Characters: (13) three storytellers, fox who lost his tail, the wise old fox, five foxes, rabbit, two hunters.
Storyteller 1: One day there was a fox who was taking a stroll in the forest.
Storyteller 2: that very same day there were hunters hunting in the forest.
Storyteller 3: They were hoping to catch something nice and juicy to eat.
Hunter 1: This looks like a good spot for a trap.
Hunter 2: Let’s put it here and with some luck we might catch something nice for our tea.
Storyteller 1: The hunters set their trap and off they went on their merry way.
Storyteller 2: Along came the fox. He was enjoying his walk.
Fox: What a lovely sunny day for a relaxing stroll in the forest.
Storyteller 1: Suddenly his tail got caught in the trap.
Fox: Oh dear. I’m stuck.
Storyteller 2: He pulled and pulled until finally he was free.
Fox: At last I’m free but look I’ve lost my tail (he starts to cry).
(Rabbit comes hopping along.)
Rabbit: Why are you crying?
Fox: I got caught in this trap and look I lost my tail. (He shows him). All the other foxes will laugh at me.
Rabbit: I’ve an idea. Tell the other foxes that you are happy you have lost your tail and you think you look so much better without it.
Fox: (stops crying) What a great idea.
Storyteller 3: The rabbit left delighted he could help.
Storyteller 1: The next day the fox called a meeting with all the other foxes.
Fox: Roll up, roll up, I have some important news to share with you.
Fox 1: Look at him. He has no tail.
Fox 2: What happened to it?
Fox 3: Did you not hear? He got caught in a trap and lost it.
Fox: I’m here today to tell you that you don’t need your tails.
Fox 4: Why ever not?
Fox: When dogs chase you they grab your tails first. If we didn’t have them then it would be much harder for them to catch us.
Fox 5: That is very true.
All foxes: (nods heads in agreement.)
Fox: When you want to sit down to talk to your friends it gets in the way.
All foxes: Good point.
Wise old fox: You make a very good argument but may I ask you a questions. If you had not lost your tail would you be standing here today telling us to cut ours off.
Fox: (hangs his head in shame) Ummm no.
Storyteller 1: The fox hung his head in shame.
Storyteller 2: He left the forest for good.
Storyteller 3: The lesson of the story is misery loves company.

Characters:(10) three storytellers, goatherd, three goats, three wild goats.
Storyteller 1: Once upon a time there lived a goatherd.
Storyteller 2: He spent all day taking care of his goats.
Storyteller 3: He would always feed them and make sure they were safe at night.
(Goatherd gathers his goats and mimes feeding them. He rubs them gently and looks at them lovingly.)
Goat 1: We are so lucky the goatherd is so kind to us.
Goat 2: We would be hungry if he didn’t feed us.
Goat 3: And cold if he didn’t give us shelter at night.
Storyteller 1: One day while they were out grazing on the hills.
Storyteller 2: They came across three wild goats
Storyteller 3: They were tall and beautiful but they looked very cold and hungry.
(Wild goats come on stage. They look sad. They are shivering and rubbing their stomachs.)
Wild Goat 1: We are very cold.
Wild Goat 2: And very hungry.
Wild Goat 3: It is nearly winter and if we stay here out on the hill we will die.
Goat 1: I know come with us.
Goat 1: The goatherd will take care of you.
Goat 1: He always gives us food and keeps us safe and warm at night.
Storyteller 1: The goatherd came back to gather his goats.He saw the tall and beautiful wild goats.
(Goatherd mime counting 1, 2, 3, 4, 5, 6.)
Storyteller 2: He had never seen such beautiful goats before and he wanted to keep them.
Storyteller 3: So he came up with a clever plan.
Goatherd: I will feed the wild goats lots of delicious food and keep them warm and safe at night. That way they won’t want to leave and they will become part of the my flock.
Storyteller 1: The goatherd gave the wild goats delicious food.
(He mimes giving them the food and the wild goats look happy. His own goats don’t look pleased.)
Wild Goats: (eating the food) Yummy!
Storyteller 2: He gave his own goats very little.
Goats: We are so hungry (they lie on the floor as they are too weak to walk.)
Storyteller 3: Winter came to a close and spring arrived. One day the goatherd came to gather his flock.
Storyteller 1: But the wild goats were not there.
Storyteller 2: They had scampered up the hill. The goatherd saw them and ran after them.
Storyteller 3: When he found them he said….
Goatherd: Is this how you thank me for giving your delicious food and safe place to stay during the cold winter months. You must stay and be part of my flock.
Wild Goat 1: We will never join your flock.
Wild Goat 2: We saw how you treated our friends.
Wild Goat 3: You would treat us the same if some one better came along.
Storyteller 1: The goatherd went back to the goats but they were no longer there.
Storyteller 2: He was sad and began to cry.
Storyteller 3: He wished he had treated them better.
Storytellers: It is not wise to treat your friends badly for the sake of new ones.

