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

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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 on the link below.

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Posted in Drama for children, Hans Christian Andersen, Oscar Wilde, Oscar Wilde's Stories, Plays, Plays for Children, Role playing stories, Storytelling in the Early years, The Emperor's New Clothes, The Little Mermaid

The Little Mermaid – A Children’s Play.

 

 

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Characters: Three storytellers, Little Mermaid, 5 mermaids, King, Granny, Sea Witch, Prince, Prince’s fiancée, 4 people.


Storyteller 1: Once upon a time, deep down in the ocean…
Storyteller 2: …there lived a king who was a widower. He lived with his old mother and six beautiful daughters.
Storyteller 1: The six princesses were mermaids. The littlest mermaid was the prettiest of them all.
Mermaid 1: Come everyone, let’s play.
(The six mermaids are all on stage. Two of them are playing with a ball, one is skipping, one is reading a book and two of them are playing a game of tag.)
Mermaid 2: I have an idea. Let’s swim up to the surface of the water so we can see the outside world.
Mermaid 3: That would be so exciting and fun.
Mermaid 4: We are not allowed.
Mermaid 5: We must be in our fifteenth year before we can venture up to the surface.
Little Mermaid: I know, we can ask Granny to tell us stories from the outside world.
(Granny enters.)
Little Mermaid: Granny, please tell us about the outside world. What’s it like?
Granny: It is amazing. There is air to breathe and big ships that glide on the ocean full of humans.
Little Mermaid: What’s a human?
Granny: They are like us, but they have two legs instead of tail.
Mermaid 2: They walk instead of swim. Isn’t that right, Granny?
Granny: Yes, my dear.
Mermaid 3: Do they live for 300 years like mermaids?
Granny: Oh no, dear. They might live for 70 years if they are lucky.
Mermaid 4: What happens to them when they die?
Mermaid 5: Do they turn into foam on the waves like us?
Granny: No, when they die, their body dies but their soul lives on forever.
Little Mermaid: Oh, I wish I was fifteen so I could swim to the surface and see the wonderful outside world.
Storyteller 1: One by one, the mermaids turned fifteen.
Storyteller 2: One by one, they swam to the surface and saw the wonderful world.
Storyteller 3: And one by one, they came back and told their sisters about their adventures.
(Each mermaid takes it in turn to swim to the surface and return and mime telling their sisters about their adventures. This could be a movement sequence or a dance. Music can be played in the background. Everyone leaves the stage except the Little Mermaid.)
Little Mermaid: My sisters are so lucky they have all gone to the surface except me. I can’t wait to be fifteen.
Storyteller 1: Eventually, the Little Mermaid turned fifteen. (King, Granny, and her five sisters enter the stage carrying a birthday cake and some presents.)
Everyone: Happy Birthday to you.
Happy Birthday to you.
Happy Birthday, Little Mermaid.
Happy Birthday to you.
Little Mermaid: Thank you, everyone, and thank you for all the presents.
King: The best present is yet to come. I give you permission to swim to the surface of the ocean.
Little Mermaid: I’m so excited.
King: Off you go, but remember to be back before dark.
Storyteller 1: The little mermaid swam to the surface.
Storyteller 2: She burst through the surface and gasped for air.
Storyteller 3: She couldn’t believe her eyes.
Little Mermaid: Oh my goodness, the world is more beautiful than I imagined.
(A ship floats by with people laughing and dancing inside it. They are eating and drinking.)
Little Mermaid: This must be a boat. My sisters told me about them. (She swims over and peers in the window.)
Person 1: (Raises his glass.) Happy birthday to the prince.
Person 2: Have some more birthday cake. (He cuts some cake and gives it to the prince.)
Little Mermaid: That must be the prince. He is so handsome. He has the same birthday as me.
Storyteller 1: The mermaid watched the party continue into the night.
Little Mermaid: It is dark. I should leave, but I don’t want to leave the handsome prince.
(Thunder and lightning noise.)
Little Mermaid: What’s that noise?
Prince: (Looks up into the sky.) There looks like a storm brewing.
Storyteller 2: The wind started to blow really strong, the rain came down in buckets, there was a loud clap of thunder and the lightning lit up the sky.
