Sparkle is a warm up activity where students spell out words by saying each letter in turn. If a student misspells a letter, they must sit down. The activity continues with new words until only one student remains standing.
The Chief is an activity where one student is selected as the "chief" and must try to identify classmates touching their back with their eyes closed. It focuses on concentration and frustration tolerance.
Expressive Body has students act out animal movements without sounds to find their partner with the same animal written on a small paper. This encourages animation in class.
The document provides descriptions of 10 short activities called "Energizing Brain Breaks" that teachers can use in the classroom. The activities are designed to help students refocus, get active, and reinforce learning. They include exercises like "The Train Connection" where students line up and follow a leader in a train, and "Find It In a Flash" where students find real-world items that match flashcards. The activities take 1-2 minutes and can be modified for different ages.
This document provides an overview of a drama workshop for elementary school students. It outlines exercises to help students build confidence, develop acting skills, and learn about different theatre roles. The workshop begins with warm-up games to build spontaneity and group cohesion. Students then participate in improvisation exercises to explore character and status. They work in pairs and groups to mime scenarios and portray characters. The goal is for students to create and present short original plays, gaining experience in roles like protagonist, antagonist and different performance responsibilities.
This document provides a list of over 50 warm-up and review games that can be used to present, practice, and reinforce vocabulary in an English language classroom. Some example games described include Key Hole, where students see part of a picture through a keyhole and guess what it is, Learn 5 New Words where students take turns saying 5 new vocabulary words together to memorize them, and musical chairs where flashcards are placed in the middle and students review the words when they are eliminated. The games target a variety of skills like listening, speaking, writing and are adaptable for different vocabulary topics, levels, and class sizes.
The document contains a list of over 50 games and activities for teaching English vocabulary, structures, listening, writing, stories and classroom management. It groups the games by their purpose such as warm-up games to present vocabulary, practice vocabulary, create a good atmosphere, practice structures, listening games, writing games, story games and vocabulary games. Each entry provides a brief description of how to play the game. Examples of warm-up games to present vocabulary include Key Hole, Learn 5 New Words, Backwards and Forwards. Games to practice vocabulary involve acting out words, drawing pictures, musical chairs and hot seat where students try to guess a word on their teammate's head.
This document provides materials for an 8th grade drama unit on fairy tales. The unit runs for 5 lessons and aims to teach students skills in collaboration, improvisation, speech, movement and performance through examining familiar fairy tales and creating twisted versions. Lessons include warmups, improv games, acting out scenes and a final assessment where students perform an original twisted fairy tale in groups. Materials include fairy tale character lists, stories and rubrics to evaluate student performance.
This lesson plan aims to teach primary school students about parts of the human body. It includes games, songs, and activities to introduce or review vocabulary for external and internal body parts. Students will label body outlines, play matching games, and sing a song about skeletons. For higher levels, there is a quiz on body facts and a description matching activity. The lesson concludes with students creating posters or surveys about healthy lifestyles.
The document provides descriptions and instructions for several improvisation activities that can be used in an ESL classroom, including:
1) Clap Around, which builds attentive listening and trust through passing a clap between students in a circle.
2) The Name Game, where students learn each other's names through gestures and repetition.
3) Zip Zap Zop, an improv staple that develops listening through call-and-response.
4) Patterns and Convergence, which activate vocabulary through collaborative storytelling and guessing related words.
5) "Yes, And..." stories that build on others' ideas through accepting and adding on to a shared narrative.
The goals of these activities are
Sparkle is a warm up activity where students spell out words by saying each letter in turn. If a student misspells a letter, they must sit down. The activity continues with new words until only one student remains standing.
The Chief is an activity where one student is selected as the "chief" and must try to identify classmates touching their back with their eyes closed. It focuses on concentration and frustration tolerance.
Expressive Body has students act out animal movements without sounds to find their partner with the same animal written on a small paper. This encourages animation in class.
The document provides descriptions of 10 short activities called "Energizing Brain Breaks" that teachers can use in the classroom. The activities are designed to help students refocus, get active, and reinforce learning. They include exercises like "The Train Connection" where students line up and follow a leader in a train, and "Find It In a Flash" where students find real-world items that match flashcards. The activities take 1-2 minutes and can be modified for different ages.
