ANIMALS

Animal Movement
Move around the room like a monkey, snake, elephant, lion, gorilla, crocodile.
Transform into each of the following making an appropriate noise: cat, lion, monkey,
dog, cow, sheep.
Trot like a horse in a field.
Run like a dog chasing and retrieving a bone.
Slither through very long grass like a snake.
Walk through the desert like a camel.
e a monkey picking and eating a banana.
eat your chest like a gorilla, making an appropriate sound.
Stalk a mouse, like a cat.
Move restlessly up and down a cage, like a lion impatiently awaiting feeding time at
the !oo.
Paired Animal Activities
In twos (encourage verbal response where possible):
One be a lion tamer; the other the lion.
One be a dog trainer; the other the dog.
A zoo keeper and a monkey being fed.
Listen to various themes from 'Carnival of the Animals'. (Saint-Saens) See if children can identify
the animals being depicted. Discuss the movement of each animal. Children interpret the
movement to a musical bacground.
Animal Noises
What sort of sounds would be made by each of the following?
" monkey which has hurt its paw.
" hungry bear
" dog which is tied up and has #ust seen a mouse.
" pig with tummy ache
" lion waiting to be fed
Animals In ursery !hymes
In mime" act out these nursery rhymes# $thers try to guess the animals#
'$ey, %iddle, %iddle the &at and the 'iddle.(
(Tom, Tom, the )iper(s Son( *Stole a )ig and "way $e Ran+
((aa, aa lack Sheep(.
(Three lind Mice(
($ickory %ickory %ock(
(Mary $ad a ,ittle ,amb(
(%ing %ong ell(
%po&en Improvisation 'ased $n Animals
In small groups" try these:
-magine someone has seen the cow #umping over the moon. ,et them describe what
they saw to a friend.
What might the owner of the pig have said to Tom, the )iper(s son, when he had
been caught.
-magine that another customer wanted some wool from aa aa lack Sheep, but
there was none left. What conversation would ensue between the sheep and the
customer.
What might the mother of the three blind mice say to them on their return home
from the farmer(s house. What might the farmer(s wife say to her husband.
$ow might the mouse describe what had happened when he had run up the clock.
What might the teacher say to Mary when the lamb had followed her to school. What
might Mary say to the lamb in trying to persuade it to return home. "ct this out
putting e/ual emphasis on speech and movement.
(evelop Ideas About ursery !hymes Along )hese *ines :
(+#g ,(ing (ong 'ell,)
What is the cat doing when it falls in the well.
$ow does it try to summon help.
Who hears it.
What does the cat say when it has been rescued.
What does its mummy say to the cat when it gets home.
What lesson does the cat learn from its e0perience.
Animals In Fairy Stories
-oldiloc&s and the )hree 'ears
Tell the story of (1oldilocks and The Three ears.(
Show how a mime can be developed on this theme.
1roups act out the story in mime.
Repeat introducing dialogue.
)he )hree 'illy -oats -ruff
Tell the story of (The Three illy 1oats 1ruff.(
2mphasis should be placed on the use of dialogue, with repetition helping those who
might find original speech difficult.
The improvisation does not need to be repetitive however and imaginative
development of speech needs to be encouraged.
*Think about: What would you say to a troll who had threatened to eat you. Why
would you have to be careful about what you said to him. 'orget what was said in
the story, think of any reason you can to persuade him to let you cross the bridge.+
.ac& and the 'eanstal&
3ack tries to sell his cow.
What does he say to a prospective buyer to convince him or her that the cow is a
bargain.
-n what ways would a cow be an asset.
What problems might the prospective buyer foresee. *4$ow much will it cost me to
feed it.4 4Where can - keep it. 4 4%oes it smell. 4etc+
Discuss the validity of Jack's answers. What other questions might be asked?
Pets
Discuss the children's pets.
Which are the most common animals that are kept as pets.
What are the advantages and disadvantages of the various animals.
$ow would you persuade a friend that your pet was worth having.
What do you have to do for your pet and what does it do for you in return.
-n twos be owners and pets.
5wners demonstrate some of the things they do when looking after their pets.
%iscuss what is done and why.
" child tries to persuade a parent that an animal is worth having. What does the
child say. What arguments might the parent forward against having a pet and what
might the shrewd child(s responses be.
-n a pet shop several pets are on display. The shop owner e0plains the merits of each
to a prospective customer. &hildren with particular pets are chosen to be the owner
when their animal is being discussed.
