Posted in Action Poems, Drama for children, drama for kids, English teaching games, Esl Drama, Goldilocks anD the three bears, Movement activities, Movement stories for children, Plays, Plays for Children, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques

Goldilocks and the Three Bears Movement Story for children.

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All the children sit in a circle. When the children hear the following words in the story they must jump up and do the following actions. The words are in bold to assist the teacher.

Goldilocks: Skip around the space.
Bear/Bears: Walk slowly and growl.
Bowl/Bowls: Clasp fingers together and stick out arms to make a round shape.
Porridge: Wiggle body up and down.
Chair/s: Squat down and stick out arms.
Bed/s: Lies straight on the floor.
First: Holds up one finger.
Second: Holds up two fingers.
Third: Holds up three fingers.

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. came upon a house. She knocked, there was no answer so she decided to go inside and rest.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.
“This porridge is too hot!” she exclaimed.
So, she tasted the porridge from the second bowl.
“This porridge is too cold,” she said
So, she tasted the third bowl of porridge.
“Ahhh, this porridge is just right,” she said happily and she ate it all up.
After she’d eaten the three bears’ breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.
“This chair is too big!” she exclaimed.
So she sat in the second chair.
“This chair is too big, too!” she whined.
So she tried the third and smallest chair.
“Ahhh, this chair is just right,” she sighed. But just as she settled down into the chair to rest, it broke into pieces!
Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home.
“Someone’s been eating my porridge,” growled the Papa bear.
“Someone’s been eating my porridge,” said the Mama bear.
“Someone’s been eating my porridge and they ate it all up!” cried the Baby bear.
“Someone’s been sitting in my chair,” growled the Papa bear.
“Someone’s been sitting in my chair,” said the Mama bear.
“Someone’s been sitting in my chair and they’ve broken it all to pieces,” cried the Baby bear.

They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, “Someone’s been sleeping in my bed,”
“Someone’s been sleeping in my bed, too” said the Mama bear
“Someone’s been sleeping in my bed and she’s still there!” exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, “Help!” And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the woods. And Goldilocks never returned to the home of the three bears.

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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 animal plays for children click here.

Posted in Drama Activities for children, Drama for children, Drama strategies, Elements of Drama, English as a second language, Esl Drama, Fairy Tales, Movement activities, Movement stories for children, Storytelling in the Early years, The Enormous Turnip

The Enormous Turnip – Drama workshop for children

Read the story of “The Enormous Turnip”

Warm up: Enormous, Enormous Turnip. All the children except the child who is It, sit in a circle. It walks around the circle, tapping each player on the head, saying “Enormous” each time until he decides to tap someone and say “Turnip” That child becomes the turnip and runs after It, trying to tag him before It can take his seat. If It successfully reaches the turnip’s seat without being tagged, the turnip is the new It. If the turnip tags It, then the turnip keeps his spot in the circle and It must either continue to be It for another turn or sit in the middle of the circle until another It is tagged.

Circle time: Ask the children to sit in the circle. Ask them if they can name the different characters in the story. Ask the following questions:
How would the different characters move? What would they sound like?
What do you think they were doing before they were called to help with the Turnip?
How do they feel about pulling the Turnip up and eating it?

Character exploration: Get the children find their own space in the room. When the teacher calls out a character the children have to become the character and move around the room.
Old Man: Hunches over and moves very slowly with a walking stick.
Wife: Busy doing housework and moves very busily and quickly.
Boy: Plays football, does headers, keepy ups and scores goals.
Girl: Skips along happily.
Dog: Moves like a dog and barks.
Cat: Moves like a cat and meows.
Mouse: Moves like a mouse and squeaks.

Movement story: https://dramastartbooks.com/2017/10/08/2712/ Get the children to participate in the above Enormous Turnip Movement Story.

Mime: All the children find a space and they curl up and imagine that they are a turnip seed. The seed are get bigger and bigger until eventually they grow into a large Turnip and are pulled from the earth.

Still image: They make a still image of the moment they find out that they are going to be turned into turninip soup.

Thought tracking: The teacher goes and taps each Turnip on the shoulder and they must say one word how they feel about being eaten for dinner.
Voice exploration: Each child says the following sentence
Please, please don’t eat me for your dinner.”
In a happy voice
Sad voice,
Surprised voice,
Shocked voice,
Tired voice,
Angry voice,
Scared voice,
Excited voice.

Group work: Divide the class in to groups of 3 or 4. The group have to use their bodies to make the one big, Enormous Turnip. They have to move as the turnip but stay connected.