This document provides an overview of a drama workshop for elementary school students. It outlines exercises to help students build confidence, develop acting skills, and learn about different theatre roles. The workshop begins with warm-up games to build spontaneity and group cohesion. Students then participate in improvisation exercises to explore character and status. They work in pairs and groups to mime scenarios and portray characters. The goal is for students to create and present short original plays, gaining experience in roles like protagonist, antagonist and different performance responsibilities.
This document provides a list of over 50 warm-up and review games that can be used to present, practice, and reinforce vocabulary in an English language classroom. Some example games described include Key Hole, where students see part of a picture through a keyhole and guess what it is, Learn 5 New Words where students take turns saying 5 new vocabulary words together to memorize them, and musical chairs where flashcards are placed in the middle and students review the words when they are eliminated. The games target a variety of skills like listening, speaking, writing and are adaptable for different vocabulary topics, levels, and class sizes.
The document contains a list of over 50 games and activities for teaching English vocabulary, structures, listening, writing, stories and classroom management. It groups the games by their purpose such as warm-up games to present vocabulary, practice vocabulary, create a good atmosphere, practice structures, listening games, writing games, story games and vocabulary games. Each entry provides a brief description of how to play the game. Examples of warm-up games to present vocabulary include Key Hole, Learn 5 New Words, Backwards and Forwards. Games to practice vocabulary involve acting out words, drawing pictures, musical chairs and hot seat where students try to guess a word on their teammate's head.
This document provides materials for an 8th grade drama unit on fairy tales. The unit runs for 5 lessons and aims to teach students skills in collaboration, improvisation, speech, movement and performance through examining familiar fairy tales and creating twisted versions. Lessons include warmups, improv games, acting out scenes and a final assessment where students perform an original twisted fairy tale in groups. Materials include fairy tale character lists, stories and rubrics to evaluate student performance.
This lesson plan aims to teach primary school students about parts of the human body. It includes games, songs, and activities to introduce or review vocabulary for external and internal body parts. Students will label body outlines, play matching games, and sing a song about skeletons. For higher levels, there is a quiz on body facts and a description matching activity. The lesson concludes with students creating posters or surveys about healthy lifestyles.
The document provides descriptions and instructions for several improvisation activities that can be used in an ESL classroom, including:
1) Clap Around, which builds attentive listening and trust through passing a clap between students in a circle.
2) The Name Game, where students learn each other's names through gestures and repetition.
3) Zip Zap Zop, an improv staple that develops listening through call-and-response.
4) Patterns and Convergence, which activate vocabulary through collaborative storytelling and guessing related words.
5) "Yes, And..." stories that build on others' ideas through accepting and adding on to a shared narrative.
The goals of these activities are
The document provides guidance for organizing theatre workshops in the classroom. It outlines exercises for four parts of a workshop: getting started, relaxation/concentration, expression, and evaluation. Exercises in getting started are meant to break tension and free the body. Relaxation exercises help quiet the group. Expression exercises explore body language, vocal skills, and improvisation. Evaluation is non-judgmental and focuses on problem-solving. Sample exercises include walking sequences, team photographs, breathing awareness, mirror exercises, telling stories through gestures, and improvising scenarios. The document emphasizes playing, having fun, and building trust between students.
The document introduces drama to students and guides them through some introductory drama exercises. It begins by asking students to think about and define drama, their prior experiences with it, and their feelings about studying it. Students then pair up to share their answers. Two drama exercises follow - the first involves students mirroring their partner's movements without speaking, and the second has students taking turns portraying different characters by moving around the circle. At the end, students provide feedback on post-it notes about what they discovered, difficulties they faced, and what they enjoyed from the lesson.
- The drama lesson introduces students to elements of drama such as voice, movement, and character development through a variety of engaging activities.
- Students will experiment with using their voice and body to take on different roles and characters. They will give and receive peer feedback on their character performances.
- The lesson aims to build students' confidence and understanding of drama fundamentals like developing a character through movement, voice, and interaction with others. Students will reflect on what they learned about portraying characters in their work and the work of peers.