(The partygoers look scared and they move side to side.)
Storyteller 3: A huge wave tipped the boat over on its side. Everyone was thrown into the sea.
Everyone: Help, help.
Person 3: Where is the prince?
Person 4: He was next to me.
Person 1: Look, he is going under the water.
Person 2: Someone must help him.
(They struggle to save him but they can’t reach him.)
Little Mermaid: I must save the handsome prince.
(She dives down into the ocean and brings him to the surface. She uses all her strength to hold his head up.)
Little Mermaid: He is still alive. I must get him to the beach.
Storyteller 1: She arrived on the beach with the prince. He was still sleeping.
Storyteller 2: Some people saw him on the beach and ran to his rescue. The Little Mermaid swam off before she was seen.
Little Mermaid: He is safe now. I can go home.
(She swims underneath the water.)
King: Where have you been? I was so worried. (He hugs her tightly.)
Little Mermaid: I got stuck in the storm. I’m home now.
(King leaves the stage and the Little Mermaid looks sad and forlorn.)
Storyteller 3: The Little Mermaid felt very sad. She longed to see the handsome prince again.
(Enter her five sisters.)
Mermaid 1: What’s the matter, Little Mermaid?
Mermaid 2: You look so sad.
Mermaid 3: We thought you would be happy now that you are allowed to swim to the surface of the ocean.
Mermaid 4: You should be happy and excited.
Little Mermaid: Swimming to the surface of the ocean was all I ever wanted, but…
All Mermaids: But what?
Little Mermaid: When I went to the surface, I met the most handsome prince, but I will never be able to see him again. That’s why I’m sad.
Mermaid 5: Well, I have an idea. You could visit the Sea Witch and ask her for her help.
Mermaid 1: That’s not a good idea at all.
Mermaid 2: The Sea Witch is evil.
Mermaid 3: She won’t do you a good turn for nothing.
Little Mermaid: What choice do I have? I’m desperate to see the prince again.
Storyteller 1: Little Mermaid swam towards the Sea Witch’s house. The journey was long and treacherous. She had to fight her way passed sharks and avoid whirlpools and some very dangerous mermaid-eating plants.
Storyteller 2: Eventually, she arrived at the Sea Witch’s castle
Sea Witch: Hello, Little Mermaid. I was expecting you.
Little Mermaid: (Bows, looks scared.) You were?
Sea Witch: Yes, I see everything in my cauldron. I will change your fish tail into legs so you can walk on land, but every step you take will be extremely painful. It will be like walking on sharp swords.
Little Mermaid: I’ll do anything to be with the prince again.
Sea Witch: This comes at a price. I want you to give me your voice.
Little Mermaid: I’ll give you anything.
Sea Witch: If the prince marries you, you will become a proper human. If he marries someone else, you will die and become the foam of the waves. Either way, you will never return to the ocean and your family again.
Little Mermaid: I’ll do it. Here, take my voice.
Storyteller 3: The Sea Witch took the voice and in return gave her a bottle with a potion in it.
The Little Mermaid swam towards the surface. She swam towards the beach. When she arrived, she drank the magic potion. It didn’t taste good and she fainted.
Storyteller 1: The next day, the Little Mermaid was lying on the beach. She opened her eyes and the prince was bending over her smiling.
Prince: Who are you? Where did you come from?
Little Mermaid: Shakes her head and points to her mouth.
Prince: You have no voice? Here, let me help you?
Storyteller 2: The prince helped the Little Mermaid to walk, but every step was more painful than the last.
Prince: Come back to my palace. I’ll take care of you. You are the most beautiful girl I’ve ever seen.
Storyteller 3: As the days passed, the prince and the Little Mermaid became closer and closer. The Little Mermaid longed to tell him that she loved him.
Storyteller 1: One day, the Little Mermaid heard some bells ringing.
(The prince comes in.)
Prince: I’m getting married today. My father arranged for me to marry a princess from a nearby kingdom.
(Enter the Prince’s fiancée.)
Prince’s fiancée: You must be the beautiful girl that the prince found on the beach. Please come to our wedding. We are getting married on the big boat out there.
Little Mermaid: (Nods her head.)
Storyteller 2: Everyone celebrated the wedding on the big boat. As the first ray of dawn lit, the Little Mermaid threw herself into the sea and her body dissolved into foam.

 

For more children’s plays based on Hans Christian Andersen’s stories click on the link below.

