expensive.
Emperor: Money is no object. Here take this. (He throws a bag of money at them.) Now get to work at once. You have only a week left to make me the most spectacular outfit for the royal parade.
(Emperor and Dresser exit.)
Storyteller 2: After a few days, the emperor was excited to see his new outfit. He knocked on the door.
Emperor: Knock, knock, may I come in?
Slick and slicker: Oh no, you can’t come in. We want the outfit to be a surprise.
Emperor: Dresser, go inside and look at the outfit and tell me how fabulous it is.
(Enter Dresser. Slick holds up an imaginary outfit.)
Slick: So, what do you think?
Dresser: (Speaks to the audience.) I can’t see anything, but if I say so, everyone will think I’m stupid.
Dresser: It is wonderful, the emperor will be so happy.
Storyteller 3: He scuttled off to tell the emperor that his outfit was amazing.
Storyteller 1: News quickly spread across the empire about the magic outfit. Everyone came the day of the parade to see this fantastic suit.
Storyteller 2: On the day of the parade, the emperor entered the room for the first time.
Slick: (Holds up the outfit.) Well, what do you think?
Emperor: (Speaks to the audience.) I can’t see anything. I must be stupid, but I can’t let them now. I’ll pretend I can see it. (Turns to Slick and Slicker.) It is amazing, magnificent, fabulous.
Slicker: Well, put it on then.
Dresser: I will help you. You look fantastic.
Emperor: It is a perfect fit. Dresser, carry my train.
Storyteller 3: He admired himself one last time. The soldiers opened the palace doors.
Emperor: Let the parade commence.
Storyteller 1: The crowd gasped with excitement. They knew only clever people could see the clothes.
Subject 1: You look so handsome.
Subject 2: Such an amazing outfit.
Subject 3: What magnificent tailoring.
Emperor: The clothes I’m wearing must be beautiful.
Small child: I can’t see. I want to see the emperor’s new clothes.
Father: Come here, I’ll show you. (Father picks up the small child.)
Small child: But the emperor has no clothes on.
Subject 4: What did he say?
Subject 1: He said the emperor has no clothes on.
Subject 3: He is right, the emperor is naked.
Subject 4: The emperor has no clothes on.
Storyteller 2: Everyone started to whisper and the whispering turned into shouting.
Everyone: The emperor has no clothes on.
Emperor: (Looks down.) They are right. I’ve got no clothes on. (He tries to cover himself up.)
Slick and Slicker: Time to go with our bags full of money. (They tip toe off the stage quickly without anyone seeing them.)
Emperor: Cover me up at once. (Dresser comes running in with a blanket.)
Storyteller 3: The emperor got what he wished for. People talked about the emperor with no clothes for years to come.

Posted in Drama for children, Drama strategies, English as a second language, Esl, Esl Drama, fables, Freeze Frame, Hot seating, Movement activities, Movement stories for children, Still image, teacher in role, The Hare and the Tortoise

The hare and the tortoise, a fun drama workshop for children.

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Read the following movement story to the children. When they hear any of words in bold they must do the corresponding action. The teacher should go through each action at the beginning.

Boast/boastful/boasting – stand up straight and puff out chest
Woods – children make themselves into trees.
Animals – each child choose a different animal found in the woods and move like that animal.
Hare – make bunny ears with your hands.
Fast – children move as fast as they can
Run/ran – run on the spot
Tortoise – children bend over as if they have something heavy on their back.
Slow/slowly – children move in slow motion around the room.

Once upon a time there was a very boastful hare who lived in a woods with lots of other animals. He was always boasting about how fast he could run. He boasted “I’m the fastest animal in the woods. No one can run as fast as me.” The other animals were tired of listening to him. One day the tortoise said to the hareHare, you are so boastful. I challenge you to race.” Hare laughed and said “Tortoise, you will never beat me. You are too slow and steady.” They decided whoever got to the other side of the woods the fastest was the winner. All the other animals in the woods came to watch the race. The hare ran as fast as he could through the woods. After a while he thought to himself “I’m so fast that slow tortoise will never beat me. I think I will take a quick nap.” Soon, he fell asleep. The tortoise walked slowly through the woods. He passed the sleeping hare. The animals watched the tortoise near the finishing line. The animals cheered loudly. The hare woke up and ran as fast as he could through the woods to the finishing line but it was too late. The slow tortoise had won the race. All the animals in the wood congratulated the tortoise. The hare had to remind himself that he shouldn’t boast about his fast pace because slow and steady won the race.

