Plays To Perform: Book 1 by Teacher Superstore

r o e t s Bo r e p ok u S

An E-Book from Ready-Ed Publications

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PLAYS TO PERFORM Book 1

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Written by Diana Bickford. Illustrated by Melinda Parker. © Ready-Ed Publications - 1998. Published by Ready-Ed Publications (Revised - 1998) PO Box 276 Greenwood Perth Australia 6024 E-mail: info@readyed.com.au

Web Site: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 87526 878 2

Introduction Page

OK. It’s your turn to produce an assembly item for school. You’re searching for a play with a fresh approach and a bit of zip. Are you looking for answers to these questions?

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R How can I find an item which will integrate into my programme, and which is simple, short and entertaining? R Where can I find ideas which incorporate movement, song and at the same time work around a central theme?

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R Where can I find an item suitable for a whole class performance, so that each child feels important? R What type of item or activity will encourage children to develop their imaginations? How can I improve their organising abilities and of course their confidence, while still using language in a context which is real to them?

© ReadyEdPubl i cat i ons In it you will find creative ideas for plays and items, not only for assemblies but also for normal •f r r evi e wp r poPlays ses l y • here day-to-day work ino your classroom, playgroup oru club group. sucho asn those provided This book is designed with you in mind ...

may be staged with a minimum of stress, yet with maximum enjoyment.

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Each play has been ‘class tested’ and has proved to be a successful medium for stimulating learning experiences as well as a source of great fun and entertainment. It is my sincere hope that teachers and playgroup workers, whether just beginning or experienced, will find ideas that are useful and stimulating enough to stir the creative potential that exists in every class.

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DIANA BICKFORD

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Contents and Story Summaries

1. WOLFIE LEARNS A LESSON

Pages - 5 to 17

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Theme - Good manners

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2. NEVER, NEVER GO WITH A STRANGER

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Wolfie has never really learned his manners. He wants to play with the Three Little Pigs, but they are shocked at his bad manners. The answer to Wolfie’s problem comes in a dream. In the end, Wolfie and the Three Little Pigs have a lovely time together - all using their best manners, of course.

© ReadyEdPubl i cat i ons Theme - Stranger Danger •f orr evi ew pur posesonl y• Little Red forgets what her mum, dad and teacher have taught her about Stranger Danger. She SAFETY HOUSE LOGO on Page 29 used with the kind permission of the Safety House Association of Australia.

Pages - 18 to 30

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3. THE KING’S IN STRIFE, HE NEEDS A WIFE

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gets into a dangerous situation when she meets a stranger. Luckily she remembers her lessons and is saved by a policemen.

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Theme - Fun and Fantasy

The King is looking for a wife who can cook. He sends his little bird to the village to find a suitable candidate. The villagers dance and 4 princesses prepare themselves for the big cooking test. The King marries the princess who cooks the best cake. In return he promises to share the work by doing the dishes. They all have a wonderful party and live happily ever after.

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Wolfierst Loearns a r e Bo e p ok u S Lesson

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Wolfie LLearns earns a LLesson esson

Play One

PROPS CHARACTERS:

1st Little Pig 2nd Little Pig 3rd Little Pig Mother or Father Pig Wolfie Mother Wolf Father Wolf

Masks

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Thank you Please How do you do? You’re welcome Excuse me I am sorry

Chorus: Rest of class

Signs

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Children carrying signs (dancers)

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There was a wolf who lived at home,

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With his mum and dad.

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He never knew what manners were,

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A little play with a twist based on the traditional story of the 3 Little Pigs. The theme is ‘Good Manners’.

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At times he was quite bad.

He never heard a word like PLEASE, He never heard a THANK YOU.

All that he had ever heard was ... Mum & Dad

Do that again and I’ll spank you!

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All

The poor old wolf left home one day, Feeling rather sad.

Wolf

Oh I’m so lonely I need some friends, Why am I so bad?

All

Now in a house lived three little pigs,

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We heard their father* say, Father*

(*Or mother)

Out you go and learn your lesson.

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The first little pig used some straw, The second used some sticks. The third little pig was very clever, He built his house with bricks.

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Times are hard - it’s called a recession!

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Ah AH! The wolf’s at the door!

Wolf

Let me in you greedy pigs,

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Gimmie some of your stew.