Posted in Aesop's fabes, creative arts, Drama Activities for children, Drama for children, drama for kids, English as a second language, Esl, Esl Drama, fables, Fairy Tales, Hans Christian Andersen, Plays, Plays for Children, The Nutcracker

The Nutcracker – A Playscript for children

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Characters: Two Storytellers, Clara, Godfather, Nutcracker Toy, Three Mice, Mouse King, Six Soldiers, Sugarplum Fairy, Arabian Princesses, Chinese Tea Dancers and Flower Ballerinas.
Storyteller 1: Once upon a time there lived a girl called Clara. It was Christmas Eve.
Clara: (looks out the window) It is snowing. It is dazzling white except for that golden light coming from my house.
Storyteller 2: Her parents were having a Christmas Eve party.
(Clara’s godfather walks in and greets everyone.)
Godfather: Merry Christmas, Clara. (He gives Clara a hug and a large Christmas present.)
Clara: Thank you very much. I’ll put it under my Christmas tree.
Storyteller 1: That night, when everyone had gone to bed, Clara crept downstairs as quiet as a mouse.
Clara: I’m so excited to open my present from my godfather.
(She opens the present.)
Clara: It is a Nutcracker Toy. What a wonderful present. I’m so tired. (She yawns.) I’ll just have a quick nap under this Christmas tree.
Storyteller 2: Bong, bong; the clock struck midnight.
Clara: My goodness, the tree is rising above me.
(Nutcracker Toy comes to life and starts moving.)
Nutcracker Toy: Hello, Clara.
Clara: The Nutcracker Toy has come alive.
Nutcracker Toy: I’m the nutcracker prince.
Clara: What are you doing here?
Nutcracker Toy: I’ve come to protect you.
Clara: Why do I need protecting?
Nutcracker Toy: The kitchen mice are plotting to kidnap you. (He blows his whistle.) Never mind, these six soldiers are here to help you.
(The soldiers march by.)
(Mice follow the soldiers into the room.)

Mouse 1: There she is.
Mouse 2: Let’s get her.
Soldier 1: We must stop the mice.
Soldier 2: Use these lumps of cheese and fire them at the mice.
Soldier 3: Spray them with water.
Mouse 3: Help us, help us.
(The Mouse King enters.)
Mouse King: Is this the best you can do? (He whips out his sword and points it at the nutcracker prince. They have a sword fight.)
Clara: I must help the Nutcracker Toy. (She takes off her shoe and fires them at the Mouse King.)
Mouse King: Something has hit me. (He collapses and is out cold.)
Nutcracker Toy: You saved me, Clara. I must thank you.
Storyteller 2: The Nutcracker Toy called his reindeer and sleigh.
Reindeer: Your sleigh awaits, Prince.
Nutcracker Toy: Jump on board, Clara.
Clara: Where are we going?
Nutcracker Toy: It is a surprise.
Storyteller 1: They flew through an open window and into a snow-filled sky. Eventually, they arrived at their destination.
Clara: Where are we? Look, the trees are made of lollipops and the flowers are made of marshmallows.
Nutcracker Toy: This is the land of treats.
(They get off the sleigh.)
Nutcracker Toy: Clara, come. I want to show you something. This is the marzipan castle. It is decorated with ever kind of sweet you can imagine.
(He knocks at the door.)
Sugarplum Fairy: Welcome. I’m the Sugar Plum Fairy. I’m so glad you could make it. Please come inside. Make yourself at home and eat anything you want.
Clara: I’ve never seen so many cookies, cakes and candy.
Storyteller 1: Clara and the Nutcracker Toy ate to their hearts’ content.
Storyteller 2: Once they had finished all the food, they were entertained by the Arabian Princesses (the Arabian Princesses come out and dance to music), Chinese Tea Dancers (the Chinese Tea Dancers come out and dance to music), and Flower Ballerinas (the Flower Ballerinas come out and dance to music.)
Clara: This is an amazing place. I’ve had an amazing time.
Nutcracker Toy: Clara, it is time to go home.
Clara: Thank you for a wonderful adventure.
Reindeer: Hop on.
Storyteller 1: The next morning, Clara woke up underneath the Christmas tree.
Clara: Where am I? I’m underneath the Christmas tree. (She picks up the Nutcracker Toy.) Where is the prince? It must have been a dream … unless it was the magic of Christmas Eve.

For More Fairytales on Stage, click below, only $0.99.