Game: String shapes

Age: 4 years +

Minimum number of participants: 4

Resources: Clear space, a long piece for each group of four, blindfolds (optional).Other Benefits: This can practice imagination, shapes and group cohesion.

Instructions: Divide the group into smaller groups of 4. Give each group a long piece of string. Each member of the group are blindfolded or they close their eyes tightly. The teacher calls out a shape such as square. Each group has to try to work together to make that shape with the string. The teacher gives them 30 seconds to complete. When the 30 seconds are up then the groups stop and open their eyes. The teacher decides which group has made the best shape square with their string and awards them a point. The group at the end with the most points are the winner.

Shape suggestions:

Basic shapes

Circle

Square

Rectangle

Triangle

Oval

Advanced  shapes

Trapezoid

Parallelogram

Pentagon

Hexagon

Octagon

Diamond

Star

Heart

Arrow

Crescent

Cube

Game: 1, 2, 3, clap

Age: 3 years +

Minimum number of participants: 4

Resources: Clear space

Other Benefits: This is also a very good coordination and helps promote listening skills.

Instructions: Everyone stands in the circle. Each child counts 1, 2, 3, clap 5, 6, 7, clap. Every fourth number the child must clap and not say the number. So number 4, 8, 12, 16, and 20 all must clap. Then the second round the children say 1, 2, bend, clap, 5, 6, bend, clap. So number 3, 6, 9, 12, and 15 all must bend. On the third round they go 1, jump, bend, clap, 5, jump, bend, clap. The fourth round they say hop, jump, bend, and clap.

Game: Mexican move

Age: 4

Minimum number of participants: 10

Resources: Clear space

Other Benefits: This activity helps the children to focus the mind. Helps with reflects.

Instructions: Children all start in a circle. The send a clap around the circle. Each child has to clap one after the other really quickly. The object is to get the clap around the circle as fast as possible. The teacher can time it. They can change the clap to a hop or a bend or any other types of movements. They time each round and see which movement they get around the fastest.

List of movements:

Bend

Jump

Hop

Tiptoe

Roll

Skip

Slash

Carve.