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Let me in - I wanna come in,

Stamps feet - temper tantrum.

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I promise not to eat you.

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BANG BANG BANG

Soft, whining voice.

The poor old wolf left home one day, Feeling rather sad

3 Pigs

Oh dear me no, you can’t come in, Your manners are so bad. You shout, you yell, you stamp your feet, How very, very sad.

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Wolf

Oh drat, oh blast, oh darn, This happened once before. What do I really have to do, Wolf sits down and falls asleep.

To get inside the door?

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The wolf sat down and in a dream,

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Strange words he could see.

‘Please’ and ‘Thank You’, ‘How do you do?”

Dancers dance around the sleeping wolf then dance back to chorus; wolf wakes up stretches - looks puzzled.

Wolf

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‘You’re Welcome’ and ‘Excuse me’.

MUSIC - You can use any type of ‘dancing music’ e.g. Waltz of the Flowers. We used the chorus of ‘Who’s afraid of the Big Bad Wolf?’

That’s it! (Wolf knocks politely at pigs’ door).

Excuse me, is anyone there? © ReadyEdPubl i cat i ons Please may I come in? •f o rr evi ew pur posesonl y• I’ll be good and use my manners,

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The pigs invited Wolfie in, And what a time they had.

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They played some games and had some stew,

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We really are so glad.

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By the hair of my chinny chin chin.

Thank you all for listening,

You’re welcome we are sure. A lovely time was had by all,

What? You really want some more.

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After you ... (pianist)

Children extend hand towards pianist.

(Sing song - see next page) R eady-Ed Publications

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Finale Song

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Tune: Who’s Afraid of the Big Bad Wolf? (only chorus tune)

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Now our story’s at an end Make a friend Say Hello

(Wave)

Please and May I? Thank you, too

These are words to say

Excuse me dear How do you do?

(Extend hands & point to chest)

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(Put arm around neighbour)

(Extend hands to audience) (Point finger & shake)

(Curtsey or bow)

I am sorry (Cross hands across © ReadyEdPubl i c at i on s chest) After you! (Extend hands in a sweep) •f orr evi ew pur pose sonl y• Show some kindness

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You’ll be happy too.

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Use your manners everyday

(Smile & point to smile)

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With a smile

(Point to audience)

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In every way Like we say

(Point to self)

Good bye now

(Wave)

And cheerio

(Salute)

It’s time for us to go.

Good bye

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(Wave)

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Production Notes

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MASKS AND COSTUMES For this play I used very simple costumes mainly to form a visual representation of the characters.

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Make mask large enough to cover front of child’s face. Cut out circle so that the face is seen. Make a snout

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3 Pigs

3 pigs wear masks and snout; chorus all wear a snout.

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STAGING

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Chorus front row could be dressed as flowers.

Chorus back row could be dressed as trees using garbage bags for trunks.

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Sign holders (Dressed in ballet type dresses)

Pigs Mum/Dad Pig Mum & Dad Wolf

Wolf

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Teaching Notes PLAY

THEME

Wolfie learns a lesson

Manners

r o e t s Bo r e p ok u S SKILLS R Discussing R Drawing R Predicting R Dramatizing R Identifying R Writing R Participating in groups R Ordering/Sequencing

INTEGRATED CURRICULUM ACTIVITIES

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LEARNING OUTCOMES Children will increase awareness of: 1. the importance of using manners and being courteous; 2. respect for themselves and others; 3. rules at home and in the community; 4. developing social skills of sharing, participating, assisting and caring for/with other children.

LANGUAGE

SOCIAL STUDIES

MATHS

ART/CRAFT

Numerals to 3

Make a pig mask. Use for role playing social skills.

Make a Wall Story

Role play social situations e.g. going to a party using the telephone going to the shop in the classroom at home

Ordinals to 4th

Make a ‘Helping Hands’ mobile.

Write out the “Manners” song on a chart. Match courtesy words.

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Children think of what they can teach Wolfie. Write their ideas and glue to cut out wolf shapes.

Patterns

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RESOURCES Eureka Treasure Chest - Level O Clifford’s Manners - N. Bridwell It’s Your Turn Roger - S. Gretz A Child’s Book of Manners - H. Oxenbury Do I Have To? - S. Quigley

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Discuss why manners are important.