 

 

Posted in Christmas drama games, Christmas plays, Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, English as a second language, English teaching games, Fairy Tales, Hans Christian Andersen, Plays, Plays for Children, Role playing stories

Christmas Drama Games for Children

 

christmas tree

Game: What’s the time Santa Claus?
Age: 3 years +
Minimum number of participants: 4
Resources needed: Clear space.
Benefits: This activity is based on 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 Santa Claus 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 Santa Claus?” Santa Claus does not turn around. He/she replies: “four o’clock.” The children walk forward the number of steps that Santa Claus calls out (in this case, four). The children ask again: “What time is it Santa Claus?” Santa Claus replies: “five o’clock.” The children take five steps forward. The children continue to ask the question and to walk the appropriate number of steps forward. Eventually, when Santa Claus thinks that the children are near enough he/she will say: “Christmas time!” Then, Santa Claus turns around and chases the children. They must try to rush back to their starting place. If
Santa Claus catches one of them before they reach home, that child is Santa Clausin the next game.

 

Game: Elves and Reindeers
Age: 5 years+
Minimum number of participants: 2
Resources needed: Clear space.
Benefits: The children work as part of a pair but it helps them practise giving clear directions to
their partners.
Instructions: This is a fun game that children enjoy. Divide the group into pairs. Child A is the
Elf and child B is the reindeer. The elf must guide the reindeer around the clear space by giving
them very specific directions. The elf can say for example: “go ten steps forwards” or “put your
hands in the air and turn around five times”. The elf must make sure that their reindeers do not bump into other elves and reindeers in the group. They can switch roles after a few minutes.

 

Game: Mrs Claus’s Knickers
Age: 5 years +
Minimum number of participants: 3
Resources needed: Clear space.
Benefits: This helps to improve eye contact and children body language. It also stimulates the
imagination as the children must 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 “Mrs Claus’s Knickers’ and they must not laugh or smile. If they laugh or smile they must change places with the child who ask the question.

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Goldilocks anD the three bears, Hans Christian Andersen, Role playing stories, Story sacks, Storytelling, Storytelling in the Early years, Storytelling techniques, Therapeutic Story

Storytelling in the Early Years

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Benefits of Storytelling in the Early Years:

 Promote a feeling of well-being and relaxation
Increase children’s willingness to communicate thoughts and feelings
Encourage active participation
Increase verbal proficiency
Encourage use of imagination and creativity
Encourage cooperation between students
Enhance listening skills

Identify the children’s interest
• Animals
• Superhero stories
• Stories about thing children like to do – getting dirt, playing with friends, first experiences.
Where do you find good stories?
• Made up stories
• Picture books
• Family stories.

Key elements of a successful story time
• Know and like your story
• Know and like your audience
• Make sure they match each other
• Be flexible.

The secret to making stories exciting and fun
• Vocal production
• Body Language.

Vocal Production
The following three core elements of vocal production need to be understood for anyone wishing to be an effective speaker:
• Volume – to be heard.
• Clarity – to be understood.
• Variety – to add interest.

Volume
This is not a question of treating the voice like the volume control on the TV remote. Some people have naturally soft voices and physically cannot bellow. Additionally, if the voice is raised too much, tonal quality is lost. Instead of raising the voice it should be ‘projected out’. Support the voice with lots of breath – the further you want to project the voice out, the more breath you need.
When talking to a group or meeting, it is important to never aim your talk to the front row or just to the people nearest you, but to consciously project what you have to say to those furthest away. By developing a strong voice, as opposed to a loud voice, you will be seen as someone positive.

Clarity
Some people tend to speak through clenched teeth and with little movement of their lips. It is this inability to open mouths and failure to make speech sounds with precision that is the root cause of inaudibility. The sound is locked into the mouth and not let out. To have good articulation it is important to unclench the jaw, open the mouth and give full benefit to each sound you make, paying particular attention to the ends of words. This will also help your audience as a certain amount of lip-reading will be possible.