Physical warm up: Get each child to find a clear space. They must make sure that they are not touching anyone else. The children crouch down on the floor and make a ball shape with their bodies. The
teacher explains that all children are magic rocks and that the teacher is a magic wizard. The teacher waves the magic wand and says: “Magic rocks turn into hares.” All the children turn into hares and move around the room as hares. The teacher then says: “Magic rocks turn into magic rocks.” The children return to their clear spaces and crouch down on the floor again as quickly as possible. The magic wizard can change the magic rocks into animal they can be found in the jungle.
Variation: The children can take it turns to be the magic wizard.

Role on the wall: Divide the class into groups of four. Give each group either an outline of the hare or the tortoise and ask the children to write inside the image the different characteristics or personality traits of the hare or the tortoise. If they are too young to write, get them to draw inside the image. Each group talks about their image and what they put inside.

Still Image: Ask each child to make a still image of the Hare at the beginning of the race. The teacher taps each child on the shoulder and they must say how they feel. Then get them to make a still image of the hare at the end of the race. The teacher taps each child on the shoulder and they must say how they feel. Can they tell the difference?

Freeze Frame: Divide the class into pairs. They have to make six images that tell the story of the hare and the tortoise. They then show their freeze frame to the rest of the class.

Teacher in Role: The teacher takes on the role of the tortoise. She tells the children she feels sorry for the hare because he thought he was the fastest in the forest and now he is upset. Ask the children what do they suggest they could do to make him feel better.

Hot seating: One of the children volunteers to be the hare. The hare sits in the hot seat and the rest of the children asks him questions.

Closure: The children sit in a circle. Each child finishes the following sentences “if I could be an animal I would be a………

Turn on some music and everyone dances as their animal.

 

Posted in Drama for children, English as a second language, Esl, Oscar Wilde, Oscar Wilde's Stories, Plays, Plays for Children, The Canterville Ghost

The Canterville Ghost by Oscar Wilde -A Playscript for Children

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Characters: Lord Canterville, Mr Otis, Mrs Otis, Virginia, James, Lewis, Clark, (Lewis and Clark are twins), Mrs Umney and Sir Simon (the ghost).
(Outside Canterville Castle there is a sign for sale which Lord Canterville is taking down.)

Scene 1: Canterville Castle
Lord Canterville: Well, it looks like we have a deal, Mr Otis. The castle is yours.
Mr Otis: Thank you, Lord Canterville. I’m sure my family will be very happy here. (They shake hands.)
Lord Canterville: (Looks at him hesitantly.) Perhaps, I should mention that Canterville Castle is haunted by a ghost. (Ghost walks in behind them. They don’t see the ghost but the audience does.)
Mr. Otis: I don’t believe in ghosts, Lord Canterville, so I’m sure I have nothing to be frightened of. (They exit the stage.)
(Mr and Mrs Otis and their four children, Virginia, James, Lewis and Clark, enter. They are greeted by an old woman dressed in an apron.)
Mrs Umney: Welcome, I’m Mrs Umney the housekeeper. Please, come in. There is tea in the library. (There is a table and two chairs on the left side of the stage. Mr and Mrs Otis sit on them and Mrs Umney serves them tea.)
Virginia: It is so exciting.
James: I know, let’s explore. (The four children run around the stage. They mime opening and closing doors.)
Lewis: Look what’s that? (He picks a note up from the floor.)
Clark: It’s a note.
Virginia: Let me see.
James: If a child enters the secret room and stays until dead of night.
Lewis: Then at last Sir Simon can sleep in his tomb and at Canterville all will be alright.
Clark: What does that mean?
(Meanwhile in the library Mrs Otis is inspecting the ground carefully.)
Mrs Otis: I’m terribly sorry, Mrs Umney. I think I spilled something on your carpet.
Mrs Umney: That’s not tea, it is blood.
Mr Otis: We must get rid of it. (The children all come in and inspect the blood stain on the carpet.)
Mrs Umney: I’m afraid that is impossible. That is the blood of Lady Eleanor Canterville. She was murdered by her husband Sir Simon Canterville 500 years ago. Then, Sir Simon disappeared and his body has never been found. They say his spirit haunts the house.
Lewis: I’ll get rid of it. (He rubs it.)
Clark: Look it’s gone.
(Then there is thunder and lightning and Mrs Umney faints. Lights go out. When the lights come back on, the blood stain is back.)
Mr Otis: Maybe the house is haunted after all.