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Identifying initial sounds

One to one correspondence.

EVALUATION R Did the children enjoy the experiences offered? R Have the children gained knowledge of appropriate words to use? R Did they gain confidence in dramatizing the story? R Could the children work co-operatively in groups? R Are the children using their manners?

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Name: .............................................

Wolfie LLearns earns a LLesson esson Can you count this way?

1 nd 2 rd 3

The .......................... pig built a house of straw.

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The ......................... pig built a house of sticks.

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The ......................... pig built a house of bricks. Children can use colours to write over the shaded numbers and then enter the appropriate number in the space. If you are feeling brave, children could glue toothpicks, dried grass and squares of paper onto the appropriate houses. R eady-Ed Publications

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Name: .............................................

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I can teach Wolfie...

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Children think of some good manners they can teach Wolfie to help him be a ‘good and kind wolf’. e.g. I will teach Wolfie to wait his turn; to say please; to say excuse me, etc. Put these in the clouds or write a story and attach it to a cut out wolf shape by gluing or stapling it to his feet. OR Enlarge picture to A3 on the photocopier. Children colour, then cut out the picture. Glue story to wolf’s back. Thread a piece of cotton at the top of the picture and hang to display. Page 12

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Name: .............................................

Wolfie LLearns earns a LLesson esson Draw a line from the picture to the initial sound.

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m p r o e t s Bo r e pw ok w u S p m w w © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• m p p m . te o c prsu rstore. m che pe w m p w INITIAL SOUNDS

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Wolfie LLearns earns a LLesson esson Teachers’ Notes Use as a prop for the play; or for telling news; or just for fun.

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Little Pig Mask

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Bow or Bow tie

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Wolfie LLearns earns a LLesson esson W In rite vi a te n th inv em ita w to tion ith h yo ave to a ur a no cl pi th as cn er s. ic cl lu as nc s. h

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An Invitation

OR ...

Ask a senior class to join in a craft class, e.g. making Wolf and the 3 Pigs puppets.

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Invite the next-door class to come and taste the pikelets your class has made.

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(You may like to enlarge the house on the photocopier.)

Colour in the house, then cut it out.

Cut along the top and middle of the door.

Score sides of door and fold back as shown right. Glue house onto a piece of paper. (Make sure you don’t glue down the doors.) Write details of invitations inside, as shown.

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When: What: Where:

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Wolfie LLearns earns a LLesson esson A Mobile

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‘I’ve Got to Hand It To You’ MOBILE

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HELPING HANDS WALL Use the template above to have a supply of cut out hands available. When a child uses his/her manners or does a kind deed, write details on a hand and add to a prepared wall chart.

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Make your mobile like this...

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Wolfie LLearns earns a LLesson esson Language Activity How to make a Wall Story

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Once upon He had bad a time there manners. was a wolf.

The 3 pigs did not let him in.

The wolf learnt his manners.

They all had lots of fun.

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Title Page

This is best done as a small group activity, e.g. 8 children, 8 sheets of paper.

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Method:

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Crayons

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Tell the story ‘Wolfie Learns a Lesson’ or related story ‘The 3 Little Pigs’.

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Children retell the story in sequence.

Write children’s words on large sheets of paper. Let children illustrate each page. Display as a mural.

Conclusion: When mural is dismantled you can put the pages together and have a ‘Big Book’ to add to your class library.

R What about the rest of the class? 3 Make a story map. 3 Listen to a tape of The 3 Little Pigs. R eady-Ed Publications

3 Draw your favourite part of the story. 3 Make their ‘pig’ mask. Page 17

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Never, Never Go With a Stranger!

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Play Two

Never Never,, Never Go With a Stranger! CHARACTERS:

Narrator

Chorus (Group 1 & 2) Little Red Mum

Narrator Stranger Policeman

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Let me tell you a story my dears

A hairy story!

All about the danger, danger, DANGER!

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A scary story!

That can happen when you meet a stranger, stranger, STRANGER!

Group 1

STRANGER, STRANGER, STRANGER

Group 2

DANGER

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BEWARE

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This story starts one sunny day,

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Little Red just wanted to play.

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DANGER, DANGER, DANGER very whisper © Rea dyEdPubl i cat i oloud ns Group 1 STRANGER •f o rr ev ew pur posesonl y• }i repeat three times alternatively Group 2

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But her Mum had a different idea.