Variety
To make speech effective and interesting, certain techniques can be applied. However, it is important not to sound false or as if you are giving a performance. Whilst words convey meaning, how they are said reflects feelings and emotions. Vocal variety can be achieved by variations in:
Pace: This is the speed at which you talk. If speech is too fast then the listeners will not have time to assimilate what is being said. Nevertheless, it is a good idea to vary the pace – quickening up at times and then slowing down – this will help to maintain interest.
Volume: By raising or lowering volume occasionally, you can create emphasis. If you drop your voice to almost a whisper (as long as it is projected) for a sentence or two, it will make your audience suddenly alert, be careful not to overuse this technique.
Pitch – Inflection – Emphasis: When speaking in public, try to convey the information with as much vocal energy and enthusiasm as possible. This does not mean your voice has to swoop and dive all over the place in an uncontrolled manner. Try to make the talk interesting and remember that when you are nervous or even excited, vocal chords tense and shorten causing the voice to get higher. Emphasise certain words and phrases within the talk to convey their importance and help to add variety.
Pause: Pauses are powerful. They can be used for effect to highlight the preceding statement or to gain attention before an important message. Pauses mean silence for a few seconds. Listeners interpret meaning during pauses so have the courage to stay silent for up to five seconds – dramatic pauses like this convey authority and confidence.

BodyLanguage
Remember that you can convey so many feelings, attitudes and actions with your body. Apart from expressing emotion, you can use your body to act out character’s descriptions or episodes within the story.Bring your whole body into the story and you are onto a winning storytelling technique.For example, how would you act out a cowboy galloping along on his horse? This would probably involve your legs, your arms and moving your whole body in imitation of the rider.Bring your pirate to life by closing one eye to illustrate his patched eye, clench your fist and stick out a hooked finger for his ‘hook’ hand, and limp along for his peg leg. How would you act out a Ninja? You might do karate chops and raise your leg into the air as well as jerky head movements.

Ways to practice your storytelling technique
Record on your phone
• A mirror will let you observe your face and body
• Going over it in your head while driving, walking or on a bus. This will bring out the imaginative sparks.
• Relax and taking it too seriously will lead to a lack of enthusiasm and fun.

Participation stories
Children love to move, to see things develop in front of them and they love to talk, laugh and make themselves part of the story.
• Refairns -Breathing – take a deep breath just before you want to join them. “And the the giant said …..”
• Hand gestures
• Conduct the children with a sweeping motion
• Children will begin repeating when repetition become obvious, if you let them know what you want.
Actions
How to make sure the children are focused during story time
Play a game of Magic Glue. Get everybody to stand up. Tell them to pick up their right leg with your hands. Now stick it to the floor with the magic glue. Push it down really hard in to the ground. Ask them “Is it stuck? Everybody stuck? Good, Now your left leg. Can you move your feet off the floor? You can show all sort of movements as you show them your feet is stuck to the floor. Have fun with it. Say things like “let’s run with our feet stuck to the floor, let jump with our feet stuck to floor, let’s skip with our feet stuck to the floor.
Sounds
• Insert sounds for words such as bell – ringing sound, giant – stomping sound.
Individual parts
If you are going to do this choose a very repetitive story such as Goldilocks and the three bears.

Game: Pop-up Story Book
Age: 3 years+
Minimum number of participants: 2
Resources needed: Clear space, a story book.
Other Benefits: This is an excellent listening game that can be played with any number of children. It helps them to engage in the storytelling process.
Instructions: The teacher chooses a story to read that the children are familiar with. Each child is given a word. For example if the teacher was reading ‘Goldilocks and the Three Bears’, child A is given the word Goldilocks, child B, baby, child C, porridge, child D, bed and so on. When each child has been given a word the game can begin. All the children lie on the floor. When the child hears his/her word s/he must jump up. If they miss their turn they are out and can’t pop-up anymore.

Movement Story

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Read the following movement story to the children. When they hear any of words underlined 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.

More Movement Stories and Activities can be found in Movememt Start. Click below.

Other Storytelling Techniques

IMG_0284Story Stones

This is an excellent storytelling technique. Collect stones and put little pictures on them. Each child chooses a stone and the group can make a collective story.

The pictures on the stones influence the direction of the story. Once the children get use to idea of telling stories, you can get them to share their own stories. The story stones can be used to explore tell individual stories.

 

Story Path

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This story telling technique is known as a story path. It is fun and inexpensive. The children take it in turns to travel along a path which is a long sheet of paper with a hand drawn path and various images in order to tell a story. The story can be focused or they can make up the story as they go, The children can help create the path. The teacher can discuss the important elements of the story and deciding on appropriate images or cues can be a group decision.

Storytelling Jar

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To keep storytelling fun and exciting you can use a storytelling Jar. Fill the jar with coloured notes and on each not put a word or a picture. Everyone selects a note and the story can be decisive from the note. This can be a collective story or children can individually tell a story.