"n animal e0plains some of the things its owner does for it. )erhaps there are some
things that the owner does that it doesn(t like. -t talks about some of those, too.
Two animals discuss the good and bad points about their owners.
-roup Activity
" #udge at a pet show watches a parade of animals, asks the owners /uestions about
their pets and decides which pet is the winner.
6arious pets talk about how they spend their day.
(eveloping +motion )hrough Pets
" child imagines him or herself to be an RS)&" officer and talks about some of the
things that people do that make their pets unhappy.
"n abandoned dog talks about how it felt when it had been left by its owners near a
motorway. *$opeful that they would come back7 sad when when they didn(t. "fraid of
the traffic. "lone for the first time in its life with no8one to turn to. &old and hungry
etc.+ %iscuss the morality of the situation.
" cat that had been left out on bonfire night e0plains how frightened it was and why
it panicked when the fireworks started.
!idiculous Pets
Discuss why an elephant, a crocodile or a lion would be inappropriate animals to
have as pets.
-mprovise situations to highlight the ridiculousness of choosing such animals as
pets:.
Mum finds you have brought a baby crocodile home and put it in the bath. What
does she say to you and what do you say to her.
9our pet kangaroo has trampled on your ne0t door neighbour(s flower bed. What
does the neighbour say to you and what is your reply.
9our parents are angry when they find an elephant sitting in their best armchair.
What do they say to you and what do they say to the elephant. *)erhaps the
elephant can speak. What does it say to defend what it has done.+
/arm Animals
%iscuss the kinds of animals that are found on farms and some of the purposes they
serve.
-mprovise a farmer e0plaining to some children who are visiting his farm, what
animals he keeps and why they are kept.
Mime some of the #obs a farmer does.
Show what happens during a day on a farm with each group representing a farmer.
his wife and the farm labourers. The farmer gives instructions to the others who ask
/uestions about anything they don(t understand.
Discuss the country code and how those who break it make life difficult or dangerous
for the farmer and his animals.
Improvise some of these situations in small groups#
)eople on a picnic have left a farmer(s gate open and some of his cows have
wandered onto a busy road. 5ne has been knocked down by a car and a passenger
in the car has been hurt.
Some children have let their dog off the lead and it has worried a sheep.
" sheep has cut itself badly on a piece of broken glass dropped by some hikers.
"n empty lemonade bottle abandoned in the country has caused a fire that has
destroyed hundreds of trees, burnt down a farm8house and many animals have lost
their lives. What might the farmer say when being interviewed by a television
reporter.
Wor&ing Animals
lindfold individual children and let them talk about what it feels like to be blind.
Discuss how a blind person's dog uses its senses to compensate for a blind person's
lack of vision.
Discuss the qualities that are necessary in a guide dog.
-n pairs, children are dogs and trainers. ,et them demonstrate how they might train
the guide dogs.
Discuss the validity of the training sessions.
" blind person e0plains to another blind person why a guide dog has proved such an
asset.
COMMUNICATION
Early Forms
" cave dweller sees fire for the first time, e0periments with it and finds that it hurts
when touched, makes meat taste better when cooked in it and wild animals are
afraid of it.
The cave dweller tries to e0plain what he or she has seen to a partner who has never
seen fire. runts and gestures are allowed, but no words.
" cave dweller accidentally makes fire when rubbing two sticks together and
demonstrates what was done to a friend.
:sing only grunts and gestures, individuals show a variety of emotions. &lass
members attempt to ascertain which emotions are being represented. *"nger, fear,
#oy, hatred, sadness hostility, gratitude, relief etc.+
"s above, but children show what their response would be in specific situations. *2.g.
" savage beast is approaching the cave. $ow would you e0plain this to others.
Someone has #ust eaten your share of the meat of a fierce animal that you killed
single8handedly. What would you do. 9ou have managed to kill a wild animal that
has already taken the lives of many of your friends. $ow would you tell the other
cave dwellers and what do you think their response would be.+
&ave dwellers attempt to drag a heavy animal back to their cave. They are unable to
do so. Together they e0periment with better ways of transporting the load. %iscuss
the validity of each group(s attempt.
The chief of a tribe of cave dwellers delegates tasks. $ow would each #ob be
e0plained, bearing in mind the fact that no words are to be used. $ow would a la!y
cave dweller who doesn(t feel like sharing the work load be treated.