Mum

Red! Take these goodies to Nan - be a dear!

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As we said, Red wanted to play,

One look from Mum made her stay. She packed the basket to the top. Mum

Now go straight to Nan’s and do not stop.

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Group 1

STRANGER

(repeat three times quietly)

Group 2

DANGER

(repeat three times quietly)

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BE CAREFUL LITTLE RED!

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With a skip and a hop Little Red set out,

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She didn’t notice the stranger about.

He had seen there was no-one around,

Stranger

Hello there! What’s your name? Do you want to play a game?

Stop and play and I’ll give you a lolly, Or perhaps you’d like this little dolly?

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And he made his move without a sound.

Well, Red didn’t know what to do. © ReadyEdPubl i cat i ons The dolly looked so bright and new. •f orr evi ew pur posesonl y• Maybe I’ll stay, just for a while.

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Red

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Then all of a sudden she remembered the rule. Taught by mum and dad and teacher at school.

Group 1

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I like this stranger’s sunny smile.

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Take care

(Group 2: care, care, care (echo))

Beware

(Group 2: beware, beware, beware (echo))

See the danger

(Group 2: danger, danger, danger (echo))

Never, never go with a stranger.

(Group 2: never, never, never)

The stranger moved closer to Red. He looked rather scary as he said,

Stranger

Come on little girl, come with me, I’ve got lots of other things you can see.

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All

Red gave a scream and started to run, She called for help ...

Red

Help! Help! What have I done?

All

The stranger didn’t like the noise This little girl wasn’t fooled by his toys.

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He started to slink and sneak away

When all of a sudden he heard someone say, Got you at last, you rotten cad!

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Policeman

People like you are just plain bad!

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Little Red was safe once more, And really lucky that’s for sure. She forgot the rules and got a fright,

We’re glad thatshe’s all right. © Rreally ea dy Ed Publ i cat i ons •f o rr evi ew pur posesonl y• Narrator Well that’s how this story goes.

Red really learned her lesson that day,

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What could have happened - anyone knows.

Do you know what to do if a stranger comes your way?

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STRANGER

(Repeat three times)

DANGER

(Repeat three times)

Group 1

STRANGER

(Repeat three times)

Group 2

DANGER

(Repeat three times)

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TAKE CARE.

Group 2

Alternatively

FINALE SONG (To the tune of ‘Teddy Bears Picnic’) See next page.

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Finale Song

Never Never,, Never Go With A Stranger! STRANGER DANGER SONG

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Tune: ‘Teddy Bears Picnic’ 1st Verse

If you go down the street one day,

If you go down to the park to play, Remember this rule.

Chorus

Don’t talk to strangers, Be alert.

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Be sure you’re not a fool.

Go with a friend, © ReadyEdPubl i cat i ons Never alone. •f onever rr evwhen i ew pfind ur osesonl y• You know you will ...p

Stranger Danger.

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2nd Verse

Don’t talk to anyone you don’t know.

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WHAT? (Spoken)

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Don’t hang around the park.

It’s best to go with a group of friends, And never after dark.

Chorus

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Repeat

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Teaching Notes PLAY

THEME

Never, Never Go with a Stranger

Stranger Danger

R Children become aware of the meaning of ‘stranger’. R Children understand ways to keep safe. R Children learn strategies to use if ever faced with a dangerous situation. R Listening and comprehension skills extended. R Knowledge and awareness of personal safety increased.

r o e t s Bo r e p ok u S SKILLS R R R R

R Comparing R Classifying Listening R Drawing R Discussing Graphing R Dramatizing R Listing Recognising Visual Discrimination

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LEARNING OUTCOMES

INTEGRATED CURRICULUM ACTIVITIES

MATHS

ART/CRAFT

Invite a police officer to talk about Stranger Danger.

Graphing colours of cars.

Saying names, address & telephone numbers. Children write their names on apt charts.

Discuss ‘Safety House’.

Graphing ways of coming to school.

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Visual discrimination ‘Find the Stranger’.

Read ‘Little Red Riding Hood’. Make a story map.

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Listen to ‘er’ at the end of words - stranger, danger, under, over.

