ACTIVITY SHEET

Carla Padilla
LEI 4724
Activity File 1
Activity Title: Story Raps
Source: Johannesse,M (n.d.). Story Raps [Web log post]. Retrieved from
http://exarc.net/manuals/2-story-telling-activities
Equipment: paper, pencil/pen, printed short nursery rhymes (optional)
Description of Activity: The objective of this activity is to improve memory, social
interaction and learn how to create musical rhythms. The Purpose of the Activity is to
play with repetitive language and rhythm, in order to see how rhythm and rhyme can help
the storyteller to memorize a story, and make it more interesting for an audience. Model a
story rap by performing a story or poem, such as The Three Bear Rap or The Referee
Rap. Ask the participants to choose a short nursery story or nursery rhyme that they
would like to turn into a rap (short, well-known stories make good raps, such as The
Three Billy Goats Gruff, The Three Little Pigs, Red Riding Hood). Let the participants try
to keep a beat while telling the story in their own words. They may work in small groups,
or as one large group. Ask for ideas and contributions on phrases and descriptions that
rhyme. As the contributions come forward, write them on the board or on a large sheet of
paper. Once the rap is written, practice it several times. Try to find places where the
rhythm and flow of language can be improved. Gradually, the story will be repeated often
enough to sink in and can be recited from memory.
Leadership considerations: This activity works best for groups of 10-12 participants.
The activity requires a setting in which participants can have enough room to sit in circle
in groups of 4. The therapist functions as a moderator by explaining the instructions of
the activity, instructing participants to take their place, and by explaining the activity.
Sometimes it helps to start the rap with some of the repetitive language thats already in
the story, such as Trip-Trap-Trip-Trap-Trip-Trap! Who`s that walking on MY bridge?
or Little pig, little pig, let me come in! It is not necessary to follow the story exactly,
nor to put every single detail of the original story into the rap version. Reassure the
participant that the first draft of the rap may be a bit choppy and may lack rhythm, but
repeated recitations of the rap will smooth out the language and suggest better
arrangements of words to match the rhythm, and give better and more entertaining
rhymes. Percussion instruments could also be provided to use with this activity, such as
maracas, drums, egg shakers, etc.
Adaptations:
Participants with bipolar disorder: Bipolar disorder is a biological brain disorder causing
severe fluctuations in mood, energy, thinking and behavior. It was previously known as
manic depression, as it causes moods to shift between mania and depression ("Educating
the Child with Bipolar Disorder, n.d.). Bipolar disorder can cause a child to be at times
impulsive, talkative, distractible, withdrawn, unmotivated, or difficult to engage. It is

important for the therapist to also know the medication to manage bipolar disorder can
cause cognitive dulling, sleepiness, slurring of speech, memory recall difficulties and
physical discomfort such as nausea and excessive thirst. ("Educating the Child with
Bipolar Disorder, n.d.). Increased access to water, unlimited access to restrooms is
important throughout the activity .The most important factor in that attributes to the
participants success during the activity is the way the therapist responds to and works
with them. The therapists who work best with these participants are resourceful, caring,
and calm, and know how to work positively with participants shifting moods and
cognitive weaknesses. Praise, encouragement, and key words elicit positive behaviors,
while negativity helps the participant spin out of control. Experts recommend some praise
for the participant at least once every 5 minutes, or 12 positive comments for every
negative statement. Participants with bipolar disorder generally need an environment that
reduces distractions and improves their ability to focus and behave appropriately
("Educating the Child with Bipolar Disorder, n.d.). Preferential seating near model
students, with few nearby distractions, is critical. Providing breaks and a safe area where
the participant could regain composure when feeling overwhelmed is also important.
Allow breaks throughout the activity that involves moving around and something fun!
Defiance and aggression are probably the most challenging moods to manage. The best
strategy for addressing these behaviors is to not take it personally. Keep your composure
and do not get involved in power struggles. Remain a positive model. If the participant
says something rude, do not threaten to punish him or her. Try to hear this kind of
response as a request for help (Bohlander, n.d.).
Participants with Cerebral Palsy (CP): The setting where the activity takes place needs to
be wheel chair accessible. Participants with CP are characterized by an inability to fully
control motor function, particularly muscle control and coordination (Cerebral Palsy,
2009). The writing portion of the activity could be hard for the participant because fine
motor skills are affected. If the participant is having trouble gripping the pencil, use
wind Coban Wrap or smoosh Crayola model magic clay around pencil to build them up
and make them easier to grasp (10 ways to help kids with disabilities write and draw,
2013). Use a clipboard to keep paper from moving. Allow more time for participant to
complete activity. If the participant cannot grasp a pencil and write then another
participant in the group will fulfill the task. Make sure to provide a task for each member
of the group in order for everyone to collaborate. Abnormal muscle tone and poor motor
control in the mouth, tongue and face can interfere with speaking skills. Languageprocessing problems make communication and self-expression difficult (Cerebral
Palsy, 2009). Allow more time for participants to verbalize their story because of the
poor motor control in the mouth and tongue. If the participant has a hard time speaking
syllables and sentences allow he or she to make rhythmic sounds in the background while
the other participant is sharing the rap. Provide short nursery rhymes or poems for the
individual to choose to rap, which will enable them to concentrate on fewer syllables and
words to find a rhythm to go with it.

References

"Educating the Child with Bipolar Disorder." Web. 18 Nov. 2015.
http://www.thebalancedmind.org/sites/default/files/edbrochure.pdf>.

Bohlander, Janneta. "Teaching Children with Bipolar Disorder." Web. 18 Nov. 2015.
http://www.jbohlander.com/pdf/26af-PediatricBipolarDisorderMay07.pdf.
Cerebral Palsy. (2009). Retrieved October 28, 2015, from https://ethnomed.org/patienteducation/neurological-conditions/cerebral-palsy/A Guide to Understanding Cerebral
Palsy.pdf
10 ways to help kids with disabilities write and draw. (2013, February 6). Retrieved
October 27, 2015, from http://www.lovethatmax.com/2013/02/helping-kids-withdisabilities-write.html