Freeze Frame: Divide the class into groups of 8. Each group have to make six still images that tell the story. They can show it to the other groups.
Improvisation: For older children they can add dialogue to their freeze frames.

Closure: The children stand in a circle. Child A says “If I had a turnip, I would turn it in to an Apple.” Child B says “If I had a turnip, I would turn it in to an Apple and a banana.” Child C says “If I had a turnip, I would turn it in to an Apple, a banana and a cat” and so on until everyone gets a chance. If they make a mistake or stumble they are eliminated and sit down.. The last child standing at the end wins.

For more play scripts based on Fairytales, click here.

Posted in Drama for children, Movement activities, Movement stories for children, Storytelling, Storytelling in the Early years, Storytelling techniques, The Enormous Turnip

An Enormous Turnip – A Movement Story

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Read the following story. When the children hear the words in bold they must do the corresponding movement.

Word: Movement

Old Man: Hunch and walk with a walking stick
Turnip: Curl up body and make as small as possible
Pull/ Pulled: Mime pulling a rope
Wife: Mime stirring a pot
Boy: Mime playing football
Girl: Mime skipping
Dog: Move like a dog and bark
Cat: Move like a cat and meow
Mouse: Move like a mouse and squeak
Soup: Everyone drinks the soup from a bowl.

Once upon a time there lived a little old man. One day he planted a turnip seed in his garden. “This turnip is going to be very big and very sweet” said the old man. The turnip grew and grew and the old man decided it was time to dig up the turnip. He pulled and pulled but he couldn’t pull up the turnip. He said “I know, I will ask my wife to help me. Wife! Wife! Please help me to pull up the turnip”. His wife came and helped him. They pulled and pulled but they couldn’t pull up the turnip.
The wife said “I know, I will ask the boy to help us. Boy! Boy! Please help us to pull up the turnip”. The boy came and helped them. They pulled and pulled but they couldn’t pull up the turnip. The boy said “I know I will ask the girl to help us. Girl! Girl! Please help us to pull up the turnip.” The girl came and helped them. They pulled and pulled but they couldn’t pull up the turnip. The girl said “I know, I will ask the dog to help us. Dog! Dog! Please help us to pull up the turnip.”
The dog came and helped them. They pulled and pulled but they couldn’t pull up the turnip. The dog said “I will ask the cat to help us. Cat! Cat! Please help us to pull up the turnip.” The cat came and helped them. They pulled and pulled but they couldn’t pull up the turnip. The cat said “I know, I will ask the mouse to help us. Mouse! Mouse! Please help us to pull up the turnip.” The mouse came and helped them. They pulled and pulled and then suddenly they pulled up the turnip. Everyone was very happy and they all thanked the mouse. Everyone had turnip soup for dinner.

 

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 Aesop's fabes, Drama, Drama Activities for children, Drama for children, drama for kids, Esl Drama, fables, Fairy Tales, Legends, Panchatantra plays, Plays, Plays for Children, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques

The Thirsty Crow – A 5 minute Playscript for children

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Characters: Three storytellers, crow, bees, ladybirds, butterflies.

Storyteller 1: One fine morning the crow woke up. He was very hungry.
Storyteller 2: He decided to go looking for some breakfast.
Storyteller 3: Soon, he came across some juicy flies. (Crow eats the flies.)
Crow: That was delicious but now I’m really thirsty.
Storyteller 1: The crow flew around and he came across a pitcher.
Crow: At last, I found some water.
Storyteller 3: He pushed his beak into the pitcher.
Storyteller 1: But his beak was too big and he couldn’t reach the water.
Crow: Ouch, my poor beak. I’m so thirsty. What will I do now?
Storyteller 2: Soon some bees came buzzing by.
Crow: I’m very thirsty but my beak won’t reach the water in the pitcher.
Bees: Why don’t you tip the pitcher over and pour it out?
Crow: That won’t work because the water will spill everywhere.
Storyteller 1: The crow was very sad.
Storyteller 2: After a while some ladybirds walked by.
Ladybirds: What’s the matter, Crow?
Crow: I’m very thirsty but my beak won’t reach the water in the pitcher.
Ladybirds: Why don’t you break the pitcher with one of these stones? (They pick up some stones and Crow: That won’t work because the water will spill everywhere.
Storyteller 3: Soon, some butterflies flew by.
Butterflies: What’s the matter, Crow?
Crow: I’m very thirsty but my beak won’t reach the water in the pitcher.
Butterflies: Why don’t you put these stones into the pitcher and the water level will rise and then Crow: What a good idea. (He picks up stones and puts them in the pitcher one by one. The butterflies help Storyteller 1: Eventually the water rose to the top.
Crow: Now, I can reach the water.
Storyteller 1: The crow drank and drank until he was satisfied.
Storyteller 2: Then she flew off to enjoy the rest of her day.
Storyteller 3: The moral of the story is …….where there is a will, there is a way..