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RESOURCES Beware, Take Care - J. Chapman You Don’t Know Me - T. Mulligan It’s OK To Say NO - R. Lenett The Wolf and Seven Kids - Golden Books Little Red Riding Hood - J. Resnick Chicken Licken - I. Peters Never Talk to Strangers - I. Joyce Videos What If? Safe at home

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Drawing a picture of family members inside their house.

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LANGUAGE

EVALUATION R Are children aware of the meaning of Stranger Danger? R Have skills of observation, listening, questioning, discussing and classifying shown improvement? R Are children aware of strategies they can use if confronted with a dangerous situation?

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Name: .............................................

Never Never,, Never Go With A Stranger!

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Spot The Stranger

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was

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Name: .............................................

Never Never,, Never Go With A Stranger! A Basket of Words Write your name on the line (......................’s basket). Colour in and cut out the basket. Cut out the word strip. Cut along the dotted lines on the basket. Thread the word strip through the basket to make ‘er’ words.

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.............................................. ’s

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R R R R R

basket

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Name: .............................................

Never Never,, Never Go With A Stranger! Remember The Colour 10 9

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I saw .................... blue cars.

I saw ..................... red cars.

I saw ................. green cars.

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I saw .................yellow cars.

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I saw .................. white cars.

Most of the cars I saw were

........................................... © ReadyEdPubl i cat i ons blue red green yellow •f o rr e vi ew puwhite r posesonl y•

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Draw and colour your car.

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Name: .............................................

Never Never,, Never Go With A Stranger! R Read the sentences. Colour in the correct pictures.

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o e t s Bo r Little Red is e ok up a girl. Little Red went to visit © R e a d y E d P u b l i c a t i o n s her Nana.

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Little Red had a basket.

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Name: .............................................

Never Never,, Never Go With A Stranger!

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Find the right colour for the Safety House Sign.

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Complete: If I am in danger I can ......................................................................... .............................................................................................................................. Page 28

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Name: .............................................

Never Never,, Never Go With A Stranger! Teachers’ Notes A few ideas for developing auditory and visual skills

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Auditory Discrimination Skills Can you hear the ‘stranger’?

Initial - basket, bed, blue, man

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Final - stranger, danger, girl, dinner Medial - man, moon, van, ran

Opposites

stranger - friend

dangerous - safe

tall - short

man - woman

smile - frown

Jogging the Memory Game

What colour was the girl’s dress? What did the man say to the little girl?

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What do you see on the way to school? I see a ........................................... etc.

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Concept of Root Words

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Experience Chart

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dangerous comes from danger safety comes from safe

stranger comes from strange

playing comes from play, etc.

Blending Initial Consonants s/t stranger stop stink star strong storm story stay steal step steak stand

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Never Never,, Never Go With A Stranger! Teachers’ Notes A few more ideas to build on... 1.

Invite a police officer to talk to your class.

Make a police cap, using a strip of paper for the headband and adding a peak.

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Cut and staple to head band.

Measure and staple ends to fit around child’s head.

Discuss strategies to use if confronted by a stranger. a) b) c) d) e)

4. 5.

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Run - don’t talk to a stranger. Shout loudly for help. Recognise Safety House symbol. Tell an adult (family/teacher). Try to remember details (colour of car, etc.).

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a) Items on a tray - take one away - guess what is missing. b) Concentration. c) One child hides face, another child leaves the room, and the first child tries to guess who is missing.

Read the story of: a) Little Red Riding Hood b) The Wolf and the Seven Kids

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Place two charts on a wall. When children can confidently say their name, address and phone number, they write their name on the chart.

I KNOW MY ADDRESS MARY SAM

I KNOW MY TELEPHONE NUMBER MARY SAM ANNE

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The King’s in Strife, He Needs a Wife or eB st r

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Play Three

The King’s in Strife, He Needs a Wife CHARACTERS:

King 4 Princesses Bird Dancers } Boxers } Soldiers } Musicians }

MUSIC

CHORUS

4 cakes Triangles Drums Bells Cymbal

Little Bird You Are Welcome Bridal March (First few bars) Food Glorious Food (First few bars only) Oh I Can Play on the Big Bass Drum

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PROPS

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All

He loved to eat most of all.

I love my food and that is that.

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King

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King calls to little bird - who flies in and bows.