The document provides several ideas for morning meetings and energizers for elementary school students. Some of the morning meeting ideas include having students greet each other by trading shoes, using sight words labels on students, and reading books like "Brown Bear, Brown Bear" and replacing words. The energizers include games like "Popcorn's in the Popper" with different movements, "Colour Touch" where students find objects of a called color, "Pass the Squeeze" by passing a hand squeeze around a circle, and "Elephant and Airplane" acting out the two with hand motions.
This document provides details for an 8-week games curriculum for year 2 students, including objectives, activities, and assessments for each lesson. Key points include:
- Lessons focus on developing skills like moving confidently, using space, throwing/catching/bouncing balls, tracking objects, and teamwork.
- Each lesson includes a warm-up, exploration of skills, development of skills through games, and cool down.
- Assessments are through observation, peer assessment, questioning, and class participation.
- Lessons incorporate links to other subjects like math, English, and citizenship.
- A variety of equipment is used including balls, bean bags, hoops, and tags
This document provides details for an 8-week games curriculum for year 2 students, including objectives, activities, and assessments for each lesson. Key points include:
- Lessons focus on developing skills like moving confidently, using space, throwing/catching/bouncing balls, tracking objects, and teamwork.
- Each lesson includes a warm-up, exploration of skills, development of skills through games, and cool down.
- Assessments are through observation, peer assessment, questioning, and class participation.
- Lessons link to other subjects like math, English, and citizenship.
- Resources include balls, bean bags, hoops, and activity ideas like relay races and shadow
This document provides a summary of a lesson plan for a Games course. The lesson objectives are to build confidence in moving and using space, and to explore skills and actions individually and in combinations for different games. The lesson includes warm-up activities like "Top Gear" to get children moving in different ways. Main activities teach skills like dodging, running with control, and jumping. Children also play games like "Rabbits" and work on skills like throwing and catching. The lesson emphasizes observing others, describing movements, and cooperating in teams. Assessment is through observation, questioning, and peer review to evaluate skill development.
This document provides details for 8 lessons in a games curriculum. Each lesson outlines the week's learning activities and assessments. Lessons focus on developing skills like moving confidently, using space, tracking objects, throwing and catching, jumping, and teamwork. Activities include warm-up games, skill exploration, developed games, and cool down exercises. Formative assessments include observation, peer assessment, questioning, and summaries. Lessons aim to build skills for games while linking to other subject areas like math, English, and citizenship.
This document provides details for 8 lessons in a games curriculum. Each lesson outlines the week's learning activities and assessments. Lessons focus on developing skills like moving confidently, using space, tracking objects, throwing and catching, jumping, and teamwork. Activities include warm-up games, skill exploration, developed games, and cool down exercises. Formative assessments include observation, peer assessment, questioning, and summaries. Lessons aim to build skills for games while linking to other subject areas like math, English, and citizenship.
The document provides 9 ideas for active games that can be played in small indoor spaces. The games include:
1. A trivia game using fitness dice where correct answers earn teams points for completing exercises.
2. "Bridge Ball" where players try to hit a ball through other players' legs while blocking it from their own.
3. A game of "Pirates" where teams race to correctly perform called out actions.
4. A version of "Simon Says" using physical activities instead of actions.
5. A card game called "Card War" where students pair up to compete in short exercises determined by drawn cards.
6. A relay race to correctly categorize food cards on My
The document provides instructions for several classroom activities that can be used during morning meeting time to build community. The activities include games like "A Warm Wind Blows" where students move around in a circle based on shared characteristics, "Add 'Em Up" where students collaboratively build a sentence around a topic, and movement activities like "Doin' the Rumba" where students mimic dance moves added by each other. The games are designed to be engaging, get students moving, and help them learn about one another.
This document outlines a lesson plan for a drama class involving three improvisation activities: 1) a warm-up activity having students walk around the space responding to different scenarios, 2) an activity where students mime actions and ask each other "what are you doing?", and 3) an activity where students perform scenes triggered by cues only they know while others try to discover the triggers. The goal is for students to practice improvisation, develop spatial awareness, focus, creative thinking and skills in thinking on their feet and responding spontaneously to situations.