General Communication
Mime
)ass simple messages to partners without speaking.
egin with pre8determined messages and then introduce simple messages chosen by
individuals.
1uess what the original message was on the basis of mimed instructions provided by
a partner.
Stereotyped Speech Patterns
Speak like a ;ueen, monster, witch, )rime Minister, comedian etc. using only the
word,4 Rhubarb<4 Discuss how we can tell a lot about people and what they are
saying by their speech patterns, voice intonations etc. Then repeat the activity
substituting 4rhubarb4 for real words.
%ituations Might Include
)oliticians making speeches to an audience, with some listeners in agreement with
what has been said and others in disagreement.
" comedian mistakenly addresses a gathering in place of a politician and vice versa.
Ma&ing /riends
What might we do to become ac/uainted with someone who is new to the class or
school. %iscuss the kind of thing that might be said to the newcomer to make him or
her feel more at home. What kinds of /uestions might be asked. What kinds of body
language would reinforce what is said and done.
&hildren imagine that they are new to a class, school, club or district. $ow might
they introduce themselves to others.
%iscuss the difficulties that might be faced by someone whose customs are different.
-ntroduce someone from another country to your friends. Tell the visitor about local
customs, places of interest.
/alling $ut
Two friends have argued and won(t speak to one another. $ow might we bring them
together again.
"ct out a situation in which two friends fall out. %iscuss what caused each argument
and how each argument might have been avoided. "ct out the situation again but
this time one of the pair applies tact to prevent an argument.
Three friends play together. 5ne of them falls out with the other two. Discuss the
importance of give and take where an imbalance of numbers is concerned.
Discuss situations in which no one is willing to admit that they were in the wrong and
the futility of such a situation.
5ne of the children decides that he or she was in the wrong and makes friends with
the other. 5ne of the children realises that it was his or her friend who caused the
argument, but decides to accept the blame in order to make friends again.
"lternatively, the two friends decide to make friends with the one who has fallen out,
being willing to make allowances for the fact that it was the other one who was in the
wrong.
Telephone Conersations
Telephone a friend who is ill, having a birthday, or to say, 4Thank you for sending a
present.4
" friendly chat on the phone ends in an almighty row.
"pologise to a friend on the telephone, after an argument.
!adio
-nterpret an imaginary or real news item using newscasters, interviewers etc.
"n inventor or e0plorer is interviewed. What facts would we need to e0tract from him
or her and what kinds of /uestions might be asked in relation to those facts.
&ommunicate with a space capsule. ,et the astronauts describe e0actly what is
happening and what they see. "sk them appropriate /uestions to focus their
answers.
%escribe a scene of your choice e0actly to a listening audience. %escribe happenings,
too. %escribing what people, things and places look like.
=arrate a series of incidents or events. *2.g. a Sports report.+ -n pairs, describe what
your friend is doing. %escribe someone making a cup of tea, boiling an egg etc.
Teleision
0hat %hows
What kinds of /uestions would we ask personalities in order to find out specific
details about them.
'antasy or real news items. $ow would newsreaders introduce the situations.
5n the spot interviews with witnesses to ma#or events.
&urrent affairs: -nterviews with passers by in the street. What are their opinions.
%iscuss good and bad points about television programmes that children have seen.
Advertisements
Which adverts do we prefer. What is it about them that makes them appeal to us.
What methods have been employed in order to capture our interest and imagination.
-n groups, plan and make our own advertisements to promote specific products.
1obbies and Interests
&hildren take turns to communicate facts about hobbies or interests which they are
able to speak in some depth about. 5ther members of the group take turns to ask
/uestions appropriate to what has been said.
)hemes /or (ramatic Improvisation
9ou are sitting in the park, by the pond, sunbathing. " garden gnome sits nearby
dangling a fishing rod into the water. To your surprise the gnome catches a fish on its
hook and reels the line in. When he suddenly notices you, the gnome pretends not to
move. 9ou go up to him to have a closer look. 9ou tell him a #oke. $e can(t keep his
face straight any longer and he starts laughing. $e asks you to promise not to tell
anyone that he is a real gnome and in return he will grant you a wish.
There is a knock on your door one day. -t is a leprechaun who is crying because he is
lost and can(t find his way back home. 9ou and your friends decide to help him to
find his way back home. -n return he is able to use his magic to help you out of
tricky situations.