Cast: (15) 3 storytellers, 4 foxes, 4 cats, 4 dogs.
Storyteller 1: One day the foxes and the cats were playing in the woods.
Storyteller 2: The foxes were boasting about how clever they were.
Fox 1: We are very clever.
Fox 2: We are ready for any situation we find ourselves.
Fox 3: We have lots of plans to choose from
Fox 4: if our enemies try to catch us.
Storyteller 3: The cats looked worried.
Cat 1: Oh dear, the foxes are very clever.
Cat 2: We have only one plan.
Cat 3: We might have only one plan but it always works for us.
Cat 4: It is better to have one plan instead of lots of plans to choose from.
(The foxes and the cats are playing with each other on the stage and the dogs come in walking slowly and sniffing.)
Storyteller 1: The foxes and the cats played happily with each other in the woods.
Storyteller 2: The dogs were hunting not so far from where the foxes and the cats were playing.
Storyteller 3: They were sniffing very hard.
Dog 1: (sniffing) Do you dogs smell something?
Dog 2: Yes I smell some foxes.
Dog 3: And I smell some cats.
Dog 4: Quick let’s get them.
(They are in background sniffing hard and barking. The foxes and cats suddenly stop playing together.)
Foxes: Do you hear something?
Cats: Dogs.
Cat 1: Come on, cats climb this tree.
(All the cats climb the tree)
Cat 2: Foxes, this is our plan.
Cat 3: You better choose one of your plans
Cat 4: and be quick the dogs are getting nearer.
Fox 1: Stay calm, foxes. We have lots of plans to choose from.
Fox 2: Quick, let’s run behind this bush.
Fox 3: No, we should run down this hole.
Fox 4: The dogs are getting closer. We need to choose.
Fox 1: Jump down this hole.
(They all jump down the hole.)
Fox 2: It is too big the dogs will be able to get in.
Fox 3: Let’s jump into the smaller hole.
(Dogs arrive at the hole.)
Dogs: Caught you!
(The dogs drag the foxes off the stage and the cats come down slowly and continue playing.)
Storyteller 1: The lesson of this story is
Storyteller 2: that it is a better to have a good plan
Storyteller 3: then lots of plans you can’t choose from.

  
The following is a Drama workshop to conduct with children in primary or elementary school. It is a useful workshop if you want to focus on the issue of bullying and isolation.  It is based on the fable from the Panchatantra called “The Lion and the Clever Rabbit”. Here is a link to a version on you tube.

http://youtu.be/JT94EQK_bko
Once the teacher has told the story or watched the video ask the children to get into groups of four.

Physical warm up: In each group there is a monkey, an elephant, a parrot and a rabbit. Get the children to move around the room and sound like their different animals. Get them to find the animal that is like them from the other groups and interact and play with them. The teacher gives a loud roar and the animals are frightened and they freeze.

Teacher in role: The teacher in role as the Lion roars at them. She says “I’m very hungry and I’m going to eat all the animals in the jungle one by one.”

Still Image: In their animal groups the children make a still image of how they feel when they think the Lion is coming to get catch them and eat them.

Thought tracking: Once all groups are in the still image then the teacher out of role goes and touches them on the shoulder. Each animal has to say how they feel at that moment. 

Conscience alley: Once the children are out of their still image they make two lines facing each other. The teacher in role as the the Lion walks in between the line as the children speak out as his conscience. The children in the line on the left hand should speak out that it is wrong to scare and eat the other animals  and the children on the right hand side should speak out saying that he is right to scare and the eat the animals. Examples: The left  side could say “the animals are scared”, “what about their families?”,“they want to stay in the jungle and play with their friends”.The right side could say: “none of the other animals like you”, “you are hungry and you need to eat”, “you have no friends so you don’t care what they think of you”. 

Hot seating: The teacher in role as the Lion sits in the hot seat. The children who are being themselves ask the Lion why he is behaving this way. Why does he want to eat all the animals in the jungle? Why is he horrible and mean to the other animals?

Group discussion: Get the children to get into role as their original animals. Tell them that they are going to change the ending of the story because  the  way the Clever Rabbit treated   the Lion was as bad as how the Lion treated the other animals. They must come up with a more positive ending.

Group improvisation: The groups all improvise their endings in front of the other groups. The teacher takes on the role as the Lion in each group.

Role on the wall: Put two outlines of a Lion on the wall. Let the children choose words that describes the Lion before the rabbit tricked him  and one for after  the animals rescued him. Fill in the outlines with the children’s words. 

Closure|relaxation activity: Sleeping Lions – get the children to lie still on the floor and pretend to be a sleep. If they move then they are out and have to wake up with a loud  roar.