This document provides the lesson plan for a unit on self-discovery. The lesson focuses on families and introduces vocabulary related to family members. The main activities include singing a song about family members, defining new vocabulary in context, and reading a story called "A New Baby Brother" about a family with a new addition. Comprehension questions follow to check understanding of the story. The goal is for students to learn about and appreciate their own families.
This document provides descriptions of 27 different English games that can be played with students to teach the alphabet and English vocabulary in a fun way. The games include activities like alphabet relay races, guessing games using flashcards, musical chairs with vocabulary words, and more. The games can be used to review letters, words for objects, actions, colors, and other common vocabulary topics.
The document describes a classroom activity where students are divided into groups and tasked with creating sculptures of deserted islands using found objects. Each group must include items in their island sculpture that would help them survive and feel safe if stranded. Afterwards, the groups present their island titles and describe each item and how it contributes to survival or safety. A discussion is then held about safety, steps to take if feeling unsafe, and the importance of telling trusted adults.
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The document provides details of an English lesson for 4th grade students on the topic of myths. It includes the teaching points which are to introduce myths, present past tense verbs, and vocabulary related to myths and character descriptions. The lesson aims to develop students' listening, reading, speaking and writing skills through activities including watching a video, reading an article, discussing myths and writing about a character. The lesson plan outlines the classroom activities, materials, teaching approach, possible challenges and assessment of students' comprehension and vocabulary use.
The document discusses several games that can be used for language learning in the classroom. It provides tips for choosing and playing games, such as using linguistically relevant games that are simple and fun. Specific games are described that work on vocabulary, grammar structures, listening skills and participation. Games involve movement, acting out words, and turn taking to keep students engaged.
- The document provides details of an English lesson plan for 4-5 year old students focusing on clothing vocabulary.
- The 60 minute lesson includes singing a hello song, reading a story about weather and clothing, playing a showdown game to practice vocabulary, drawing pictures of favorite weather, and creating an art project counting hats and umbrellas.
- Assessment involves observing students, asking questions, and providing feedback on their artwork. The lesson aims to develop language, math, social and motor skills through engaging activities.
This lesson plan outlines activities for warming up students, reviewing past material, and maintaining routines at the beginning of ESL lessons. It suggests greeting students as they enter, using name tags, puppet greetings for younger students or ball toss for older students, singing a hello song, checking homework, doing exercise commands, and reviewing vocabulary or games from previous lessons. The warm up sets the tone and frame of mind for learning while reviewing helps reinforce past material through familiar games and activities.
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The document provides guidance for organizing theatre workshops in the classroom. It outlines exercises for four parts of a workshop: getting started, relaxation/concentration, expression, and evaluation. Exercises in getting started are meant to break tension and free the body. Relaxation exercises help quiet the group. Expression exercises explore body language, vocal skills, and improvisation. Evaluation is non-judgmental and focuses on problem-solving. Sample exercises include walking sequences, team photographs, breathing awareness, mirror exercises, telling stories through gestures, and improvising scenarios. The document emphasizes playing, having fun, and building trust between students.
The document introduces drama to students and guides them through some introductory drama exercises. It begins by asking students to think about and define drama, their prior experiences with it, and their feelings about studying it. Students then pair up to share their answers. Two drama exercises follow - the first involves students mirroring their partner's movements without speaking, and the second has students taking turns portraying different characters by moving around the circle. At the end, students provide feedback on post-it notes about what they discovered, difficulties they faced, and what they enjoyed from the lesson.
- The drama lesson introduces students to elements of drama such as voice, movement, and character development through a variety of engaging activities.
- Students will experiment with using their voice and body to take on different roles and characters. They will give and receive peer feedback on their character performances.
- The lesson aims to build students' confidence and understanding of drama fundamentals like developing a character through movement, voice, and interaction with others. Students will reflect on what they learned about portraying characters in their work and the work of peers.
The document provides several ideas for morning meetings and energizers for elementary school students. Some of the morning meeting ideas include having students greet each other by trading shoes, using sight words labels on students, and reading books like "Brown Bear, Brown Bear" and replacing words. The energizers include games like "Popcorn's in the Popper" with different movements, "Colour Touch" where students find objects of a called color, "Pass the Squeeze" by passing a hand squeeze around a circle, and "Elephant and Airplane" acting out the two with hand motions.