9ou collect old bottles and decide to buy an anti/ue one from a 3umble Sale. 9ou
open it to wash it and to your surprise a genie pops out and offers to grant you any
wish. The trouble is it is an absent8minded genie and it keeps making mistakes with
its spells.
)hings )hat -o 'ump
9ou are on your way home from school with your friends and get lost in the fog. 9ou
wander into a house and decide to shelter until the fog has gone. :nbeknown to you,
the house is really the haunted house attraction in a fairground.
9ou find an old bo0 in the attic of your house. When you open it a ghost pops out. -t
is the ghost of a lady in curlers who won(t stop talking and is forever poking her nose
into other people(s business. 9ou begin to lose your patience with her when she
follows you to school. The trouble is, you can see and hear the ghost and no8one else
can. When you lose your temper with the ghost your friends think you are speaking
to them.
Another /ine Mess
" lorry carrying li/uid toffee has leaked its load onto the footpath outside a school
.2veryone who passes by becomes stuck in the toffee. " circus parade comes along
and the clowns, acrobats, animals and their trainers become stuck in the toffee.
,aurel and $ardy are at the bus stop eating bubble gum. efore long everyone in the
/ueue has been stuck together with gum. " police officer comes along, tries to free
them and becomes entangled too. They head for the fire8station. )assers8by who try
to help them on the way become stuck together too. *&hoose contrasting types e.g.
a punk rocker, a vicar, a car salesman. and a brownie.+
" posh lady and gentleman sit on a park bench that has #ust been painted. 2veryone
who tries to free them becomes stuck too
"UMOU!
Speech #eelopment
)rue or /alse
Take turns to talk about, 4The 'unniest Thing That 2ver $appened To Me.4 !ach
person's contribution may be based on either a real or a fictitious event. "im for
conviction in story telling. See if listeners are able to guess which stories are true
and which have been made up.
What Ma&es 2s *augh
This time participants give an account of something that really made them laugh.
%iscuss what it was that inspired the humour. )erhaps it was an e0ample of slapstick
comedy, or witty word play, or a comic situation arising out of an unusual se/uence
of circumstances. Maybe it was a #oke, or an une0pected happening, or the irony of a
situation, or the interaction between a motley bunch of characters.
20plain that we are going to use our e0periences of what we find funny to develop
ideas about how we might make an audience laugh.
Mime
-n twos, one person is a statue7 the other uses mime in an attempt to make his or
her partner laugh.
"tudy video recordings of funny walks from the silent movie era. #ractise walking to
music typically found on silent movie sound tracks.
-n mime, incorporate other emotions in response to changes in mood of the music.
-n groups, plan and then mime a silent movie situation in which there is a
misunderstanding, a conflict, a chase, a custard pie throwing battle and a happy
ending.
2ncourage different means of cultivating humour visually.
Speech and Mime
1roups improvise a story about (The )rincess Who &ouldn(t Smile.(
She is moody, sulky, spoilt and prone to temper tantrums.
$er father, the >ing dotes on her and panders to her every whim, but nothing is good
enough for her.
-t is proclaimed across the kingdom that the man who can make her laugh, will be
her future husband.
)otential suitors use different means of trying to make her laugh.
'inally, the most unlikely of them puts on a funny mask. -t fails to make her laugh,
but when he takes his mask off, she breaks down in hysterical laughter, finding his
face so amusing.
!eal Li$e Situations
Astronaut Trainin%
*earning to pilot a spacecraft
%iscuss some of the facts an astronaut might need to know in order to pilot a
spacecraft efficiently. What kind of visual displays might give the information that is
needed. -n what ways would the astronaut need to control the spacecraft and what
controls would enable this to be done.
" is a trainee astronaut and is the instructor in a simulation of a space shuttle.
$ow would e0plain the workings of the spacecraft and what /uestions would " ask.
" test flight on the simulator. " e0plains everything he or she does. checks to see
if " omits any vital details.
*earning )o Wal& in %pace
$loating movements. "low motion, using the whole body. %use '&he #lanets' by
ustav 'olst(
Wal&ing in a %pace %uit
5n varied terrain.
-n different atmospheric conditions.
-n situations in which gravitational pull makes it easier or more difficult to move
about.
A %pace .ourney
)ut a space suit on.
&ountdown and blast off.
Make a space walk.
Report on the space walk to base.
,and on an unknown planet. 20plore collecting rock samples.
Return to the spacecraft.
Report to base and respond to further /uestions asked.
%iscuss the first landing on the moon and come of the things the astronauts did.