Characters:(16) three storytellers, goldilocks, three bears, three bowls, three chairs, three beds.
Storyteller 1: Once upon a time there were three bears who lived in a little house in the woods.

Storyteller 2: There was Daddy Bear, there was Mummy bear and there was Baby bear.

Storyteller 3: One fine day they decided to go for a walk.

Daddy Bear: What a lovely sunny day it is today. Let’s all go for a woods.

Baby Bear: I’m hungry I want to eat my porridge.

Mummy Bear: The porridge is still hot it will be cool enough by the time we come back from our walk.

Storyteller 1: So, off they went on their walk.

Storyteller 2: Just then a little girl called Goldilocks was walking in the woods.

Storyteller 3: She was picking flowers for her grandma.

Storyteller 1: She stopped suddenly and saw a pretty little house.

Goldilocks: Oh, what a pretty little house.  I am feeling a little tired and hungry. I wonder if who ever lives here will let me rest for a few moments and give me something to eat (She knocks on the door)….. There is no answer….( she opens the door slowly and goes inside.)

Goldilocks: Oh look three bowls of porridge.

Bowl 1: Eat me! I have lots of salt on me.

(Goldilocks eats some but spits it out.)

Goldilocks:  Yuck! you are too salty.

Bowl 2: Eat me! I have lots of sugar on me.
(Goldilocks eats some but spits it out.)

Goldilocks: Yuck! you are too sugary.

Bowl 3:  Eat me! I’m just right 

(Goldilocks eats some and likes it and continue eating until all the porridge is gone.)

Goldilocks: Mmmmmm that was just right. Oh look three chairs I think I’ll sit down for a moment.

Chair 1: Sit on me. I’m very hard

(Goldilocks goes to sit down and jumps up straight away.)

Goldilocks: This chair is too hard.

Chair 2: Sit on me. I’m very soft

(Goldilocks goes to sit down and jumps up straight away.)

Goldilocks: This chair is too soft.

Chair 3:  Sit on me. I’m just right

(Goldilocks goes to sit down and makes herself comfortable.)

Goldilocks: This chair is just right. Oh dear I’ve broken  the chair.

Storyteller 2:  Goldilocks decided to walk upstairs.

Storyteller 3: She saw three beds.

Bed 1: Lie on me. I’m very hard.

(Goldilocks lies down  on the bed and suddenly jumps up.)

Goldilocks: This bed is too hard.

Bed 2:  Lie on me. I’m very soft.

(Goldilocks lies down  on the bed and suddenly jumps up.)
Goldilocks: This bed is too soft.

Bed 3: Lie on  me. I’m just right

(Goldilocks lies down on the bed and stays there.)

Goldilocks: This bed is just right.

Story teller 1: Goldilocks  fell fast asleep.

Story teller 2: After a while the three bears came back from their walk.

Story teller 3: They walked in to the house and Daddy  bear said……

Daddy bear: Who has been eating my porridge?

Storyteller 1: Mummy bear said……. 

Mummy bear: Who has been eating my porridge?

Storyteller 2: Baby bear said………

Baby bear: Who has been eating my porridge and look it is all gone

Story teller 3: They saw the chairs and Daddy  bear said……..

Daddy bear: Who has been sitting on my chair?

Storyteller 2:  Mummy  bear said……..

Mummy bear: Who has been sitting on my chair? 

Storyteller 2: Baby bear said.,,,,,,

Baby bear: Who has been sitting on my chair and look it’s broken.

Story teller 3: They walked upstairs and Daddy bear said…..

Daddy bear: Who has been sleeping in my bed?

Storyteller 1: Mummy bear said……

Mummy bear:  Who has been sleeping in my bed?

Storyteller 2: Baby bear said……

Baby bear: Who has been sleeping in my bed and look she is still there.

Storyteller3: Goldilocks woke and screamed.