This document provides details for an 8-week games curriculum for year 2 students, including objectives, activities, and assessments for each lesson. Key points include:
- Lessons focus on developing skills like moving confidently, using space, throwing/catching/bouncing balls, tracking objects, and teamwork.
- Each lesson includes a warm-up, exploration of skills, development of skills through games, and cool down.
- Assessments are through observation, peer assessment, questioning, and class participation.
- Lessons incorporate links to other subjects like math, English, and citizenship.
- A variety of equipment is used including balls, bean bags, hoops, and tags
This document provides details for an 8-week games curriculum for year 2 students, including objectives, activities, and assessments for each lesson. Key points include:
- Lessons focus on developing skills like moving confidently, using space, throwing/catching/bouncing balls, tracking objects, and teamwork.
- Each lesson includes a warm-up, exploration of skills, development of skills through games, and cool down.
- Assessments are through observation, peer assessment, questioning, and class participation.
- Lessons link to other subjects like math, English, and citizenship.
- Resources include balls, bean bags, hoops, and activity ideas like relay races and shadow
This document provides a summary of a lesson plan for a Games course. The lesson objectives are to build confidence in moving and using space, and to explore skills and actions individually and in combinations for different games. The lesson includes warm-up activities like "Top Gear" to get children moving in different ways. Main activities teach skills like dodging, running with control, and jumping. Children also play games like "Rabbits" and work on skills like throwing and catching. The lesson emphasizes observing others, describing movements, and cooperating in teams. Assessment is through observation, questioning, and peer review to evaluate skill development.
This document provides details for 8 lessons in a games curriculum. Each lesson outlines the week's learning activities and assessments. Lessons focus on developing skills like moving confidently, using space, tracking objects, throwing and catching, jumping, and teamwork. Activities include warm-up games, skill exploration, developed games, and cool down exercises. Formative assessments include observation, peer assessment, questioning, and summaries. Lessons aim to build skills for games while linking to other subject areas like math, English, and citizenship.
This document provides details for 8 lessons in a games curriculum. Each lesson outlines the week's learning activities and assessments. Lessons focus on developing skills like moving confidently, using space, tracking objects, throwing and catching, jumping, and teamwork. Activities include warm-up games, skill exploration, developed games, and cool down exercises. Formative assessments include observation, peer assessment, questioning, and summaries. Lessons aim to build skills for games while linking to other subject areas like math, English, and citizenship.
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1. A trivia game using fitness dice where correct answers earn teams points for completing exercises.
2. "Bridge Ball" where players try to hit a ball through other players' legs while blocking it from their own.
3. A game of "Pirates" where teams race to correctly perform called out actions.
4. A version of "Simon Says" using physical activities instead of actions.
5. A card game called "Card War" where students pair up to compete in short exercises determined by drawn cards.
6. A relay race to correctly categorize food cards on My
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This document provides the lesson plan for a unit on self-discovery. The lesson focuses on families and introduces vocabulary related to family members. The main activities include singing a song about family members, defining new vocabulary in context, and reading a story called "A New Baby Brother" about a family with a new addition. Comprehension questions follow to check understanding of the story. The goal is for students to learn about and appreciate their own families.
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Date: May 29, 2024
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DramaGameTaskCardsFull Ice breakers for elementary school
1. role, movement
Elements of Drama explored:
YES, LET’S!
1. Stand with the students in a circle. Decide which direction the
game will travel.
2. Begin the game by inviting the students to complete an action,
using a phrase that begins with “Let’s”. For example: “Let’s
wobble like a sea jelly!”.
3. The rest of the circle energetically reply, “Yes, let’s!” and all begin
to wobble like a sea jelly (while staying in their place).
4. Everyone continues the movement until the next person in the
circle changes the action by saying, “Let’s…” with the new action
that they want the class to mimic.
5. The group replies, “Yes, let’s!” and everyone changes their
movement to match the new action.
6. Continue around the circle until everyone has had a turn of
changing the action.