Television news reports about space missions. What would be said. What /uestions
would the reporters ask and what answers might the astronauts give.
Space Fantasy
+ncounters
-magine a meeting with a space creature who can speak 2nglish. $ow would the
creature describe its world. $ow would you describe your world to a space creature.
9ou tell your friends or parents about your encounter with the space creature. $ow
would you describe the creature. What kinds of /uestions would your friends or
parents ask. Would they believe you. What might you do to convince them about the
truth.
A .ourney )o an 2n&nown Planet
2ach group discusses what its planet is like and some of the things that might be
found there. &onsider the nature of any dangers that might be lurking in wait for an
unsuspecting space traveller and how the group will cope with them.
-mprovise the e0ploration of the planet.
Report to base about some of the things found on the planet.
Speak in an imaginary space language. *)se repeating words or sounds. *t is
important that we are able to +udge the content by the manner in which the words
are e,pressed, rather than by an understanding of the meanings of the words.+
%iscuss space fantasy films and act out favourite scenes from them in groups.
20plain why each scene has been chosen. **s it because of the manner in which a
character reacts to a situation, for instance, or is it because it represents a turning
point in a plot. ive a brief verbal synopsis of the chosen film.
(ecide what might happen ne3t in each of these imaginary situations#
'rief each group with these facts:
)rapped in %pace
9our spacecraft has broken down on an unknown planet.
9ou are stranded. 9our only hope is to contact base.
They tell you that you must find a certain kind of rock on the planet. The rock may
he used to replace an important component.
9ou find the rock, but it is being guarded by a dangerous space creature who can
speak and understand 2nglish via a special decoder and cannot be harmed by your
weapons.
$ow do you persuade the creature to let you have the rock.
2/$
9ou are walking home from school with your friends when you see a :'5 landing in a
field.
9ou hide behind a bush and watch the space creatures come out of their spacecraft.
Suddenly someone grabs you by the arm. -t is one of the space creatures. What
happens ne0t.
2n&nown Planet
9ou are the captain of a spacecraft that has landed on an unknown planet.
9ou are collecting rock specimens with your crew.
9ou are greeted by people who live on the planet.
They give you and your crew something to drink that makes you fall asleep.
9ou wake up to find yourself in a case in a space !oo.
*mprovise the above scenes and show what happens ne,t.
Space Games
%pace +3plorers
9ou land on an unknown planet and go out to e0plore.
5n returning to your spacecraft you find that someone has broken in and stolen a
vital component.
9ou follow the foot marks in the sand.
They lead to a valley full of stone statues.
9ou find a tape8recorder that has been dropped by another space visitor. -t warns
you that the statues are other astronauts who have visited the planet and have been
turned into stone by the touch of an evil space creature, who had stolen vital
e/uipment from their space crafts and lured them into the valley using the stolen
e/uipment as bait.
9ou can see the component among the statues and must escape from the valley with
it.
The space creature, who has also taken the shape of a stone statue, is asleep and
will only be awakened by the sound of the alarm that will be triggered off by the
sensor on the ob#ect.
-f you are ticked by the creature *and you do not know which of the statues is really
the creature+ then you will be turned into a stone statue.
-f you manage to escape from the valley without being ticked, then you are safe.
&hoose children to represent space e0plorers and space creatures and an e0it point
which will serve as an escape frontier.
NOTE: The game may be adapted to include several space e0plorers and?or several
space creatures.
)he following follow4up activities may be used with this game:
Television news interviews *on video+ about what happened on the planet on return
to base.
Meet other space e0plorers and warn them about the space creatures.
Make spoken log reports about what happened on the planet.
%pace 'andits
%- slight variation on the above theme.(
'riefing
9ou have been sent to the planet @or to find a valuable space diamond.
-t was stolen from the planet 2arth by intergalactic space bandits and is protected by
a circle of guards.
9ou discover that all the guards are robots and at a certain time of day they are
switched off so that their batteries may be recharged, leaving only one fully
operational. 9ou do not know which guard this is. The guard is programmed to chase
anyone who touches the diamond.
9ou must enter the circle and make your e0it at the same place. otherwise a force
barrier will prevent you from leaving the circle.
-f the guard ticks you before you have left the circle, then you have been caught.
-f you manage to escape from the circle with the diamond, then you are free to
return to 2arth with it.
!elated Activities
9ou are briefed on your mission by your leader. "re you sure of the details. %o you
need to ask any /uestions.