King

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He ate and ate and his tummy grew fat.

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Little bird, little bird come here I say, Send this message right away. Tell the people what to do,

And I’ll be very pleased with you.

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Little bird takes message and flies to where chorus of dancers, boxers and soldiers are standing. Chorus

Song: Little Bird You Are Welcome (See notes on ‘Dance Format’ - Page 36) Little bird flies back to king.

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Little bird, little bird, come here I say.

King

I need a wife, I need a wife,

I need a wife to share my life.

It doesn’t matter how she’ll look, As long as she knows how to cook.

Chorus

NOTE: The final outcome, with the new queen demanding that the king help with the dishes in return for her cooking skills makes this apparently sexist statement more balanced.

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King

He needs a wife, he needs a wife,

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Princesses

Bird (solo)

Song: Little bird you are welcome,

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What news do you bring?

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Little bird flies to where princesses are sitting.

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Song: I bring you a message with news from the king He says that a queen, a queen you might be, He says that a queen, a queen you might be.

1st Princess

Oh I must get ready and make myself even more beautiful.

2nd Princess

My hair, my hair, I must shampoo my beautiful hair.

3rd Princess

I must put on my most beautiful dress.

4th Princess

I must finish cleaning my kitchen.

See words to song and dance format on Page 37.

Princesses hurry to get ready. R eady-Ed Publications

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Bird

Hurry, hurry, come with me. The king is hungry for his tea. He will be very mean, If he doesn’t find a queen. Princesses come back ready to meet the king.

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The king will pick me because I am so beautiful.

2nd Princess

The king will pick me because my hair is so silky and soft.

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1st Princess

The king will pick me because my clothes are so beautiful.

4th Princess

I don’t know why the king will pick me because all I can do is cook.

Chorus

The king was as hungry as hungry could be.

King

Cook me a treat and I will see.

Chorus

The yummiest food for the rest of his life

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3rd Princess

© ehe’s ad yE ubl i cat i ons That’sR what looking for d in hisP wife. •f orr evi ew pur posesonl y• Princesses cook cakes. (1st 3 make a mess, flour on face, etc.) (BACKGROUND MUSIC - ‘FOOD GLORIOUS FOOD’)

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All present them to the king. (3 cakes look terrible, 4th looks delicious.)

King paces impatiently. He tastes first three cakes - makes suitable comments. e.g.

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- ‘Yuk, it tastes horrible.’

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- ‘Terrible - do you call this food?’ - ‘Blerk - take it away!’

King tastes 4th cake - Makes appropriate comments - ‘delicious, yummy, scrumptious, wonderful’ in between bites. Puts arm around the 4th princess.

King

You can cook - I’ll love you the best, The others are pretty, but failed my test.

4th Princess

Oh dear King, I hear your wishes, I will cook for you if you do the dishes.

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King nods in agreement. Little bird places veil on princess. They walk around behind chorus.

Chorus

Everyone’s happy, our story is done, Time for dancing, singing and fun. Let’s have a party, musicians will play,

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This will be their wedding day! }

Chorus

}

Song: Oh, We Can Play on The Big Bass Drum

(Triangles, little bells, cymbals, any other available instruments.)

King and queen come to the front of the stage as the song ends.

Music

Bridal March

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Musicians

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King kneels and kisses queen’s hand.

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Production Notes

The King’s in Strife, He Needs a Wife COSTUMES This is a perfect little play for years 1 - 3. It can be performed by one class or a combination of classes. The number of children who are dancers, boxers, soldiers or musicians depends on how many children take part. Costumes can be simple for a school assembly, e.g.

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dancers - scarves boxers - gloves bird - head gear

soldiers - hats king/princesses - crowns

SETTING

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For a large performance costumes can be far more elaborate.

soldiers

boxers

dancers

dancers dance in circle and back to original place.

actors

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drums

bells

bench for princesses

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cymbal triangles

o c . che e r o t r s super LITTLE BIRD, YOU ARE WELCOME Little bird you are welcome What news do you bring? I bring you a message With news from the king. He says that a dancer A dancer you’ll be. He says that a dancer A dancer you’ll be.

Dancers start to move out to dance in semi-circle in front of musicians - doing something fancy (curtsy, pirouette, etc.) centre stage and then returning to original position. (see SETTING above)

Repeat song singing ‘tra-la-la’ as dancers dance to front of stage and back to their line. Repeat with boxers boxing and soldiers marching.