DRAMA GAMES
17
For warm ups, brain breaks or when
learning about the Elements of Drama.
2. role, character, movement,
tension, focus
movement
CAPTURE THE
TREASURE
IF YOU’RE
‘SOMETHING’
AND YOU KNOW IT 1. One student, ‘The Guard’, stands at the far end of the room or
outdoor space, with their back to the rest of the class. The
Guard holds an object deemed to be the ‘treasure’.
2. The rest of the class lines up in a horizontal line facing the Guard.
3. When the Guard has his or her back to the line, classmates can
take sneaky steps towards the Guard. The Guard can turn
around without warning, at any time.
4. If the Guard turns around, all of the students must freeze in an
action pose. For example: washing hair, climbing a mountain or
playing tennis.
5. The Guard can ask three students to unfreeze, bringing their
action to life. If the students are unable to show that their
chosen pose represents a ‘real’ action, they must return to the
starting line.
6. When someone in the class touches the back of the Guard, they
have ‘captured the treasure’ and become the new Guard for the
next round of the game.
1. Stand with the students in a circle. Decide which direction the
game will travel.
2. Begin by asking the students to use voice, movement and facial
expressions to show a specific emotion.
For example:
• If you’re happy and you know it, smile wide.
• If you’re excited and you know it, jump up high.
• If you’re tired and you know it, time to yawn.
• If you’re angry and you know it, stamp your feet.
3. Increase the level of challenge by inviting the students to take
turns changing the action by saying, “If you’re ‘something’ and
you know it…”, giving instructions for a new action and emotion
that they want the class to express.
Elements of Drama explored: Elements of Drama explored:
3. situation, role, character, focus,
tension, voice, movement, space
movement, focus
Elements of Drama explored:
FOLLOW THE
STORY
FOLLOW THE
LEADER
1. Ask the students to create a situation that will become the
imaginary world that their Follow the Story line is exploring or
traveling through.
Establish the situation by:
• choosing a place
• describing what it looks like
• specifying key features such as water, mountains, trees,
sand, a building with small or large rooms.
The more detail you come up with before the game, the better!
2. Allow the students to select a character or role that the leader
(and subsequently the entire line) will take on when moving
through this imaginary place.
3. Movements and actions should reflect the character and the
situation throughout the game.
1. Students stand in a single line with a designated leader (you may
like to have two shorter lines if you are comfortable to set
boundaries for and manage both groups).
2. The leader decides where the line will go and how everyone in
the line will move.
3. All of the students in the line follow the leader, copying their
actions.
Elements of Drama explored:
4. movement, focus
Elements of Drama explored:
role, character, movement
Elements of Drama explored:
TRAFFIC
LIGHTS
MAKE YOUR
OWN FRUIT
SALAD 1. Teach the students a set of actions associated with a particular
color.
For example:
• Red – students freeze.
• Orange – students stand on one leg.
• Green – students walk around the space.
2. Call out one of the colors. The students then complete the
action associated with that color.
1. Make a circle of chairs with one less chair than the number of
students playing the game.
2. Select three or four characters or roles from a topic or narrative
that your students are familiar with. For example: If you are
studying fairy tales, you could choose a wolf, a wizard and a
queen.
3. Allocate each student a role by going around the circle, naming
each a wolf, a wizard or a queen.
4. One student stands in the middle and begins the game by
shouting out a certain role name or a characteristic of one of the
roles. For example, they may say: “Everyone who is a queen!” or
“Everyone who has brown fur!”.
5. All of the students who are playing that role, or have that
characteristic, stand up and move to a different chair.
6. Whoever doesn’t make it to an empty chair remains in the center
and calls the next character name or characteristic.
7. Students can choose to shout, “Fruit Salad!” and everyone must
stand up and find a new chair.
Create your own actions that connect with key terms from a
topic your students are learning about.
For example, when teaching students about time you could use
key terms and actions such as:
• Clockwise – students walk in a clockwise direction.
• Counter-clockwise – students walk in an counter-clockwise
direction.
• AM – students stretch up to the sky.
• PM – students lay on the floor.