Story Cubes

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Just like the story stones and storytelling prompts jar, the DIY stone cubes can be used to provide some inspiration on how to start your story. Follow the instructions over at the “grey luster girl” website to create your own story cubes. Once done, you can toss the cubes around and see what object they land on. Whatever you land on, that’s the object you can include in your storytelling! You can also use multiple story cubes to structure your story. For example your story cubes can be used decide on the hero in your story, the setting, the villain and any other extra props to include.
http://greylustergirl.com/diy-story-cubes-travel-game/
You can also buy story cubes at https://www.storycubes.com

Story Sacks

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What is a Story Sack?
A story sack is a teaching and learning resource. Typically it is a large cloth bag containing a favourite children’s books along with supporting materials to help make sharing the book more engaging and interesting.

Why make a Story Sack?
Story sacks are fun way for educators and children to share stories together, They were developed by Neil Griffiths as a popular, no threatening way to encourage educators and parents to start to share stories with children in a way that is positive, expressive, interactive and fun.

Who uses Story Sacks?
Originally, it was mainly schools and preschools that used story sacks however they are increasingly used by other groups such as childminders, libraries health visitors, speech therapists, play specialists, social workers, children’s hospitals, family centres and adult learned.

How do you make a Story Sack?
Start with a cloth bag or you can use a pillow case, a basket or a box, you just need something to contain your resources, Then you need to choose your story. You need to fill the sack with items. Here are some if things that are often included:
• Soft toys/ puppets of the main characters
• Costumes/props/scenery/photos to support the story
• An audio recording/video of the story
• A language based game
• A non related non fiction book
• Craft and activity ideas
Things to remember when choosing Story Sack items
Read and re-read your story. Ask yourself what are the main themes, who are the main characters, settings, colours, numbers, letters, sounds, communication/ listening skills. Can you incorporate first experience, new vocabulary and other topic based activities? What other activities can you link to the book that you have chosen.

Here are some ideas for story sacks based on famous stories
The hungry caterpillar by Eric Carle
• Soft toy caterpillar/butterfly
• Lifecycle of a butterfly
• Days of the weeks/number sequencing cards
• Play food props
• Non fiction books about butterflies/caterpillars
• Activity ideas – fruit printing, painting butterflies.

Little red riding hood
• A little red riding hood doll
• Puppets for wolf/grandma/woodcutter
• A basket full of flowers
• A red cloak
• Pictures of forest
• Non fiction book about the forest/wolves
• Activity ideas – recipe for making cakes for grandma.

Include some learning targets and a short guide of questions to ask/discussion points to consider and other ideas to extend the activity. Finally, it is worth laminating the activity idea cards to protect them and including a list of what is in the bag so nothing gets lost.
For more information and ideas on Story Sacks
http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
http://www.twinkl.co.uk/resources/story-sack-resource-pac

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 Aesop's fabes, Christmas plays, Drama for children, Esl, Esl Drama, Hans Christian Andersen, Oscar Wilde, Panchatantra plays, Rudyard Kipling, The Emperor's New Clothes, The Little Mermaid, The Nutcracker

The Fir Tree – A five minute play based on Hans Christian Andersen’s popular story.

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Characters: Three narrators, Little Fir Tree, Squirrel, Sun, Hare, Two woodcutters, Wind, Swallow, two children, Woman, Man.