&hildren are asked what their mission entails. Those who are able to give the best
accounts of the instructions they have been given are allowed to attempt the mission
first.
Spoken reports by those successful in completing the mission.
Fairy Stories
%iscuss fairy stories and choose one that is commonly known. "llow the children to
tell the story one sentence at a time. *2mphasis to be placed on developing listening
skills and ability to se/uence.+
Repeat in groups of four or five.
1ive children fairy story beginnings and ask individuals to say what might happen
ne0t.
%iscuss character types found in fairy stories. "sk the children to walk like a prince,
princess, witch, giant, dwarf, etc.
&ry out verbal interactions between the various characters given specific situations
%e.g. What might the witch say to "now White when she wants her to eat a poisoned
apple? What might .inderella say to her fairy odmother when she asks her if she
wants a wish to be granted? +
What would you do if ?
You were out shopping and a witch asked you if you would like to buy a magic apple.
9ou saw a dwarf who had lost his or her si0 friends and asked you if you had seen
them.
Someone said that they were your long lost uncle or aunt and they wanted you to go
into a cave to find a magic lamp.
1roups of four or five tell fairy stories of their own choice one sentence at a time.
1roups act out the fairy stories they have told in mime only.
Repeat with dialogue. 5ne child in each group provides narrative links.
%iscuss main characteristics of fairy stories. *&haracters, themes, conflicts of good
and bad, happy endings+.
With careful guidance groups attempt to make up their own fairy stories, bearing in
mind the main characteristics discussed.
)itles %uch as the /ollowing 0ould 'e 2sed:
The )rincess Who =ever Stopped 1rumbling
The )rince and the Magic 'lower )ot
The Witch of Wicked Wood
The >ingdom -n the Sky
The Witch Who Wanted To e ;ueen
3ack and the ad Tempered Wi!ard
The )rincess and the %ragon
Modern /airy )ales
.ac& and the Magic %tepladder
3ack(s mother has spent the weekly house8keeping money on bingo and makes 3ack
sell his bike.
5n the way to the #unk shop he meets his friend who persuades him to change it for
a stepladder so he can make some money cleaning windows.
5n his return home his mum tells him off.
The ladder is too short for cleaning windows and anyway they need the money now
because the chip shop will be closing in ten minutes.
The ladder is thrown out and 3ack is sent to bed in disgrace. The ne0t morning 3ack
wakes up to find that the step8ladder reaches to the clouds. 3ack climbs the ladder to
seek his fortune.
0inderella 0hocafella
&inderella wants to go to the school disco, but her sisters make her stay at home and
wash the dishes instead.
$er grandmother arrives and feeling sorry for &inderella, she offers to do the
washing up for her and makes her a beautiful gown out of chocolate and mar!ipan.
The snag is, that if she wears the gown too long it will begin to melt. She phones for
a ta0i for &inderella.
Aladdin and the Magic )orch
"laddin is out playing when he should be at home doing his home8work.
"n old tramp tells him that he is his long, lost uncle and forgetting what his mum
had said about never going anywhere with strangers, "laddin agrees to go down the
rabbit hole to find his uncle(s magic torch.
Story &uildin%
"everal children are chosen to tell the class what they think might happen ne,t in a
story.
1ere are some possible story beginnings'
/lying %aucers
- heard a noise outside my bedroom window and looked out into the garden. " flying
saucer had landed in the flowerbed. - went outside to take a closer look.
-hosts
4- wouldn(t go near that house if - were you, it(s haunted<4
4- don(t believe in ghosts< -(m going inside to have a look.4
)he %trange /lower
- was about to pick the strange flower that mysteriously appeared in my garden,
when suddenly it spoke. -t said, 4)lease don(t pick me. -f you don(t pick me, -(ll make
anything you wish come true<4
)he )reasure Map
The old library book looked interesting. -t was called, ($ow To 'ind uried Treasure(.
- opened it up. " piece of crumpled paper fell out and landed on the floor. - picked it
up and unfolded it. -t said,4 Secret Treasure Map. Whoever reads this will end up
rich.4
)he Invisible -iant
There was a knock at the door. - opened it, but there was no8one there. Then a voice
said, 4)lease help me, -(m lost<4
- still couldn(t see anyone. Then the voice spoke again. -t said, 4-t(s no use looking
for me, because you won(t be able to see me. -(m invisible.4
4ut who are you.4
4-(m a giant. - come from the land of giants, but don(t be afraid. - won(t tread on
you. )lease help me to find my way home<4
(ramatic Improvisation
&he above and other story beginnings can be used as a basis for group story telling
work. With appropriate modifications, stories can then be used as a basis for
improvisation work.