VARIATION
5. situation, role, relationship, focus,
tension, mood, language
movement, focus
Elements of Drama explored:
ONE WORD
STORY
SNAKE SHEDS
ITS SKIN
Elements of Drama explored:
1. Students sit or stand in a circle. Establish who will begin the
story and which direction the story will travel (clockwise or
counter-clockwise).
2. The first person begins by saying a single word. For example:
“There”.
3. Whoever is next in the circle says another single word that
makes sense following the previous word. For example: “was”.
4. Continue around the circle with each person saying a single
word with the collective aim of telling a coherent story.
1. Divide the students into two even groups, standing shoulder to
shoulder in two parallel lines (A and B).
2. Each line faces the center of the space. Students hold hands
with the people standing beside them. The students on the ends
of each line will have one hand free. These lines form each
team’s ‘snake’.
3. Starting at the same end of each line, give each student a
number, counting up from one. For example: The first person in
each line will be 1, the next student in each line will be 2 (and so
on).
4. To begin the game, call out two consecutive numbers, such as
five and six. The students who are those numbers lift the arms
that connect them to create a tunnel.
5. At this point, the students on each end of the lines have to lead
the snake through the raised arms without anyone letting go of
their hands.
6. With hands held, the body of the ‘snake’ twists through itself.
The first group to straighten back out into their original line is the
winner!
Connect this drama activity to content from a unit, text or topic
your students are currently exploring. With the class, establish
a few broad key features that the whole class story must have.
For example: If you are exploring food and nutrition in a Health
unit, you could agree upon the following key features:
• a specific character or characters (a boy named Sam and a
cookie that comes to life)
• a specific place (at Sam’s house)
• a keyword or phrase (“Eat me!”).
Try not to get too specific when establishing key features, so
students can shape and guide the story in an imaginative way.
VARIATION
6. role, voice, movement,
tension, focus
situation, role, voice, movement
Elements of Drama explored:
SHAZZAM!
WHAT ARE YOU
DOING? This game works with a concept similar to Scissors, Paper, Rock.
In Shazzam! the three characters and parameters of play are:
• Wizards beat Knights with a powerful magic spell.
• Giants beat Wizards by stomping on them.
• Knights slay Giants with their magic swords.
Students enact each of the three characters in the following
way:
• Wizards step forward with one leg, push both hands forward
as if shooting a magic spell through their hands and shout,
“Shazzam!”.
• Giants stamp their feet and say, “Fee! Fi! Fo! Fum!”.
• Knights pull an imaginary sword out of their belt and shout,
“En garde!”.
1. Divide the students into two even teams, standing in two parallel
lines. Students stand facing the center of the space.
2. Count down from ten to zero. During the countdown, each team
quickly huddles in a group and decides which of the three
characters they will be during this round. Before the countdown
finishes, teams must return to their straight line, facing their
opponents.
3. When zero is reached, each line enacts their chosen character,
shouting the appropriate phrase. The winning group is decided
by the parameters given above.
4. The first team to win ten rounds are the overall winners!
PLAYING THE GAME
Elements of Drama explored:
1. Students stand in a circle. Establish who will begin the game and
which direction the game will travel (clockwise or
counter-clockwise).
2. The first student begins by acting out a simple, familiar,
repetitive action (such as brushing their teeth).
3. The second student asks, “What are you doing?”. The first
student answers by saying something completely different to
the action they are doing. For example: While brushing their
teeth, the student may say, “I’m swimming!”.
4. The second student then begins to mime the new action (which,
in this example, is swimming).
5. Continue the game until every student has had a turn to change
the action.
7. focus, tension
Elements of Drama explored:
focus, ensemble
Drama skills explored:
TWENTY-ONE
HUMAN KNOT
1. Students sit in a circle, silently and with strong focus.
2. Without allocating a ‘leader’, one person begins the game by
saying, “One”, then another person says, “Two”.
3. Students continue the group count until they have reached
twenty-one.
4. If more than one person says a number at the same time, the
count begins again.
Note: Students cannot communicate to one another in any way.
Verbal cues or signals, such as pointing or winking, are not
allowed and will reset the count to zero.
1. Divide the class into groups of four to six students. Students
form a circle in their group.
