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Activity1: School dramatic play activity.

Subject: English Theme:
Learning outcomes:
- Recognize the teacher's role.
- Encourage students to be outgoing and develop their social skills.
- Motivate students to develop their leadership skills.
Description:
Thi s acti vity will be about the school dramatic play. In this activity te acher wil l choose
some students to act l ike a te acher and take attendance, re ad a story, sing a song and do
groups activity with the students. The student teachers will have to give i nstructions and
ask que stion to make the students ge t e ngaged with them.
I choose this activity because I want to he lp students develop their se lf-esteem and be
more confident i n front of other people moreover I want the students to be abl e to know
the i mportance of teacher i n the cl assroom and what the te ac her's roles are .
I wi l l do this activity to e ncourage students to be brave and can communicate with others
wi thout being shy and be outgoing moreover re ading a story and si nging a song will
de ve lop the students' l anguage and gain new vocabularies.
Domains:
Language: Students will develop their l anguage skills and gain new vocabularies when they
re ad the story and sing the song.
Social skills: Students will be able to de velop their se lf-esteem and confidence moreover
the y will be able to talk i n front of others without being shy and express themselves.
Physical skills: Students will develop their fine motor skills while writing.
Emotional skills: Students will be able to e xpress their e motions while acting and develop
the i r awareness.

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Table 2: Teacher structured Opportunities for developing preschool drama / role play:
Activity Name /
'School dramatic
play'

Activity Type:
e.g. s h o rt c i rc l e t i me ac t i v i t i es /
games ; ro l e p l ay i n g c h arac t ers
f ro m a f av o u ri t e s t o ry wi t h
v ary i n g d egrees o f d i rec t i o n
f ro m t h e t eac h er; u s i n g p u p p et s
an d /o r s t o ry b o ard s

References:
Role playing t he
t e ache r 's char act e r

Aspe ct of dr am a be ing addr e sse d

(adapt e d fr om IB PYP)

Resources:

e.g. C reat i v e ex p l o rat i o n an d Ex p res s i on ; Tec h n i cal

i n c o rp o rat i o n ( us e o f p ro ps ); P erf o rman ce; P ers o n al an d
s o c i al d ev el o p men t ; R ef l ec t i o n , ev al u at i o n an d
Ap p rec i at i o n ; ( D rama i n s o c i et y )

Creativ e Ex ploration and Expression:

- B o a rd

Cre ati ng and us i ng di ff erent teaching

s trate gi es .

- Ma rk ers

Technical Incorporation:

- Pa p ers
- S to ri es

Act l i ke a te acher and use board to w rite on i t

the l e s s on e xplanation.
Perform ance:
Im i tati ng the teacher's characte r ( acti ng)
Pers onal and S ocial dev elopment:
B e i ng conf ident de velop the s tude nt' s s el fe s te e m.
Encourage the s tudents to s how their acting
s ki l l s .

Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic

Duration of Activity:

P lay / C irc le Time Are a / H all / O u ts id e

W ho le class - Dramatic play

A p p ro x ima tely 1 5 2 0 min u tes

What the teacher does:

What the children do:

Te ache r w il l e xplai n the acti vity f or the s tudents and

s how the m aterial s they w il l us e and gi ve s tude nts
i ns tructi ons .

Stude nts w i ll si t and l i sten to the te acher's i ns tructi ons and

e xpl anati on.

Te ache r w il l as k a s tude nt to come in f ront and acts

l i ke a te ache r.

The s tude nt teacher wi ll come to the f ront, s it on the teacher's

pl ace and act l i ke a te ache r.

Te ache r w il l obs erve how the s tudent teacher act and

how the s tude nts respond to the s tude nt te acher.

- Stude nt te acher w il l take attendance , count the s tude nts and

w ri te the s tudents' number on the board.
- Stude nts w i ll s it and pay attention to the s tudent teacher.

Te ache r w il l obs erve the student teache r and the other

s tude nts .