Storyteller 2:  She  jumped out of bed and ran down the stairs and out of the house.

Storyteller 3: The three bears never saw her again

Storytellers: The  end

  
Characters: (13) Three storytellers, the cockerel, the fox, four hens, four little foxes.

Storyteller 1: It was a lovely evening and all the hens were enjoying the sun.

(All the hens are moving around the stage. They are clucking and interacting with one another.)

Storyteller 2: They played with each other happily.

Storyteller 3: The cockerel watched over them carefully until it was time to go sleep.

Hen 1: (yawning) It is getting late.

Hen 2: (stretching) I think we should go to sleep.

Hen 3: Yes, I’m very tired.

Hen 4: Cockerel, we are going to roost but can you make sure the foxes don’t come near us during the night.

(All the hens put their heads under their wings and go to sleep.)

Cockerel: Goodnight and sleep tight. I will look after you.

Storyteller 1: The cockerel flew up to the highest tree so he could watch over the hens.

Storyteller 2: Not too far away there lived a family of foxes.

Storyteller 3: They were very hungry.

(The foxes come out to the centre of the stage.)

Little Fox 1: (rubbing is stomach) I’m so hungry.

Little Fox 2: We haven’t eaten all day.

Little Fox 3: We can’t go to bed hungry.

Little Fox 4: I want some chicken.

Fox : I have a cunning plan stay here and I will come back with some delicious hens for your tea.

Storyteller 1: So the fox went off to see the cockerel.

Storyteller 2: The cockerel was just about to go to sleep

Storyteller 3: when he saw the fox trotting towards him.

(The fox sees the hens and starts licking his lips. The hens are fast asleep.)

Fox: Cockerel, have you heard the wonderful news?

Cockerel: What wonderful news?

Fox: There is peace amongst all the animals in the forest. We have agreed never to chase or eat each other again. From now on we will all be great friends.

(The hens start to wake up and they huddle up together when they see the fox.)

Storyteller 1: The cockerel was suspicious.

Storyteller 2: He wasn’t sure whether he should believe the fox,

Fox: Come down here so we can hug and be friends. This is the happiest day of my life.

Cockerel: If this all the animals are at peace this is also the happiest day of my life as well.

(Cockerel suddenly stops and listens carefully.)

Cockerel: Fox, I hear some dogs in the distance. They must be coming here to celebrate with us.

Storyteller 3: Suddenly the fox starts to run..

Cockerel: Where are you going? We are all friends now.

Fox: The might not have heard the good news so I’m not going to stay and find out.

Hens: You are so clever.

Cockerel: I know and now you can sleep soundly.

(The cockerel and hens all go to sleep. The fox returns to the little foxes without any food and they start to cry.)

Storyteller 1: The lesson of the story is

Storyteller 2: Don’t always believe everything you hear.p

Storyteller 3: Even if you want it to be true.

Characters: Town Mouse, Country Mouse, Country Mouse’s wife, three tree, three flowers, hedgehog, squirrel, worm, mother, father, child, cat, dog.
(Town Mouse is sitting on the stage. He is looking very bored.)
Storyteller 1: Once upon a time there was mouse called Town Mouse.
Storyteller 2: One day he was bored and he decided to go visit his friend Country Mouse.
(Town Mouse is in the centre of the stage packing his bag. He puts some cheese in it and then he starts to walk.)
Storyteller 3: Country Mouse was so happy to see him.
(Country Mouse and his wife walk on stage and give Town Mouse a big hug.)
Country Mouse: I’m so happy to see you. Welcome to the country.
Country Mouse’s Wife: You have had such a long journey, you must be hungry. Come sit down and enjoy the feast I made for you.
(They sit on the ground and the wife gives him some country food.)
Storyteller 1: Town Mouse didn’t like the food you get in the country.
Storyteller 2: It was far too plain for him.
(Town Mouse is sitting down, he eats the food but spits it out and makes a face.)
Country Mouse: I must show you around the beautiful countryside.
(The trees and flowers are scattered around the stage.)
Country Mouse: This is my friend the Town Mouse. He has come to visit the country side.
To read the rest of the play click on the image below.