Scene 2: Night in the Castle
(Mr and Mrs Otis are asleep in bed. There is a strange ratting noise and it was getting louder and louder. Mr Otis gets up and puts on his slippers and dressing gown. He opens the door and there in front is the ghost in chains.)
Mr Otis: Oh, you must be Sir Simon.
Sir Simon: (Nods.) Yes I am. (He rattles his chains really loudly.)
Mr. Otis: Here, take this bottle of oil (he hands the bottle to the ghost) and oil your chains. They are making too much noise. I can’t sleep.
(Sir Simon throws the bottle on the ground and runs away and starts to make haunting noise.)
(The two twins come on stage rubbing their eyes.)
Lewis: What’s going on?
Clark: Who is making all that noise? (They stop and share at the ghost.)
Lewis: It’s the ghost.
Clark: Here, throw your pillow at him to scare him (They throw the pillows and run off stage.)
Sir Simon: Well, I never. I have been scaring people for nearly 500 years and I have never been treated like this. Don’t worry, I will get my revenge.

Scene 3: The Next Morning.
(Family are sitting at the table for breakfast.)
Mrs Otis: Children, you mustn’t be frightened of the ghost.
Mr. Otis: Well, he didn’t look very scary to me. (Sir Simon comes out from the other side of the stage and stares at the family.)
Sir Simon: I will exact my revenge on those pesky children.
(The following is all done through mime. The children dress up as ghosts and scare Sir Simon. They hold a piece of string and trip him up. They put oil on the floor and he slips. They run off laughing. This can be done with music in the background.)
Sir Simon: I’ll stop those children once and for all. I’ll appear as my most terrifying characters Reckless Rupert. Reckless Rupert always scares people. (He tiptoes into the children’s room and a bucket of water is thrown on him. The children laugh and he goes off dejected.)
Lewis: We haven’t seen the ghost for ages.
Clark: I think maybe we scared in off for good.
(They exit the stage.)
(Ghost comes in and sits on a chair. He is crying. Virginia walks in.)
Virginia: Why are you crying, Sir Simon? (She puts her arm around his shoulder to comfort him.)
Sir Simon: Because your brothers keep playing nasty tricks on me.
Virginia: They would stop if you behaved yourself.
Sir Simon: But I’m a ghost. I have to rattle my chains and moan and groan and walk around at night.
Virginia: You have been wicked. You murdered your wife. It’s wrong to kill people.
Sir Simon: I know but her brother captured me and starved me to death.
Virginia: You poor ghost.
Sir Simon: Please help me. I’m so unhappy and so very tired.
Virginia: Have you not slept?
Sir Simon: I haven’t slept for 500 years.
Virginia: I don’t know how I can help.
Sir Simon: You could. Do you remember the note you found?
Virginia: (Takes it out of her pocket and reads it.) But I don’t know what it means.
Sir Simon: It means that you must come with me to my chamber and pray for me.
Virginia: That sound easy enough.
Sir Simon: No person has ever entered the chamber and come out alive.
Virginia: I’ll come with you.
(Off they go and disappear.)
(Mrs Otis and the other children come on stage looking for Virginia.)
Mrs Otis: Where is she?
Mr Otis: I’m getting worried.
(Then they hear a crash and she comes out of the secret chamber.)
Mrs Otis: Where have you been?
Virginia: I’ve been with the ghost. He knows he has been wicked and he is very sorry for everything. He gave me this box of jewels. (They all look at the expensive jewels.)