 

Posted in Drama for children, Story sacks, Storytelling, Storytelling in the Early years, Storytelling techniques

What is a STORY SACK?

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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

Click to access Story_sack_guide.pdf


http://www.twinkl.co.uk/resources/story-sack-resource-packs

 

 

Posted in Aesop's fabes, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, Esl, Esl Drama, fables, Fairy Tales, Panchatantra plays, Plays, Plays for Children, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques, The ant and the grasshoppers, The Hare and the Tortoise, the lion and the mouse

The Ants and the Grasshoppers – 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.

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

Posted in Drama for children, Story sacks, Storytelling, Storytelling in the Early years, Storytelling techniques

Storytelling Activities for the ESL Classroom.

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Storytelling games are very important in any learning environment. They are particularly important when working with students as they encourage them to use their imaginations. The games also help to instil confidence in students and to develop both their receptive and expressive skills. The following activities are a fun and enjoyable way of developing storytelling techniques. A variety of tenses, comparatives, adjectives, nouns, verbs, conjunctions, vocabulary, question formation and different parts of speech are the main language aspects that are practiced in this section.

Game: Story Stones
Level: Elementary +
Other benefits: This activity practices sequencing and develops the students’ imagination.
Minimum number of participants: 2
Resources needed: Story stones or the materials to make the stones
Instructions: Story stones are smooth, flat stones. Each stone has a picture of a character or animal or object on it. The story stone can be created in many ways. The students can paint a picture on it, or they can draw on the stone with a permanent marker. Alternatively, they can use cut outs or fabric scraps to make their story stones. All the stones are put in a tray. One student chooses a stone and they start a story. Each student picks a stone and uses it to add to the story.

Game: A Shell’s Life Story
Level: Beginners+
Other benefits: This game practices adjectives and the past tenses.
Minimum number of participants: 3
Resources needed: A collection of different types of shells. The shells can be replaced by other objects such as books, shoes, stones, chairs.
Instructions: Every one sits in a circle. Different types of shells are passed around the circle. The students must come up with an adjective such as rough, smooth, hard, soft, big, small to describe each shell. Divide the class into groups of three or four students in a group. Each group chooses a shell. They must come up with a life story about the shell. How did the shell land on the beach? How old is the shell? Does the shell have any family? What happened on its journey to the classroom? Give the students some time to come up with their story. Tell them that they can be as imaginative as they wish. Each group must tell the rest of the class their shell’s life story.

Game: Four Ws -Who, What, Where, When.
Level: Pre -Intermediate
Other benefits: This game focuses on vocabulary development as well as giving tuners an opportunity to practice different type of tenses.
Minimum number of participants: 4
Resources needed: Four categories of cards with who, what, where, when on them.
Instructions: Divide the class into groups of four. Each member of the group chooses a card from a different category. Each group should end up with a who, what, where and when card. They must make up a story based on their cards. When each group have developed their story either tell or act out it for the rest of the class.

Some ideas for the various categories:

Who:
• An Alien
• An Astronaut
• A Lion
• A Prisoner
• The Devil
• A Witch
• A Ballerina
• A Strong-woman
• A Dinosaur
• A Policeman

Where:
• Jungle
• Under the sea
• Moon
• Mars
• Arctic
• Mount Everest
• Hell
• Desert
• Prison
• Farm

What:
• Can’t stop running
• Lost the use of voice
• Woke up and have lost a leg
• Caused a plane crash
• Can only say yes or no
• Under a spell
• In a very strange place
• Lost a very expensive watch
• Won the lottery
• Falls into a pig sty

Where:
• Past
• Present
• Future

 

For more ESL drama ideas click here.

Storytelling in the Early Years

Esl Drama Game

Some Improvisation Activities for ESL Students.

Posted in Aesop's fabes, Animal Stories, Drama for children, English as a second language, English teaching games, Esl, Esl Drama, fables, Panchatantra plays, Plays, Plays that teach emotions, Role playing stories, Storytelling in the Early years

The Four Friends and the Hunter – 5 minute play based on the Panchatantra story.