Characters (9): Three storytellers, rain, fog, snow, mist, cloud, man.

Storyteller 1: One day all the different types of weather were up in the sky.
(All the weathers are moving and interacting with one another on the stage then the wind enters.)
Storyteller 2: The wind started to boast to all the other types of weather that he was by far the most powerful of all weathers.
Wind: I’m the strongest weather here and everyone knows it.
Rain: Wind, you are always boasting how strong and powerful you are.
Snow: It is all we ever hear from you.
Fog: Why don’t you just prove it once and for all.
Mist: I know let’s have a contest to see who is the most powerful weather.
Wind: I will take any of you on and blow any of you away.
Cloud: Do you see that man wearing a coat over there?
(Man walks on stage.)
All: Yes.
Cloud: Whoever can make him part with his coat is the most powerful. (All the weathers look unsure except for the wind).
Storyteller 3: All the weathers seemed unsure that they could beat the wind.

If you wished to read the rest of this play click on the picture below.

Game: Imagine you are……

Age: 3 years +

Minimum number of participants: 2

Resources: Clear space.

Other Benefits: This game also stimulates the players imagination and creativity.

Instructions: This game helps players do traditional stretches in a creative and fun way. These stretches can be done individually or in pairs.

Imagine you are a whisk Get the players to put their hands over their and join their hands together and move them in around large circle. First the move them clockwise and when they get comfortable get them to do it anticlockwise. Imagine you are an inchworm Get the players to bend down and put their hands on the ground. Then get them to walk their hands out in front of them until their are supporting their body weight. They get into a push up position. Walk feet up to hands. Continue walking hand outs and feet up to hands around the room. Make sure that they have their own space and don’t bump into one another.

Imagine you are a car wiper Get the players to lie on the ground. When they are comfortable get them to put their legs in the air. Then slowly move both legs from one side to another..

Imagine you are a cat stretching Hands and feet are on the floor, arch back high in the air and stretch. Imagine you are a giant Get the players to take a big step and lunge on each step. Imagine you are a marching soldier Get the players to swing arms and bring legs up to the chest on each step.

Imagine you are a leaping frog Get the players to squat down. They put their hands between their knees and jump around the space.

Imagine you are a basket

Imagine you are a crab. The teacher can use their own stretches but get the players to use their imagination by getting them to imagine they are an object or animal.

  
This book is a collection of plays that have been adapted from Aesop’s most famous fables. They can be used as performance plays, readers theatre or just used to promote reading in groups. Each play is between five and ten minutes long. The plays can be adapted to suit the various needs of the group. The cast list is very flexible – more characters can be added. Characters can be changed or omitted. In addition, the teacher/group leader can assume the role of the storyteller if the children are unable to read or not at the reading level required. Also included in this book is a variety of drama activities. These activities are designed to be fun and enjoyable as well as promoting group cohesion, character development and creativity. The plays in the collection are: 

The Lion and the Mouse 

The Ants and the Grasshopper 

The Hare and the Tortoise 

The Boy Who Cried Wolf 

The Town Mouse and the Country Mouse 

Belling the Cat 

The Miller, his Son and the Donkey 

The Fox and the Crow 

The Cockerel and the Fox 

The Goatherd and the Wild Goats 

The North Wind and the Sun 

The Fox and the Cat 

The Fox that lost his tail 

Buy on Amazon.com or Amazon.co.uk  

This book is a collection of plays that have been adapted from well-known fairy tales. They can be used as performance plays, readers theatre or just used to promote reading in groups. Each play is between five and ten minutes long. The plays can be adapted to suit the various needs of the group. The cast list is very flexible – more characters can be added. Characters can be changed or omitted. In addition, the teacher/group leader can assume the role of the storyteller if the children are unable to read or not at the reading level required. Also included in this book is a variety of drama activities. These activities are designed to be fun and enjoyable as well as promoting concentration, movement, character development and creativity.

