Drama Lessons: Ages 7â11 offers an exciting and varied range of tried and tested lessons tailor-made for busy teachers. Drama Lessons: Ages 7â11 emerges from the continuing positive responses to Drama Lessons for Five to Eleven Year Olds (2001).
In this book you will find a carefully chosen selection of the best lessons from the original book, plus some exciting new material â a combination of brand new and classic lessons. This new collection introduces Literacy Alerts which identify how the drama activities develop aspects of literacy and suggest additional literacy activities. For each lesson plan, essential resources and timing information are provided. The lessons cover a range of themes and curriculum areas.Full of pick-up-and-go lesson plans, this book will be of enormous interest to specialists and non-specialists of drama alike. All primary teachers, literacy coordinators and teaching assistants should have this book in their hands and it will give all trainee teachers a flying start in their school placements.
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Yes, you can access Drama Lessons: Ages 7-11 by Judith Ackroyd, Jo Barter-Boulton in PDF and/or ePUB format, as well as other popular books in Literature & Drama. We have over one million books available in our catalogue for you to explore.
There is a cave halfway up the mountain where a dragon lives. The villagers who live at the bottom of the mountain are not happy about the dragon and hide whenever they see him coming. One day they see him crying and decide to find out why he is so sad. The villagers find out about the dragon and befriend him.
Learning objectives
To explore differences between people;
To discuss the danger of jumping to conclusions about people;
To work together to solve problems;
To use dramatic techniques to explore characters and issues.
Themes
Fear of the unknown
Friendship
Loneliness
Being misunderstood.
Resources
Optional: A large piece of âdragon-colouredâ material. Large sheets of paper and pens.
Time
One hour.
Notes
The idea for this drama came originally from a book called The Dragon Who Couldnât Help Breathing Fire by Denis Bond. In this story the dragonâs problem is that he breathes fire when he laughs and causes havoc wherever he goes. He eventually finds that he can be useful to people by lighting fires for them. This drama takes on the spirit of the story.
Figure 1.1 The dragon, by Charlie
The villagers live in fear
Teacherâs intentions
To build belief in the setting;
To introduce the dragon as a threat to the village;
To tell the beginning of the story collectively, using the childrenâs ideas.
Brainstorm â what do we know about dragons? Think of words to describe dragons. Think of reasons why people might be afraid of dragons. Write these ideas on a large sheet of dragon-shaped paper
Discussion and narration: setting the scene
Tell the children that you are going to tell a story about a village that is situated at the bottom of a mountain. Ask the children to imagine what things they would see if they walked through the village. Would there be a park, a river, shops? Try to build up a clear picture of the village using words. Tell the beginning of the story:
Halfway up the mountain was a cave and in the cave lived a dragon. No one in the village liked the dragon. No one ever went up the mountain to see him. In fact, he never ever had any visitors.
Ask the children why no one ever visited the dragon. They may say things like:
He would eat them.
He is frightening.
He has big claws and might scratch them.
He breathes fire.
Whatever they suggest, try to emphasize that no one has ever seen the dragon do any of the bad things they are worried about. Lead a storytelling session, encouraging the children to fill in the details.
The people in the village were afraid of the dragon because they thought he might⌠(Eat them?)
They believed he would⌠(Stamp on their houses?)
They were afraid he was going to⌠(Breathe fire?)
Finish with:
They never saw him do any of these things, but they were always afraid he would.
Choosing appropriate vocabulary, listening to others ideas, storytelling Prediction
Read stories and poems about dragons
Collective drawing: the dragon
The whole class sits in a circle around a large sheet of paper and come forward, usually one at a time, to contribute to part of a drawing of a dragon. Individuals choose which part of the dragon they would like to draw and the colours to use. Keep the dialogue and questioning going while the children are coming one or two at a time to draw their part of the dragon. The finished dragon will be an exciting mix of the childrenâs collective ideas. This could be done in groups or individually rather than with the whole class and discuss similarities and differences.
Descriptive language, make suggestions
Individuals draw and label their own dragons. Children encouraged to use metaphor or simile to describe the dragon
Collect pictures of different dragons and stories about dragons to make a display
How do we feel when we see the dragon?
Teacherâs intentions
To continue to build belief in the village, and the threat felt by the villagers;
To bring the village to life;
To explore the feelings of the villagers.
Freeze frames: when the dragon comes
Tell the children that the dragon never comes very close to the people but he will sometimes be seen flying overhead and watching them. Ask the children to work in groups to produce a freeze frame of something that is happening in the village one sunny day. Ask children to suggest a few ideas first to make sure everyone has an idea of what they might be doing (e.g. playing football, going shopping, having a picnic by the river). Practise the freeze frame, remembering that people in freeze frames canât move or talk! Look at the freeze frames one at a time. Ask children to guess what is going on in each âpictureâ. You are able to talk to the people in the freeze frame by touching them on the shoulder. Perhaps ask basic questions at first such as:
What are you doing?
Who are you with?
What are you holding in your hand?
Whatâs the weather like today?
Ask the children to go back to their original freeze frame and then imagine how the picture would change if the dragon was to be seen flying towards them. Ask them to practise changing the freeze frame from one to the other. Look at each group in turn showing these two linked images. Again, it is possible to talk to the people in the picture by touching them on the shoulder. Ask questions such as:
What can you see?
Tell me what it looks like.
What can you hear?
How do you feel?
Why are you looking so frightened? What are you going to do now?
What do you think the dragon might do?
Answering questions, using descriptive language, making suggestions
Make a map of the village and an...
Table of contents
Cover
Title
Copyright
Contents
Acknowledgements
Introduction
Teachersâ Notes
Glossary
1 The Lonely Dragon
2 Red Riding Hood
3 Rubbish in the River: Environmental issues and journalistic writing
4 Romans in Britain
5 Building the Pyramid
6 Life Cycles
7 Reds and Greens: Identity, prejudice and community
8 Charles I: An exploration of historical evidence
9 World War II: The Home Front: A drama based on two true stories from the 1940s
10 Is Emmaâs Friend Stealing?
11 Whereâs the Blame?: A drama script about bullying
12 The Mysteries of the World: A fantasy drama that includes formal letter writing and poetry writing