2. Walking to the center of their circle, with hands outstretched,
students each grab two hands across the circle. Students
cannot hold hands with either of the people standing next to
them, nor can they grab two hands belonging to the same
person.
3. Students then ‘untie’ their human knot, without letting go of any
hands.
4. When each group has finished untying their knot, their whole
group sits down.
Note: Encourage the students to work slowly and carefully, with
an awareness of how their own movements affect others in their
knot. Some human knots are easy to untie while others take a lot
of communication and negotiation.
Increase the complexity of this ensemble building game by
asking the students to complete it in silence, by making the
number of students in each group larger, or by trying to untie a
whole class knot.
VARIATION
8. role, relationship, situation,
voice, movement
focus, tension
Elements of Drama explored:
THE EXPERT
ZIP ZAP ZOOM!
Equipment: stopwatch or timer
1. Have the students sit on the floor in
groups of three or four.
2. Allocate a letter to each student within the group (every group
will have a person A, person B, person C and so on).
3. Call out the letter of the person who will be the ‘Expert’ first. Ask
them to stand up.
4. Announce the topic that the Expert specializes in. This could be
something general, like ‘television shows’, or a topic that the
students are currently learning about in class.
5. The Expert must speak with authority on the topic for an agreed
amount of time. Select a duration appropriate for your class,
between 15 seconds and 2 minutes.
6. Count down from three to begin the time. When the time is up,
call, “Stop!” and ask the Expert to sit back down.
7. Announce which letter/person will go next and the new topic of
expertise.
Note: The Expert can never stop talking, even if they run out of
‘facts’ before their time is up. They must make up anything at all
about the topic, no matter how absurd or far-fetched.
1. Students stand in a circle. Establish who will begin the game and
which direction the game will travel (clockwise or
counter-clockwise).
2. The first student begins by passing the ‘energy’ to another
person in the circle in one of the following ways:
• Zip - sends the energy in a clockwise direction.
• Zap - sends the energy in an counter-clockwise direction.
• Zoom - sends the energy to someone across the circle.
Note: Students cannot do more than one ‘Zap’ or ‘Zoom’ in a row.
They must be broken up by a ‘Zip’.
Every command is done with an action – the easiest being to
clap and point to the person the energy is being sent to.
Elements of Drama explored:
9. role, character, situation,
movement, time, place, atmosphere
movement, focus, space
Elements of Drama explored:
MIRROR,
MIRROR
THE TEAM
FREEZEFRAME
GAME 1. Divide the students into pairs. Ask each pair to decide who will
be ‘Student A’ and who will be ‘Student B’.
2. Give a signal for Student A to begin moving very slowly. Student
B must copy the movement exactly, as if they are the reflection
Student A sees in a mirror.
3. Continue for some time, then swap so that Student B is leading
Student A.
4. Encourage the students to move slowly, with the aim being that
anyone watching would not be able to tell who is leading the
movement and who is following.
Add complexity to this activity by layering in one or more
elements of context. These contextual prompts will change the
actions and movements that the students enact.
• Role – Ask Student A to take on a specific role or character.
This may be from a familiar text or can be a role from any
relevant context, such as a scientist or a construction worker.
• Situation – Specify the situation that Student A is in, such as
setting up an experiment, or building a new road.
• Time or Place – Provide students with details about the
specific time or place their character is in.
• Atmosphere – Provide students with a mood or emotion as a
prompt for their movements.
VARIATION
1. Divide the students into small groups.
2. Call out a familiar object or scenario (such as the North Pole, a
peacock, at the beach or a washing machine).
3. Count down from ten to zero. During the countdown, the
students create the object, character or situation using their
bodies. After reaching zero, shout, “Freeze!”
4. Give each group a thumbs up or thumbs down, depending on
whether they have represented the stimulus in a way that makes
sense.
5. Continue calling out new prompts and countdowns, keeping up
the pace to ensure that the students are engaged and thinking
on their feet.
Note: Decide on a ‘scoring’ method that is right for your class,
such as giving every group a score out of ten or choosing one
winner per round. You may prefer not to keep score at all, using
the activity as a confidence and group awareness building
exercise.
Elements of Drama explored: