Drama Lessons, Stories & Tips

Drama Lessons

Stories for Drama

Integrated Units

More Drama Tips and Ideas

 

Henry's Magic Hat

Drama lessons for kindergarten, especially these introductory lessons, can be hard to find.  Here is a lesson with accompanying story developed by Karen Erickson as an early entrée into drama for 3-5 years olds.  If you already own the Getting Started with Drama Kindergarten book, you might want to add it to your collection of lessons.  Enjoy.

 

Created by:  Karen L. Erickson

Discipline:  Drama

Grade Level:  Pre-K

Length of Lesson:  30-60 minutes

Materials & Resources Needed:  tambourine, "Henry's Magic Hat" by Karen L. Erickson (see below)

 

Essential Question:  What is drama?

 

Lesson Objectives:

1.  Repeat that drama is acting out a story

2.  Hear the word transformation used in context

3.  Stop at given signal

4.  Listen and follow directions

Vocabulary Introduced in the Lesson:

Listening

Story

Drama

Transformation

Prerequisites:  None

 

Lesson Components:

Introduction to the Lesson/Warm-Up

  1. Discuss with students that drama is acting out stories.

  2. Discuss with students why listening and following directions are necessary for drama

  3. Say the following poem with students having them repeat each line performing the actions:

     

    I stand up and wiggle around  (move the body)

    I stop when I hear this sound  (hit tambourine 1x )

    Two beats and I sit down  (hit tambourine 2x’s)

     

    (Repeat several times)

     

    It is time for drama to begin so

    Please be actors and help me with my play.

    “Henry’s Magic Hat” is the story we’ll do today.

  4. Note:  Students should be seated in the drama circle at this point

Step-by-Step Tasks/Activities

  1. Tell the story "Henry's Magic Hat".  (Students can listen or sometimes they can act the story as they hear it for the first time.)

  2. Stop the story throughout, as indicated, and ask the students for their suggestions, use the suggestions in the story, or add your own based on curricular content you might be studying.

  3. Have the students act out the story as you tell it a second time.  It is important that you remember the students’ ideas.

  4. Say the last stanza of the poem that opened the lesson.  Have students repeat each line and perform the actions described in the poem:

     

    Now drama is at an end

    It was fun to pretend

    That is all there is no more,

    Please form a circle and sit on the floor.

Reflection and Closure

  1. Review that DRAMA is acting out stories.

  2. What did you like about the story we acted out today?

  3. What did the two stories have in common?  How were they different?

Evaluation:

Achievement Indicators of Lesson Objectives:

  1. Did the students LISTEN and FOLLOW DIRECTIONS?

  2. Did the students observe the “STOP” signal?

 

"Henry's Magic Hat" a story by Karen L. Erickson

Henry was walking home from school when he saw a very strange hat blowing down the street.  It was green with red and yellow feathers and sparkles shimmering all over.  He did not know it was a magic hat, he only knew it was beautiful.  He gave chase to the hat.  It blew high over his head sometimes. He jumped as he ran, trying to reach it.  It blew along the ground sometimes and tumbled over and over just out of reach in front of him.  Try as he might, running as hard a he could, he was not able to catch the hat.  When he was completely out of breath from running he sat down to watch the hat blow away.  But the hat did not blow away.  It swirled high up into the air, did two somersaults, and came floating slowly down to rest in his lap.

Henry looked around to see if anyone was in sight that might have lost the hat.  There was no one.  Carefully, he picked the hat up and studied it.  It was soft and the feathers tickled his nose.  He found a note pinned to the top of the hat saying, “Warning: Do Not Wear!”

Stop the story.  Ask students:  “What should Henry do?  Should he put the hat on his head and wear it?  What do you think Henry will do?”

Henry decided to try on the hat in spite of the warning.  He stood up and held it for a long time above his head, took a deep breath, and then slowly lowered it into place.  When he put it on, his muscles began to twitch, his knees began to shake, his face became contorted, and he transformed into a cat (or take student suggestions). He began playing with a ball of yarn (take student suggestions about what the person, animal, or object was doing).  When he realized he wasn’t himself, he grabbed at the hat with his paws to pull it off.  But it wouldn’t come off.  He pulled and pulled and with one great final tug the hat popped off.  He instantly turned back into himself.  “Wow,” thought Henry, “This is a great hat! But what would have happened if I couldn’t get it off?”

“I wonder if I put the hat on again, if I would turn into a cat (same idea from above) again?” said Henry.  “ But I am afraid it might not come off and I would be stuck as a cat for the rest of my life.” 

Stop the story.  Ask students:  “What should Henry do?”  Then ask, “What do you think Henry will do?”

But Henry felt brave, so he put the hat on again. His muscles began to twitch, his knees began to shake, his face became contorted, and this time Henry transformed into a monkey (use a new idea) eating a banana (add an action or activity here that matches the idea).  This time Henry had to work harder to get the hat off of his head.  He tugged and tugged until it POPPED off.

Once Henry was safe, he laughed and said, “I wasn’t scared at all.  Just to prove it, I’ll try it again.  I wonder what I will turn into this time?”

Henry put on the hat and again his muscles began to twitch, his knees began to shake, his face became contorted as he transformed into a bird (add a third idea) building a nest (insert an action or activity that matches the idea).  When he started to tug on the hat, Henry had an even harder time getting the hat off.  He pulled and he pulled and he pulled and he pulled until finally, “POP!” the hat came off.  Each time it seemed that the hat was harder and harder to remove.

The hat was getting scary.  Henry thought he had better stop and wondered, “What shall I do with this hat?” 

Stop and ask the students what should be done about the hat.  Take suggestions.  Use their suggestion and the story comes to an end.  If they don’t have an ending, you may use the following:

Carefully Henry wrapped the hat in soft tissue paper and buried it away in a dark corner of his playroom, in a place where only he would know where it was hidden.  He hid it so well, that even he couldn’t find it the very next day.

Have the students carefully and quietly, wrap the hat in tissue, find a place where they can hide the hat, return to their seats to discuss their work…and forget where the hat is hidden.

© 2002 by Creative Directions of Illinois, Ltd.

 

"Earth, Sun, and Moon" a story by Karen L. Erickson

Sun, Earth, and Moon were always playing together, doing things best friends do.  They ran foot races across the galaxy, played catch with comets, and joined in hide-and-seek among the stars.  They could play for hours and laugh for days.  When Earth was tired, she would sleep behind the clouds, Moon would disappear from view, and Sun would sit patiently and wait for their return.  Many times the friends just enjoyed sitting together trying to capture shooting stars with their bare hands.

They were each very different. Earth rotated blue and green.  Sun sizzled hot and golden.  Moon was so . . . so . . .well, so . . .dusty.  But the friends hadn’t noticed at all.  

One day as they were snatching stars and hiding them in black holes, Sun boasted to his friends.  “I think I am very special and unique.  I shine and make the waters of Earth sparkle.  I throw fireballs.  I seem to make everyone happy when I am out.  It feels great to be so special.”

Earth thought a minute, while making a one handed catch of very tiny star.  As she stuffed it into the black hole, Earth said, “I think I, too, am special.  My blue skies and green grasses please everyone.  Flowers and trees like to live on me and grow.  People and animals scamper about as they work and build things.  I am home to the water you make sparkle, Sun.  Yes, I do agree, it is great to be special.”  Sun looked at Earth and nodded in agreement.

Then they both looked at Moon.  Moon hadn’t said anything.  Sun asked, “What about you, Moon?  What is special about you?”

Moon shook his head, “I’m not special at all.  I’m gray and covered with dust.  I’m full of holes, and I don’t shine.”

Sun and Earth felt bad for their friend and worse for the bragging that hurt Moon’s feelings.  Earth said, “Everyone is special, Moon, even you.”  Moon shook his head and sighed, “I’m different but I don’t feel special.”  Suddenly Sun exclaimed, “I have an exceptional idea!  My light is very strong.  I’ll bounce my light to you, Moon, and you’ll glow like a silver ball in the night sky.”  So, Sun shone on Moon and Moon glowed.  Moon said, “This is wonderful!  Now I, too, feel special.” 

Moon was happy.  But Moon soon started to get very warm.  “Wow, I’m so hot,” thought Moon.  “What can I do?”

Moon spoke to Earth.  “I don’t want to hurt Sun’s feelings but I’m too hot under all this bouncing light.”  Earth had an idea.  “I’ll shade you from Sun.  Then you won’t be so hot.”  Moon whispered back, “But Sun will be hurt if I don’t accept the shine.  I can’t hurt my friend.” 

Earth quivered with excitement.  “I know!  I’ll shade you some of the time – a little bit at first, then a little more, a little more, a little more, then all the way until you almost disappear.  Then I’ll take my shade away a bit at a time until you shine again as a big silver ball.  I’ll do it every month.  Then you will see how everyone will love you.” 