Narrator 1: Once upon a time, there was a little fir tree.
Narrator 2: He was not very happy that he was so little.
Narrator 3: He wanted to grow big and tall.
Little Fir Tree: Oh, I wish I was tall like all the other trees.
Squirrel: You should be careful what you wish for.
Sun: Try not to grow up so quickly. You should enjoy the sunshine and the wind blowing freely through your branches.
Hare: Look on the bright side. I can jump over you because you are so little.
Little Fir Tree: I want to grow up and see the world.
Narrator 1: Every autumn, woodcutters would visit the forest.
Woodcutter 1: How about this little fir tree? Shall I cut it down?
Woodcutter 2: Don’t bother. That tree is too small.
Narrator 2: The woodcutters cut down lots of trees, took off their branches and dragged them off.
Little Fir Tree: Where are they going?
Wind: Don’t worry where they are going. Just enjoy being young and free.
Narrator 3: When Christmas time came, the woodcutters would take down the trees but not take off their branches.
Little Fir Tree: Where are they going?
Swallow: People take the trees and decorate them with colourful ornaments.
Little Fir Tree: Oh, how I long to be a Christmas tree.
Squirrel: No, you don’t.
Hare: Stay here with us.
Narrator 1: The tree was still not happy. The next Christmas came and the little fir tree had grown.
Woodcutter 1: Look at this fir tree.
Woodcutter 2: It will make a perfect Christmas tree.
Narrator 2: They cut the tree and sold him to a man who carried him off.
Child 1: What a beautiful Christmas tree.
Child 2: Let’s decorate it.
Narrator 3: After a few days, the fir tree was not happy.
Little Fir Tree: I have such a pain in my neck from standing up straight trying to hold up these ornaments.
(Children run around playing and shouting.)
Little Fir Tree: It is so noisy. I wish I was back in the forest with my friends, the hare, the squirrel, the swallow, the sun and the wind.
Woman: Well, Christmas is over for another year. It is time to get rid of the tree.
She takes off the ornaments. (Man enters.)
Woman: Take this tree away.
Man: I will put it in the yard.
Little Fir Tree: I’m outside at last. How I missed the fresh air.
Narrator 1: As he stretched out, his needles dropped off.
Little Fir Tree: what’s happening? I’m brown and I’m withering. I wish I had enjoyed myself when I was younger. I shouldn’t have wanted to grow up so fast.
Narrator 2: The next day, the man came back with an axe. He chopped up the tree.
Man: This will make great firewood and will keep the family warm this winter.
Narrator 3: The tree’s life was past.
If you want to read more plays for children based on Hans Christian Andersen’s stories click on the link below.

Posted in Drama for children, drama for kids, English teaching games, Esl, fables, Fairy Tales, Hans Christian Andersen, King Midas, King Midas playscript, Legends

King Midas – A Play for Children.

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Characters: Three Narrators, King Midas, Dionysus, servant, Princess and Rover the dog

Narrator 1: In ancient Greece, there lived a King called Midas.

King Midas loved money more than anything else in the world.

Narrator 2: He loved to count his gold every day. (The king is sitting on the centre stage counting his bars of gold.)

King Midas: 4,936, 4937, 4938, I love gold more than anything. It makes me so happy.
(Enter Dionysus.)

Dionysus: I want to thank you Midas for letting me stay with you. You have been very kind.

King Midas: I’m glad you enjoyed your stay, Dionysus. You know you are always welcome here.

Dionysus: Midas: I wish to show you my appreciation by granting you a wish.

Narrator 3: The king was delighted and he thought carefully what he could wish for.

King Midas: I wonder what I could possibly wish for? (He thinks carefully for a while.) I know. Dionysus, Dionysus! I know what I want. I want everything that I touch to turn to gold.

Dionysus: (bows) Your wish is my command, Your Majesty. From now on everything you touch will turn to gold. Goodbye. (King Midas goes to shake his hand but Dionysus avoids him and runs off.)

King Midas: (waves) Goodbye Dionysus. Could it be true that everything I touch will turn to gold?
(He moves around the room and touches the chair, the chair which turns to gold and becomes heavy and he struggles to carry it. He rubs his hands with glee and then touches a book and then the table and everything turns to gold.)

King Midas: (does a little dance) I’m going to be even richer than I was before. All this work is making me hungry. (He tries to ring the bell for tea but that turns to gold and doesn’t ring.)

King Midas:
Never mind; Servant! Servant!
(Servant enters.)

Servant: (bows) You called, Your Majesty.

King Midas: I’m hungry, bring me my tea.

Servant: Yes, Your Majesty. (He walks backwards while bowing.)

Narrator 1: The servant brought King Midas his tea.
(Enter servant with the food but everything turns to gold when the king touches it. He tries eating it with just his mouth but that doesn’t work and his mouth hurts trying to eat the food.)

King Midas: Oh, dear, I’m so hungry. Servant, bring me my tennis racket and ball. (Servant brings him the tennis racket and ball and everything turns to gold. Rover the dog comes in and tries to get the ball and give it to the king but it is too heavy.)

Rover: Woof! Woof!

King Midas: Good boy, Rover. (He pats him and he turns to gold.)

King Midas: Poor Rover, but you will look good as a statue in the hall.
(Princess enters.)