Final scene: At the Graveyard
(There is a gravestone that’s says “Sir Simon Canterville RIP.” The whole family, Mrs. Umney and Lord Canterville all walk in and bow their heads in respect.)
Lord Canterville: Finally he is at peace.
Virginia: He is happy at last.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Posted in Drama, Drama Activities for children, Drama for children, Esl, Esl Drama, fables, Plays, Plays for Children, Role playing stories

The Ants and the Grasshopper – A 5 minute play script for children.

Ant and Grasshopper, illustration

Characters: Three storytellers, three ants, grasshopper, owls, squirrels and bears.  

(Stage Directions: the owls, squirrels and bears are in a large semicircle stage right; storytellers are stage left and the ants are in the centre of the stage.)

Storyteller 1: One hot summer’s day …

Storyteller 2: … there were some ants working hard.

Storyteller 3: They were collecting food for the winter. (All the ants are miming digging, pulling and pushing.)

Ant 1: I am so hot.

Ant 2: Me too!

Ant 3: This is very hard work.

Storyteller 1: They saw a grasshopper listening to some music on his iPod. (Grasshopper passes by, singing and dancing; the ants stop work and look at him.)

Storyteller 2: He was dancing …

Storyteller 3: … and laughing and enjoying the lovely weather.

Grasshopper: Ants, you are so silly. You need to enjoy the sunshine.

(Ants start working again.)

Ant 1: We are working hard.

Ant 2: We want to have food for the winter. (Grasshopper keeps dancing.)

Storyteller 1: The grasshopper continued enjoying himself. (The Ants keep working and move stage right.)

Storyteller 2: Winter started to come and the weather got colder and colder.

Storyteller 3: The snow began to fall.

Storyteller 1: The grasshopper was cold and hungry. (Grasshopper rubs his stomach and shivers. He looks at the owls that start to fly around the stage.)

Grasshopper: I am cold and hungry; perhaps my friends the owls will feed me. Owls! Owls! Will you please feed me?

Owls: (Owls fly around the grasshopper and stop centre stage. They stand around the grasshopper.) Twit Tuhooo! Oh no, we will not feed you. (They fly back to their place in the semicircle.)

Grasshopper: Oh dear! I know, I will ask my friends the bears to feed me. (Grasshopper walks towards the bears.) Bears! Bears! Please feed me. (Bears are asleep so he wakes them up and they walk to the centre stage.)

Bears: (The bears are very angry that they have been woken up.) Growl! Growl! Oh no, we will not feed you. (The bears go back to their place in the semicircle.)

Storyteller 1: Then the grasshopper saw some squirrels. (The squirrels mime eating nuts stage right.)

Grasshopper: Squirrels! Squirrels! Please feed me! (They squirrels walk towards him.)

Squirrels: Oh no, we will not feed you. (They hop back to stage right.)

Storyteller 2: The grasshopper was very cold and hungry. He didn’t know what to do. (Grasshopper is shivering and rubbing his stomach.)

Storyteller 3: Then he thought of the ants. (The ants move to the centre of the stage.)

Grasshopper: Ants! Ants! Please feed me. (The ants go into a huddle away from the grasshopper.)

Storyteller 1: The ants thought about it and decided to give him some food. (All the ants face the grasshopper.)

Ant 1: You must promise that next year you will work hard in the summer. (Grasshopper gets down on his hands and knees.)

Grasshopper: Oh thank you Ants, I promise.

Storyteller 1: That summer the grasshopper kept his promise and worked hard to collect food for the next winter. (Grasshopper mimes pushing, pulling, carrying and digging with all the ants.)

Storyteller 2: The lesson of the story is: fail to prepare …

Storyteller 3: …prepare to fail.

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