“Perfect!” Moon said.  The three friends were soon dancing together in the heavens.  Revolving and spinning.  Shining and shading.  And every now and then, letting Earth hide in the clouds to get a little sleep.

©2002, Karen L. Erickson

"Lone Bear" a story by Karen L. Erickson

Special thanks to Darci Scafid who help develop this story based on “The Old Statue Maker” found in From Page to Stage: 50 Original Stories for Classroom Drama.

Lone Bear loved his forest.  In his mind, it was his food, his fish, his river, his den.  He didn’t want to share with anyone.  Over time, he had chased all the animals away and scared the birds from their nests.  They were not good enough to be his friends.  Even though he was happy not sharing, he did wish there was someone to play with who would not bother him when he wanted to be alone.

One day he found a very old woodcutter’s ax with the blade still sharp, glimmering in the sun.  This ax gave him a great idea; he would carve an imaginary friend from the trunk of a very tall tree. 

He wanted a perfect friend who was pleasing to the eye and he would imagine him to be smart, clever, and kind.  He sang a song and carved all through the day and night.  He was disappointed to see his first effort so ugly.  The face and hands looked old and gnarley.  He carved again and sang, but this time the tree statue looked mangled and twisted with a snarling face.  He sang and carved one last time but the final friend looked sad, depressed, and lonely – no fun at all.  This would not do.  He growled in frustration.  He tossed the ax into the woods and returned to his den where he fell fast asleep.  But (something) happened in the forest that night. (Children fill in an action.) 

The bear awoke to a long low growl he heard coming from somewhere deep in the dark clump of trees.  He rushed from the cave, claws ready to fight the intruder and protect his territory.  He froze as he found himself peering deep into the downcast eyes of a sad giant bear holding the woodcutter’s ax gently in his hands.  This strange intruder looked exactly like the lonely bear who had been his statue only hours before

Suddenly the sad bear did (something) to show he wanted to be friends.  (Children fill in an action.)  The bear felt his heart almost explode with joy.  He had a real true friend at last.  But even in the forest, magic only happens at night, and as the sun peeked through the leaves of the trees, the tall sad bear turned back into a wooden tree statue.  The bear howled at the sun in anguish, then sat upon the ground and sang to the friend he would never know.

As he sang, the words curled around the heart of the old carved tree statue.  As the bear finished his song and rose to lumber away, he felt the warm presence of another bear behind him.  He turned in amazement to find a friend come to life.  The two friends lived for the rest of their lives in the woods, sharing fish, the river, and even the den.  Many animals returned to the forest and birds sang from nests above in celebration of friendship.

© 2002 by Karen L. Erickson. 

 

Remembering the Alamo

 

Created by: Jo Ann James

Disciplines:  Drama, language arts, social studies

Grade level:  4th 

 

BIG IDEA: Perspective      

Social Studies:  Perspectives of different people groups

Drama:  Drama as a perspective

STUDENT OUTCOMES

Drama:            

  • Change their movement (space, time, energy) to demonstrate changes in characters emotions and actions.*          

  • Enact historical situations, time periods, and characters in a Drama activity.*

Language Arts:

  • Communicate information from text read in form of choice – report, poster, drama, power point, etc.

  • Compose stories defending one of the people groups (Tejanos, Mexicans, or Texans) involved in the Battle of the Alamo.

Social Studies:  

  • Analyze the cause and effects of the Battle of the Alamo.

  • Identify the accomplishments of notable individuals.

Prerequisites :  Lessons 1 through 7 from Getting Started with Drama.**

 

Materials to Gather:

Angel of the Alamo by Lisa Waller Rogers

James Butler Bonham by Jean Flynn

Texas Days of Glory by Pat Boyette

William Barret Travis, by Jean Flynn

Jim Bowie, by Jean Flynn

Gregorio Esparza, by Candice Matthews

The Immortal 32 by Rita Kerr

Girl of the Alamo: The Story of Susanna Dickenson, by Rita Kerr

Battle of the Alamo, by Bryce Milligan

UNIT OUTLINE & ACTIVITIES

Lesson #1 (this may take several days):

  • Group students.

  • Assign text.

  • Students report on text using chosen form.

Lesson #2 (this can be divided into two lessons for time allowed):

  • Brainstorm situations when students have had to take a stand for something they believed.  Discuss how choices were made to determine desired outcome. 

  • Partner to practice process of interviewing.  Allow two or three groups to share.

