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.

For more movement stories click on the link below.

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

The Enormous Turnip – A five minute playscript for children

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

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

 

Posted in Drama for children, Fairy Tales, Nursery Rhymes, Plays, Plays for Children, Storytelling

Humpty Dumpty – a 5 minute play script for children.

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Cast of characters (14): Humpty Dumpty, Egg 1, Egg 2, Egg 3, Egg 4, General, King’s man 1, King’s man 2, King’s man 3, King’s horse 1, King’s horse 2, King’s horse 3, King and Servant.

(Stage directions: There is a big wall upstage and there are a group of eggs playing outside the wall. They accidentally throw the ball over the wall.)

Egg 1: Oh dear, what will we do now?

Egg 2: Well, one of us will have to climb over the wall and get the ball.

Egg 3: Humpty Dumpty will do it

Humpty Dumpty: Why do I have to do it?

Egg 4: Because you are bravest egg of all eggs.

Egg 1: Don’t tell us you are scared.

All: Scaredy Egg! Scaredy Egg!
Humpty Dumpty: Alright, alright I’ll do it.

(Humpty Dumpty starts to climb the wall. He is shaking because he is so scared. He gets to the top but he is too frightened to move.)

Humpty Dumpty: I can’t move. What shall I do?

(Enters General.)

General: What is going on here?

(All the eggs run off.)

Humpty Dumpty: I climbed the wall because we threw the ball over the wall and I wanted to get back for all my egg friends but now I’m stuck and I can’t get down.

General: I’ll get a ladder and help you get down. (General mimes getting a ladder but Humpty Dumpty starts to wobble and falls off the ladder.)

Humpty Dumpty: Help me! I’m broken. (Humpty Dumpty is lying on the floor.)

General: Don’t worry, I’ll call all the King’s men to come and help put you back together again.

General: (gets out his phones and dials the King’s men) Please come quick, a giant egg has fallen off a wall.

(King’s men come galloping in on their horses. They look at Humpty Dumpty on the ground.)

King’s Man 1: Oh dear, this looks very bad.

King’s Horse 1: I don’t think we are going to be able to fix him.

King’s Man 2: Don’t give up we can try.

King’s Horse 2: Look everybody where do you think this goes? (He holds up an arm.)

King’s Man 3: I think that might be his leg. (They all try hard to put him back together. They circle him so the audience can’t see while they are working on him. Then after a few minutes they stop.)

King’s Horse 3: We tried our best but there is nothing we can do.

(They all put their heads down.)

(Trumpet blows and the King’s servant enters.)

Servant: The king is coming. Everyone bow.

(They all bow as the King enters and sits at the table.)

King: I’m so hungry. (Rings bell.) What is for dinner tonight, servant?

Servant: Lots and lots of scrambled egg.

All: (Come out to the centre stage and recite the Humpty Dumpty rhyme.)
Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
All the King’s horses and all the King’s men
Couldn’t put Humpty together again.
They tried to push him up.
They tried to pull him up.
They tried to patch him up.
But couldn’t put him back together again.

For more plays based on Fairytales click on the link below.

Posted in Drama, Drama for children, drama for kids, Esl Drama, Fairy Tales, Legends, Plays, Plays for Children, St Patrick, Storytelling

The King and the Donkey’s Ears – An Irish Legend – 5 minute play scripts.

IMG_0257Narrator 1: Once upon a time, there was a boy called Donal

Narrator 2: He wanted to be a Barber when he grew up.

Donal: Mother, When I grow up I want to be a barber.

Mother: Don’t be silly. You can’t be a barber. Everyone knows what happens to Barbers in this land.

Donal: What happens?

Mother: Every year a barber gets summons to the King’s palace and they are never seen again.

Donal: That won’t happen to me.

Narrator 3: Years later Donal grew up and became a very successful; Barber.

At the palace:

King: I need a haircut. Summon Donal the barber to the Palace at once. I hear he gives a very good haircut.

Servant: Your majesty Soon there won’t be any barbers in the land. Maybe you could stop executing them.

King: Nonsense. Get him for me now. How dare you question my actions. All the barbers that cut my hair are to be executed. That is the rule.
(servant exits.)

(Messenger arrives at Donal’s house.)

Messenger: You are summoned to the palace to cut the King’s hair.

Mother: Noooooooooooooooooo. You are not to go Donal.

Donal: I must.

Mother: Stay here. I will go to the palace and talk to the King.

(Mother goes to the palace; she wails and wails.)

Narrator 1: everyone at the palace but their fingers in their ears.

Narrator 2: However, the king couldn’t because he had donkey’s ears.

(King takes off his crown and shows the audience his donkey’s ear. He puts the crown back on when he hears someone coming.)