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FURTHER MUSIC TO ACCOMPANY PLAY 3 Playing In The Band - Music composed by M. McGurk; available from music stores. 1. Oh we can play on the big bass drum, And this is the music to it, Boom, boom, boom, etc. (Drummers play drum to music.)

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And that is the way we do it.

3. Oh we can play on the lit-tle bells

(continue as above)

4. Oh we can play on the cym-bals too

(continue as above)

5. Oh we can play on the in-stru-ments

(continue as above)

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(continue as above)

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2. Oh we can play on the tri-an-gles

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Teaching Notes PLAY

THEME

The King’s in Strife He Needs a Wife

Fun and Fantasy

LEARNING OUTCOMES

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Cooking Identifying Dramatising Writing

R Cooperating R Singing R Discussing R Dancing R Rhyming R Counting

INTEGRATED CURRICULUM ACTIVITIES

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Chidlren will develop: 1. An understanding of the difference between fact and fantasy. 2. Enjoyment and co-operation when participating in group activities. 3. Confidence. 4. Appreciation of own self-worth.

LANGUAGE

Write a numeral to a given set of pictures.

Make and decorate a king/queen’s crown.

Writing/reading a recipe.

Occupations people who help us mailperson, dentist, doctor.

How many soldiers? dancer? etc.

Drawing/painting favourite part of a story.

Rhyming words cake/make/take/fake king/swing/ring/bring

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Make an experience chart. Read stories about kings.

SCIENCE

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Birds (home, covering, etc.)

HEALTH

Eating correct foods.

RESOURCES King Midas and the Golden Touch - A. Perkins Don’t Call Me Fatso - B. Philips The King, the Mice and the Cheese - N. Gurney

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Greater than/less than.

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Discuss roles of various family members

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Language experience chart cooking ‘Queen Cakes’.

EVALUATION R Can the children work cooperatively in a group? R Did children have fun with the fantasy theme? R Do children understand that each person is different and unique? R Have children developed confidence in themselves and their abilities?

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Name: .............................................

The King’s in Strife, He Needs a Wife

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Can you write the correct number?

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Name: .............................................

The King’s in Strife, He Needs a Wife Fairy ‘e’ Makes a Change

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tap

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pal

hat

cap

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tap

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hat e

pal

an cap

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Children can trace over the words on the wheel. Cut out the circle and ‘e’ strip. Attach ‘e’ strip to back of circle with a paper fastener. Move the ‘e’ to change short ‘a’ words into long ‘a’ words.

paper fastener

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Name: .............................................

The King’s in Strife, He Needs a Wife Queen Cakes

r o e t s Bo r e p ok u S A pinch of salt

⁄4 cup of sugar

4 tablespoons of butter 1 teaspoon of vanilla 2 eggs

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2 cups self raising flour

Add melted butter, vanilla, eggs and milk.

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Beat with a mixer for 3 minutes.

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Sift dry ingredients into a bowl.

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Complete the sentence...

The king will like my cake because ........................................... .................................................................................................. .................................................................................................. R eady-Ed Publications

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Name: .............................................

The King’s in Strife, He Needs a Wife Bird Watching

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Finish the sentences with the correct word.

A bird is covered with .

A bird eats with its

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A bird has two

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to help it fly.

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feathers

feet

wings

tail

nest

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The King’s in Strife, He Needs a Wife Teachers’ Notes Ideas you can use in the classroom

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An ‘I CAN DO’ book

Ask each child to tell what he/she can do best.

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Each suggestion is then written on a large piece of paper. Child illustrates suggestion. Put together to make a book - think of the title ...

Sam can ride a two wheeler bike. Mary can make chocolate crackles.

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e.g. ‘I Can Do’, ‘What I Do Best’, ‘Clever Things We Can Do’, etc.

e.g.

The king will pick me because:

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“I am good at drawing,” said John.

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“I can tie my shoes,” said Ann.

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On a large sheet of paper write childrens’ reasons why the king would choose them.

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“I am a kind person,” said Sam.

Build this idea into exploring child’s self esteem Things I like about myself.

What I would like to change about myself. Things I wish I could do better. What I like about my friend.

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