- Stude nt te acher w il l re ad a s tory f or the s tude nts and as k them

que s ti ons about the s tory.
- Stude nts w i ll l i sten to the s tory and answ er the s tude nt te acher's
que s ti ons .

Te ache r w il l prai se the student teache r and choose

anothe r s tude nt to be a s tudent teacher and comple te
the l e s s on.

- Stude nt te acher w il l gi ve s tude nts i nstructions about w hat they

w i l l do and s i ng a s ong wi th the students.

Te ache r w il l obs erve the students.

- Stude nt te acher w il l gi ve the s tude nts a group activi ty that i s

re l ate d to the song and observe their w ork.

- Stude nts w i ll l i sten to the s tude nt te acher i nstructions and s ing

toge the r w i th hi m/her.

- Stude nts w i ll l i sten to the s tude nt te acher i nstructions about the

acti vi ty and the n they w il l m ake groups to do the activi ty.

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Te ache r w il l prai se the student teache r and ask
hi m / he r to return to hi s/ he r place.

- Stude nt te acher w il l s it on hi s/her pl ace .

Te ache r w il l as k the s tude nts about thei r expe ri ences,

w hat the y have l e arnt f rom thi s activity and how the y
f e l t to act l i ke a te acher i n f ront of the ir pee rs.

Stude nts w i ll answe r the teacher's que stions and tal k about thei r
e xpe ri e nces and f ee li ngs .

- Stude nts w i ll cl ap f or thei r pe er.

Ext e nsion Ide as:

- Teacher can ask the students to create their o wn sto ries a n d rea d it fo r th eir p eers a s a stu d en t tea ch er.
- Teacher can let students act like their favo rite ch a ra cter like d o cto r, p ilo t o r p o lice.

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Activity2: I have many feelings

Subject: Literacy Theme: my feelings
Learning outcomes:
- Identify the different feelings.
- Students will be able to show their feelings.
- Students will gain variety of new vocabularies.
Description:
Thi s acti vity will be about I have many fe elings story. In this activity te acher wi ll read for
the students I have many feel ings story and she will demonstrate e ach feeling then she
wi l l l et the students demonstrate the feelings after her, there are di fferent vocabularies
the students will l earn from this story such as calm, happy, sad, sl eepy, mad and confused.
I choose this activity because I want to build acknowledge i n students about the feelings
and make them understand moreover I want the students to be able to e xpress their
fe e lings i n the ri ght way.
I wi l l do this activity to e ncourage students to e xpress their feelings and know what they
can do whe n they feel happy, sad, confused, mad, sl eepy and calm.
Domains:
Language: Students will develop their l anguage skills by l earning variety of ne w
vocabularies.
Social skills: Students will be able to e xpress their feelings i n the ri ght way when they are
wi th others and when they are i n different pl aces.
Emotional skills: Students will be able to de velop their e motions skills by knowing the
fe e lings and understanding them moreover they will be able to show their feeli ngs.
Theories:
Accordi ng to the bi ologist Jean Piaget children l earn to use l anguage and to represent
obje cts by i mages and words so i n the e xtension i dea when the te acher use the pictures of
the fe elings students can use them to re present their feelings.
Reference:
Piaget. (2013, February 10). Retrieved October 13, 2014, from learningandteaching.info:
http://www.learningandteaching.info/learning/piaget.htm

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Table 2: Teacher structured Opportunities for developing preschool drama / role play:
Activity Name /
I have many feel ings'

Activity Type:
e.g. s h o rt c i rc l e t i me ac t i v i t i es /
games ; ro l e p l ay i n g c h arac t ers
f ro m a f av o u ri t e s t o ry wi t h
v ary i n g d egrees o f d i rec t i o n
f ro m t h e t eac h er; u s i n g p u p p et s
an d /o r s t o ry b o ard s

R ef erences :

Aspe ct of dr am a be ing addr e sse d

(adapt e d fr om IB PYP)
e.g. C reat i v e ex p l o rat i o n an d Ex p res s i on ;
Tec h n i c al i n c o rp o rat i on ( u se o f p ro p s) ;
P erf o rman c e; P ers o n al an d s o c i al d ev el o p ment;
R ef l ec t i o n , ev al u at i o n an d Ap p rec i at i o n;
( D rama i n s o c i et y )

Technical Incorporation:

Role play t he diffe r e nt

fe e lings

Resources:

Stude nts w i ll know how to e xpress

the i r f e e lings and w hen they ne ed to
s how i t.