  • Assign a reporter.  Divide students into three groups – assign a people group – Tejano, Texian, or Mexican.

  • Tell them a reporter will interview each group.

  • Have the groups plan and practice how they might respond to who, what, when, where, why, and how questions.  They will need to decide who will be in their group – i.e. child, hero, wife, soldier, student, etc. 

  • Use tableau technique as the reporter interviews each group, reminding students to remember drama rules.

  • Come back to drama circle and debrief.

Debrief and Learn:

  1. How did the use of drama enhance your understanding of the Alamo?

  2. What made the difference in the outcome of the Alamo?

  3. Who played important roles in the battle?

  4. Discuss the causes and effects of the Alamo.

  5. What did you need to know about drama to enact the historical event?

  6. How did you use movements to show actions?

  7. How did you use movements to show character emotions?

Assessment Ideas:

  • Create a rubric to assess the following:

Reading assignment and project:

  • Drama skills

  • Written composition

  • Written composition defending one of the people groups involved in the Battle of the Alamo.

*Erickson, Karen (1995). Integrated Units in Dramatic Framework (p. 60). Evanston, IL: Creative Directions.

**Erickson, Karen (revised 2003). Getting Started with Drama (chapter six).  Evanston, IL:  Creative Directions.

 

 

Geographic Features and Regions

Submitted by: Linda Weathers (4th grade teacher in Wasco, IL)

As a review and culmination of our study of the U.S. regions, I did a Level I Activity in drama. Each group of students was asked to kinesthetically create a significant geographical feature, building, organism, etc., that would represent a specific region of the U.S. using body only.

As each group performed, the others in the class had to successfully guess the feature and region being presented.

The students used a lot of creative energy as they became the Golden Gate Bridge, lobsters from the Northeast and even the dome on the Capitol building in Springfield, Illinois.

And one more thing... don't be surprised at how much quicker the students are than you at identifying each other's creations.

 

Rhythmic Communication

Submitted by: Robin Witt

This rhythmic counting game enhances essential communication skills and builds concentration. It is a great Level I activity.

  • Assign each student a number, beginning at one.
  • A leader is chosen and begins the activity by snapping his or her fingers to a steady beat. (If the leader cannot snap, he or she may clap.)
  • The other students join the established beat by snapping their fingers, clapping their hands, gently tapping on their desks.
  • The leader then calls out his or her number and then another number on the beat. The student holding the number called by the leader will then call out his or her number and then immediately call out another number on the beat.
  • The group will continue this action until one player misses a beat or forgets their number. When a mistake is made by a player that player is out.
  • As the game goes on, more players are eliminated. The group grows smaller. The game continues until only two players remain.

It is important that the students listen and concentrate closely and carefully to remember which numbers remain as the circle grows smaller. You might have the "out" students form a new circle with a new beat and see how long they can stay in circle 2, or circle 3, etc. Each time you do the activity students will try to stay in circle #1 (the original circle). This way everyone remains involved.

 

Really exploring the 5 Senses

Submitted by: Chez Hattersley

In Getting Started With Drama, Karen suggests introducing students right away to gain an awareness of their 5 senses. Students are encouraged to imagine using their 5 senses through a series of activities. I love this lesson because it turns on the students' imagination skill very quickly. A few weeks ago, I began a six week Drama workshop with ballet students in Crystal Lake. I decided to follow Karen's suggested format for Lesson #1: Introducing the 5 Senses, in Getting Started With Drama. A large amount of time with these students enabled me to go a little bit farther with the lesson. Here is what I did:

Before we began to imagine using our senses we actually explored the reality of using our senses. For smell I brought in the differing smells of vinegar, lime, and bath soap. For taste we experienced salt and sugar for contrast, and corn flake cereal for texture. For sound we listened to a myriad of rainstorm sounds, live jazz recordings, and the songs of humpback whales. For sight I displayed Ansel Adams' color portraits, and for touch we sampled the heavy, dense weight of a rock and the soft, secure feeling of a teddy bear.

After exploring the reality of our senses, I then directed the students through Karen's imagining of the 5 senses. The biggest asset to combining reality and imagination exercises back to back, was giving the students a jump to more quickly discuss sense memory. It was amazing hearing the vivid recollections that were told simply based on the imagining of the smell of popcorn.

If you find yourself with the time to go through and really explore the 5 senses individually, I encourage it. The experience is very valuable and it is an excellent tool in waking up the imagination.