The plays in the collection are:
Little Red Riding Hood
Goldilocks
The Three Little Pigs
The Elves and the Shoemaker
The Three Billy Goats Gruff
The Ugly Duckling
The Lazy Cow
The Talking Tree
Humpty Dumpty
The Magic Porridge Pot
The Stone Soup
The Pied Piper of Hamelin
The Little Red Hen
The Gingerbread Man
The Enormous Turnip
Chicken Licken

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

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

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

Mime: Exercise of Style
The term ‘Exercise of Style’ has come from the French school of Mime. Various mimetic illusory techniques used in mime presentations whether articular physical skill and control is necessary have been put together where no particular emotional impetus is involved. These ‘exercise of style’ are concerned with walking on the spot, running, pulling, lifting, throwing, flying, floating.

Walks: (Where one stays on the spot but gives the impression of moving from one place to another.) Front walk: Feet slightly apart. Transfer weight over one foot and then the other. Then weight over one foot and other foot sliding on the floor.

Side/Profile Walks:
1. Begin with feet together. One foot forwards, toe contacting floor. Take supporting foot onto the ball of foot and this effort pulls the front foot back to its original position besides the other foot.
2. Begin with the feet together –then one foot goes forwards, parallel to the floor, but not contacting the floor. This supporting foot goes onto the ball of the foot and this causes the forward foot to come back to its original position when it drops to the floor. The action is then repeated with the other foot.

Climbing the Ladder: Transfer weight from one foot to the other letting the body lift as the transfer is made. At the same time the hands holding the sides of the rungs of the ladder go down one step length. Then the hands get a new hold on the ladder and a new step is made. Shape ad width of the new ladder must be constant (signified by descent of hands down sides of the ladder) must be logical.

Pulling: Beginning: Arms stretched to side –feel pull of top half of body. First to one side and then the other. This is not a pull from the waist but rather placing to the chest.

Rope Pulling: Hold rope in both hands to side – let thickness of rope be constant in both hands. Extend arms to side as far as they will go (body facing front) and then feel the additional pull of the rope as the top part of the body takes extra strain –then pull back with body, followed by arms.

Flying: Holding balloons, umbrella or a rope above your head extend arms as far as they go vertically, the feel as top part of the body takes extra strain. Let chest extend in direction of upper arm and then this pulls the body onto the toes.

The Carousel: First stage moving round in a perfect circle on toes – letting body float through air in round circle, use very small rapid toe steps. Then repeat circle with regular dip and rise as carousel horse goes up and down. Then hold vertical bar of the horse. Even though logically try to let the body down on the circular track as the arms go on the bar –remember to keep the bar vertical at all times.

The High Wire/Tightrope: One foot in front of the other in a straight line. Heel of front foot against toe of back foot. Slide forward foot forwards in a straight line letting knees bend and body bounce to establish tension of high wire. Then take back foot off ground (wire) and flow it round in space to place it in front of supporting foot (the toe of the supporting leg to contact the heel of the placed foot) then slide the foot forwards, again keeping knees bent.

NB: DO THESE AS PURELY TECHNICAL EXERCISE AT FIRST AND THEN ADD CHARACTERIZATION AND SITUATION.