&hildren are divided into pairs. 5ne of them speaks one of the following lines to his
or her partner. &he partner must accept that the statement is true and each must
endeavour to develop the conversation.* To make it more competitive, the first
person who is unable to develop the conversation further after a reasonable interval
of time, is out.+
420cuse me, but could you tell me why your front garden(s covered with #elly
babies.4
4"re you really a ghost.4
4What was it like on the Moon.4
4%o you like being a millionaire.4
4What is it like being invisible.4
Stories &ased On !eal Li$e Situations
&ein% Lost
.hildren may work with a partner or a small group in developing these
improvisations:
%iscuss e0periences of being lost. *$ow did it feel. Where were they when it
happened. $ow was the situation resolved.+
" child is lost in a large department store. %iscuss ways that this might happen. $e
or she approaches a shop assistant. What /uestions might be asked and what might
the answers be.
What might the shop assistant do in order to find the child(s parents. -mprovise this
situation.
The child is re8united with the parents. What might they say to each other. *Relief at
finding the child? Warnings about not wandering off+ What might they say to the
manager and shop assistant. *Thanks and apologies for putting them to so much
trouble.+
'it the above se/uences together into a story
Fire(
-magine a situation in which a child is the first to notice smoke coming out of the
window of a house. What might the child do. Would a phone be used. -f so, who
would be contacted. -f a police officer happened to be nearby, what might be said to
him or her.
Improise some o$ these possi)ilities*
What might happen as a result of the child(s actions. 2ventually the victim is saved
and the child is thanked.
The se/uences are linked together to make a story.
-f a phone had been used, consider what the outcome might have been if vandals
had tampered with it prior to the fire. 2nlarge upon the moral implications of this,
drawing thoughts and ideas from the children.
&he bottom of the sea interpreted in terms of movement.
-ndividuals are chosen to represent sea plants and rocks.
)airs and groups form rocky arches, an octopus and a shipwreck.
5ther children swim about among these. They are fish, deep sea e0plorers, and
treasure hunters.
20plorers in a diving bell report what they see to those above in a boat above.
"s the divers enter the wreck, it becomes unstable and begins to turn.
"s the divers reach the treasure, a killer shark appears.
" diver is caught by the octopus but manages to struggle free with help from the
other divers.
Discuss with children how we would describe or record the events in writing. What
kind of music would convey the mood and show the dramatic build up of tension in
the moments of crisis? .ould children create their own music and which instruments
would be most appropriate for the different moods in the drama.
Discuss how changing weather conditions can affect the stability of a craft on the
sea.
Discuss the work of lifeboat rescuers. -n what ways.is the work unpredictable and
dangerous? What aspects of the work might individuals do and what, aspects would
be tackled as a team?
"ct out a situation -n which a lifeboat crew goes into action.
$ow -s the lifeboat station contacted in an emergency.
"ct out a AAA call to the coastguard. What kind of /uestions would the coastguard
need to ask in order to establish the facts as /uickly as possible.
-mprovise a story about a group of people who go out in a boat to fish in a calm sea.
They do not bother to check whether or not weather conditions are likely to change.
They do not tell anyone that they are planning to go out in the boat, how far they
are planning to go, or when they hope to be back.
&onse/uently, the weather changes dramatically.
Their boat overturns.
They cling to the underside in the hope that they can hang on long enough to be
rescued.
&hildren taking a cliff top walk catch sight of them.
They telephone the coastguard and the lifeboat puts to sea and arrives8 #ust in time
to rescue them.
Discuss the implications of the above story.
Why was it wrong for the people to go out in the boat without checking on weather
conditions or telling anyone where they were going?
What should they have done?
-ct out the story again. showing them doing the right thing this time.
Sea Travel In The Past
Show pictures of early sailing ships and discuss what kinds of #obs the sailors would
need to do on the voyage.
Discuss dangers faced by crews/ storm damage, disease, inadequate diet, mutiny,
pirates etc.
&hoose captains and crew members. &aptains tell crew members what #obs to do.
$ave they missed out any important #obs.
.rew members discuss conditions on board the ship.&hey are not happy, but dare
not tell the captain, as they would be guilty of mutiny and this would cost them their
lives.