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About the Panchatantra:
The Panchatantra is one of the world’s oldest books and even today it remains one of the most popular works of literature. It originated in India and was initially written in the Indian languages of Sanskrit and Pali. It is a collection of stories with morals that aim to help people to succeed in life. It is believed to have been written around 300 B.C by Vishnu Sharma. The Panchatantra has been translated into fifty languages and there are over two hundred different versions available.

Background to the Panchatantra:
The legend behind the Panchatantra is there once lived a king who had three sons. The sons were not very bright. The king was worried that they might not rule his kingdom justly and fairly when he died. The king asked a Brahmin called Vishnu Sharma to help his sons become more knowledgeable. Sharma decided to pass on his wisdom by the use of stories. In these stories, all animals take on human qualities. Pancha means “five” and tantra means “ways” or “principles.”
The five books or principles are:
Book 1: The separation of friends. (The Bull and the Lion.)
Book 2: The gaining of friends. (The Four Friends and the Hunter)
Book 3: Conflict and solutions. (The Owl and Crow)
Book 4: Loss of gains. (The Monkey and the Crocodile.)
Book 5: Ill-considered actions. (The Sage and the Mouse.)

Write Your Own Panchatantra Tale

Book/principle:

Title:

Characters:

Hero/es:

Villain/s:

Other character/s:

Setting:

Problem:

Solution:

Trickery:

Moral:

To help you write your own tale, the following is a list of the most common characters found in the Panchatantra:
Brahmin
King
Hunter
Sage
Lion
Tiger
Jackal
Crow
Fish
Deer
Owl
Hare
Monkey
Crocodile
Rat
Dove
Pigeon
Tortoise
Mongoose
Mouse
                        The Four Friends and the Hunter

Characters: Three storytellers, mouse, crow, deer, turtle, two hunters.

Storyteller 1: Long, long, ago there lived three friends in the jungle.
Storyteller 2: There was a deer, a crow, and a mouse.
(Deer, crow and mouse are all jumping and playing with each other.)
Storyteller 2: They always played together and looked out for one another. One day, a turtle came along.
(Turtle plods slowly towards the three friends.
Turtle: Hello, everyone. May I play with you and be your friend?
Deer: Of course.
Crow: You are most welcome.
Mouse: Come and play with us now.
Storyteller 1: Then, suddenly, the mouse stopped and sniffed and he said…
Mouse: I smell some hunters.
Deer: What will we do?
Crow: Quick, let’s get out of here.
(Enter two hunters looking for prey.)
Storyteller 2: The deer darted through the jungle.
Storyteller 3: The crow flew high up into the sky.
Storyteller 2: And the mouse scarpered into a hole, but the turtle moved very slowly indeed.
Hunter 1: Oh no! We just missed that juicy deer.
Hunter 2: Never mind (points to turtle); we can catch that turtle and we will have delicious turtle stew for dinner.
(The hunters capture the turtle. They put a net over him and start to pull.)
Storyteller 3: The turtle’s three friends were very worried.
Mouse: They have caught the turtle!
Crow: How will we save him?
Deer: Listen, I have an idea. (They huddle up together and whisper to each other.)
Storyteller 1: The crow flew up into the sky and spotted the two hunters carrying the turtle near the river.
Crow: (shouts down and points) There they are.
Storyteller 2: The deer darted through the jungle and when she came to the path, she lay down as if she were dead.
Hunter 1: Do you see what I see?
Hunter 2: Yes, it is a dead deer.
Hunter: We really will eat like kings tonight.
Hunter 2: And we can sell its beautiful skin to the highest bidder.
Storyteller 3: In their excitement, they put down the turtle.
Storyteller 1: This was exactly what the deer had planned.
(Mouse sneaks out very quietly and starts to gnaw at the rope)
Turtle: I’m free! Thank you mouse. You are a true friend.
Mouse: Come with me.
(Turtle moves slowly and then disappears into the river and the mouse runs into the jungle.)
Storyteller 1: Just as the hunters were going to lean down and take the deer, she got up and darted off into the jungle.
Hunter 1: She wasn’t dead at all.
Hunter 2: Never mind, we still have the turtle.
Storyteller 2: They turned around and saw that the trap was empty and the turtle was gone.
Hunter 1: The trap is empty.
Hunter 2: (sighs) Looks like we will go hungry again tonight.
Storytellers: The moral of this story is this: A friend in need is a friend indeed.

If you would like to read more plays based on the Panchatantra then go to