Princess: (calling for Rover) Rover? Rover? Daddy, have you seen Rover. Oh, my, what a beautiful statue of Rover.

King Midas: You can have it if you like.

Princess: Oh, thank you, Daddy. (She goes to hug him.)

King Midas: Please don’t touch……. (King Midas tries to avoid her but it is too late and she turns to gold.)

King Midas: Me!?? Oh, no! what have I done? I have turned my only daughter into gold. (He starts to cry.) Dionysus, Dionysus, please come back. I have been so selfish. I’m so sorry.
(Dionysus appears.)

Dionysus: I think you have learned your lesson. I will take away your magic wish only if you promise not to love money so much.
(The princess and the dog start to move and they hug King Midas.)

Narrator 3: From that day on Midas was never selfish or greedy again.

Posted in creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, Esl, Esl Drama, fables, Fairy Tales, Hans Christian Andersen, Plays, Plays for Children, Storytelling in the Early years, The Magic Porridge Pot

The Magic Porridge Pot – 10 Minute Play for Children

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The Magic Porridge Pot

Characters: Two storytellers, Daisy, Maisy, Mother, four villagers, old woman and the porridge pot.
Storyteller 1: Once upon a time, there was a little girl called Daisy who lived with her mother in a very small house.
Storyteller 2: They were very poor and they didn’t have much to eat. One day, they were really, really, really hungry.
Mother: I am very hungry. (She rubs her tummy.)
Daisy: I know, I will go into the forest and collect some mushrooms.
(She walks into the forest by herself and starts collecting mushrooms. Suddenly, an old woman creeps up behind her.)
Old Woman: What are you doing, little girl?
Daisy: My mother and I are very hungry. I am looking for some mushrooms for us to eat for our tea.
Old Woman: (She hands the little girl a porridge pot.) Here, take this.
Porridge Pot: Oh, dear, what is to become of me? (Starts crying.)
Old Woman: I am travelling far away and I can’t take this porridge pot with me. (Woman walks off.)
Daisy: (Looks at the crying porridge pot and shakes her head.) What am I suppose to do with you?
Porridge Pot: Well, if you are hungry just say, ‘Boil, pot, boil, pot.’
(Porridge comes out and spreads all over. This can be mimed.)
Daisy: How wonderful, but how do I stop the porridge flowing?
Porridge Pot: Just say, ‘Stop, pot! Stop, pot!’
Daisy: Stop, pot! Stop, pot! (Daisy brings the pot home and shows her mother and they both eat until they are full.)
Mother: This is wonderful. We should make some for the neighbours.
Daisy: Oh no, we should keep this as our own secret.
Storyteller 1: One day, the little girl went out playing with her friend Maisy.
Maisy: Let’s go into the forest and play hide-and-seek. (Maisy and Daisy skip off stage.)
Storyteller 2: Her mother was feeling hungry and she got the porridge pot to boil.
Mother: Boil, pot! Boil, pot! (Mother eats her porridge but she wants it to stop.)
Mother: I am full now so halt, pot! Halt, pot!
Storyteller 1: The porridge pot kept boiling.
Storyteller 2: There was porridge all over the place. (Mother jumps up on a chair.)
Mother: Don’t, pot! Don’t, pot!
Storyteller 1: The porridge spread everywhere.
Mother: Please, pot! Please, pot!
Villager 1: What is going on here?
Villager 2: The streets are paved with porridge.
Villager 3: Come, everyone, let’s fill ourselves up with porridge.
Villager 4: This is delicious. Yummy! (The villagers start swimming through the porridge.)
Villager 1: There is a porridge flood!
Villager 2: Help us!
Villager 3: We are drowning!
Villager 4: In porridge!
Mother: Oh dear, no, pot! No, pot! (Daisy returns with Maisy. She looks confused and shocked.)
Daisy: (Shouts) Stop, pot! Stop, pot!
(Porridge pot stops boiling porridge.)

Storyteller 1: The villagers had porridge for the rest of the winter.
Storyteller 2: They weren’t hungry. (Everybody is eating porridge and the porridge pot looks happy.)
Storyteller 1: In the spring, the old woman came back from her travels.
Storyteller 2: She asked for her pot back.
Old Woman: Thanks for taking care of my magic porridge pot.
Daisy: I didn’t take care of it. It took care of us.

If you want to read more Fairy Tales on Stage please click below.

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