King: Make that noise stop at once. It is driving me in insane.

Chief Minister: I can’t. She is Donal the barber’s mother. She said if you execute her son she will wait forever.

King: I can’t listen to that awful noise. Tell her if she stops immediately I will let her husband live.

(Mother stops wailing and leaves with a smile on her face.)

(Donal enters. He looks nervous.)

King: I will let you live but you must promise not to tell anyone about these…

(The king takes off his crown and shows off his donkey’s ears.)

(Donal looks very shocked.)

Donal: I promise I will never breathe a word of this to a living soul.

(Donal cuts the King hair. The king is happy and gives him some money and he puts back on his crown. Donal exits the palace.)

At Donal’s house. (Donal is sleeping.)

Narrator 2: Donal tried very hard to keep the king’s secret. However, he started to have nightmares about the king’s ears.

(Donal starts screaming in his sleep. His mother comes running in and she wakes him.

Mother: Donal, whatever is the matter? Ever since you came back from the king’s palace you have been having dreadful nightmares.

Donal: The king has a secret. I am the only person who knows. It is driving me mad that I can’t tell anyone.

Mother: Tell me.

Donal: I can’t. I promised him if he let me live I wouldn’t tell another living soul.

Mother: Well tell a tree then. It isn’t a living soul. There is a big tree down by the lake. You could whisper the secret to it.

Donal: What a good idea.

Narrator 2: The next day Donal went for a stroll down by the lake and saw the willow tree. He whispered the king’s secret to the tree.

Donal: The king has donkey’s ears, the king has donkey’s ears, the king has donkey’s ears. I feel some much better now that I have got that off my chest.

Narrator 3: One day a harpist passed by the willow tree.

Harpist: What a lovely bark. I will cut it down and make a new harp that I will play for the king.

Narrator 1: He made the harp from the tree and when it was ready he took it to the palace to play for the king.

Narrator 2: As soon as the harpist touched the strings the harp began to sing by itself.

Harp: The king has donkey’s ears.
The king has donkey’s ears.
The king has donkey’s ears.
Everyone stared at the king.
King: How dare you. Stop that harp at once. (His crown falls off and his ears are visible to everyone.

Courtier 1: Having donkey’s ears is not a big deal. Everyone has something they don’t like about themselves.

Courtier 2: This is Ireland. It is impossible to keep a secret in this country.

Courtier 3: Now we all know your secret you don’t have to hide from us anymore. Everyone is different.

Courtier 4: Now that everyone knows no more barbers must put to the death.

Narrator 3: Donal was made the royal barber and his mother was very happy.

Donal: I’m glad I’ve made you proud.

(Donal and his mother hug.)

For more Irish Legends plays click on the link below.

 

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

Some Improvisation Activities for ESL Students.

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

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

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

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

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

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

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

Posted in Drama, 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, Drama for children, Movement activities, Movement stories for children, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques

A Fun Movement Story for Children- The Hungry Tree

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· Age: 5+
· Minimum number of participants: 3
· Resources needed: Clear space.
· Other Benefits: This is an excellent introduction to improvisation as the children are free to explore their imaginations. It also helps with their coordination skills.
· Instructions: The teacher tells the children the following story and they have to improvise the movements in the story. The teacher gets the children to imagine they are an adventurer who wants to go on an adventure. They have topack up their bags. The teacher asks what they need in the bags. Children’s answers are usually for example water, sandwiches, sun cream, and sunglasses and so on. The children mime putting all these essentials into their bag and then mime all the actions in the adventure below. The teacher says imagine you are walking quickly because you are so happy to be on your adventure. You see a mountain and decide you should climb it. The sun is getting hotter and hotter and you are getting tired. You get very, very tired. You wipe your brow to show how tired you are. You begin to climb slower and slower. You are very thirsty. You take out your water and take a drink. You put it back in your bag and climb the rest of the way up the mountain. Eventually you get to the top. You are exhausted, very hot and very hungry. You decide it is time for your picnic. You see a lovely tree and you go and sit under its shade. You eat your picnic and go for a nap. Then suddenly you wake up and see the tree moving towards you. The tree grabs you and you realise it is a very hungry tree and wants to eat you. You scream. You struggle. You fight the branches but you are getting weaker and weaker. Then suddenly the tree stops fighting for a moment. You get your chance to escape. You quickly grab your bag, and run back down the mountain. You get to the end and you don’t stop in case the hungry tree is running after you. You run all the way home, lock all the doors and hide under the table.

For more movement games, poetry and stories click on the link below.

 

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
http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
http://www.twinkl.co.uk/resources/story-sack-resource-packs

 

 

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.