This book is a collection of plays that have been adapted from well-known fairy tales. They can be used as performance plays, readers theatre or just used to promote reading in groups. Each play is between five and ten minutes long. The plays can be adapted to suit the various needs of the group. The cast list is very flexible. Characters can be added, changed or omitted. In addition, the teacher/group leader can assume the role of the storyteller if the children are unable to read or not at the reading level required. All suggestions for stage directions are included in brackets and italics. Also included in this book is a variety of drama activities. These activities are designed to be fun and enjoyable as well as promoting coordination, movement, character development and creativity.
The plays in the collection are:
Little Red Riding Hood
Goldilocks
The Three Little Pigs
The Elves and the Shoemaker
The Three Billy Goats Gruff
The Ugly Duckling
The Lazy Cow
The Talking Tree
Humpty Dumpty
The Magic Porridge Pot
The Stone Soup
The Pied Piper of Hamelin
The Little Red Hen
The Gingerbread Man
The Enormous Turnip
Chicken Licken

This book is free on Smashwords. Click here.

The reasons why English is so hard to learn:
The bandage was wound around the wound.
The farm was used to produce produce.
The dump was so full that it had to refuse more refuse.
We polish the Polish furniture.
He could lead if he would get the lead out.
The soldier decided to desert his dessert in the desert.
Since there is no time like the present, he decided to present the present.
A bass was painted on the head of the bass drum.
When shot at, the dove dove into the bushes.
I did not object to the object.
The insurance was invalid for the invalid.
There was a row among the oarsman about how to row.
They were too close to the door to close it.
The buck does funny things when the does are present.
To help with planting, the farmer taught his sow to sow.
The wind was too strong to wind the sail.
After a number of injections my jaw got number.
Upon seeing the tear in the painting I shed a tear.
I had to subject the subject to a series of tests.
How can I intimate this to my most intimate friend.

http://www.poemsaplenty.com/childrens-three-billy-goats-gruff-by-julie-meighan

Read the story or poem or watch the video. See links above.

Introduction: All the children sit in a circle. The teacher asks them what a troll looks like? Get the children to express their thoughts and ideas freely.

Role on the wall: Give an outline of an image and ask the children to write inside the image the different characteristics or personality traits of a troll. If they are too young to write, get them to draw inside the image.

Group work: Divide the class in to smaller groups of 5 or 6 children. Each group works together to create the troll with their bodies.
Suggestions: One of them could be head, the others could be the bodies or the legs. They could be two heads, 10 legs, four hands, etc.., Each group should be different.
Then ask each group to move around the room as the troll. The group should stay connected as they walk. Once they have mastered the movement they can make sound.

Still Image: Get each group to make a still image of the troll. He should look as fierce and as scary as possible.

Teacher in Role: The teacher assumes the role as the troll. She can do this by changing her voice or using a prop or putting on a costume. She sits on a seat which becomes the hot seat.

Hot Seating: Each child in the class asks the troll a question.
Suggestions: Why does the troll live by himself?
Where is his family?
Why does he not like the Billy Goats?
Does he not have any friends?
Why does he live under a bridge?

Voice Production (Pitch and Power): Divide the class into groups of three. They each must assume the role of one of the Billy Goats. They should experiment with the pitch and power of each of the billy goats.
The smallest goat should have a soft and high-pitched voice.
The middle size goat should have a medium volume and  medium-pitched voice.
The biggest goat should have a loud and low-pitched voice.
Give each group time to find their voices.

Choral speaking: Get each group to practice saying the following together:

• “Please, Mr Troll, may we cross the bridge so we can graze on the green grassy ridge.”

Get them to say it first as the smallest goat, then the middle sized goat and then finally the biggest goat.

Thought tracking: The teacher tell each group they are going to cross the bridge. She taps each goat on the shoulder and they must say how they feel about crossing the bridge and confronting the goat. The teacher can extend this by asking each goat what they will say to the troll.

Conscience Alley: The class forms two lines facing each other. The line on the left must think of reasons why the troll should eat the Billy Goats. The line on the right should think of reasons why the troll shouldn’t eat the Billy Goats.

TIR – teacher walks down the centre of the line as the troll and she listen to each reason carefully.

Improvisation: Divide the class into pairs. One child is the biggest billy goat and the other is the troll. They must come up with alternative ending. The goat doesn’t throw the troll into the river. They can act out an alternative and most positive ending.