N o re s ource s are
ne e de d f or this
acti vi ty.

Perform ance:
De m ons trate e ach f ee li ng that is i n
the s tory.

Pers onal and S ocial dev elopment:

F e el ings . (n.d). Ki dsHeal th- the

W e b 's mos t vi s ited s ite a bout
ch i l dren's heath. R etri eved
F e b ruary 14, 2016, from h ttp://
k i ds hea lth.org/ki d/feeling /

Organisation:

Stude nts w i ll be abl e to e xpre ss the ir

f e e l i ngs i n the ri ght w ay.

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay /

Duration of Activity:

C irc le Time Are a / H all / O u ts id e

W ho le class Dramatic play

A p p ro x ima tely 1 0-15 min utes

What the teacher does:

What the children do:

Te ache r w il l re ad "I have many f eel ings" story f or the s tudents

and s he w i l l e xplai n to the students the m eaning of each
f e e l i ng. F or example whe n the teacher read "some ti mes I fe el
cal m !" the te ache r w i ll s how the s tude nts how to be cal m and
s he w i l l e xplai n to the m what calm m ean s.

Stude nts w i ll li sten to the te ache r w hen s he re ads the s tory

and the y w i l l se e how she acts cal m.

Te ache r w il l as k the s tude nts to act "calm" and s he w i ll

obs e rve the m.

Stude nts w i ll act cal m.

Te ache r w il l compl ete the s tory and w hen s he come to the

s e cond f e el ing w hi ch i s "s ometime s I f ee l happy" s he w il l act
happy and e xpl ai n to the students the m eaning of happy.

Stude nts w i ll li sten to the te ache r w hen s he re ads the s tory

and the y w i l l se e how she acts happy.

Te ache r w il l as k s tude nts to s how thei r happy f ace s and as ks

the m que s tions about w hen they f e el happy and w hy?

Stude nts w i ll act happy and answ er the teacher's questi ons .

Te ache r w il l compl ete the s tory and w hen s he come to the

thi rd part w hi ch i s "sometim es I f ee l s ad" s he w il l act sad and
e xpl ai n to the s tudents the meani ng of sad and w hen dose she
f e e l s s ad.

Stude nts w i ll li sten to the te ache r and the y wi ll s e e how s he

acts s ad.

Te ache r w il l as k s tude nts to s how thei r s ad f aces and asks

the m que s tions about w hen they f e el s ad and why?

Stude nts w i ll act s ad and answe r the teache r's que stions.

Te ache r w il l compl ete the s tory and w hen s he come to the

f ourth part w hi ch i s "s om etime s I f ee l s le epy" s he w il l act
s l e e py and e xplai n to the students the m eaning of s l eepy.

Stude nts w i ll li sten to the te ache r and the y wi ll s e e how s he

acts s l e epy.

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Te ache r w il l as k s tude nts to act s lee py and asks them
que s ti ons about w he n do they f ee l s le epy and what they do
w he n the y f e el sl ee py duri ng the day?

Stude nts w i ll act s le epy and answ er the te acher's q ues ti ons .

Te ache r w il l compl ete the s tory and w hen s he come to the

f i f th part w hich is "sometim es I f ee l m ad" s he w ill act m ad and
e xpl ai n to the s tudents the meani ng of mad and w he n does
s he f e e l mad the m os t.

Stude nts w i ll li sten to the te ache r and the y wi ll s e e how s he

acts m ad.

Te ache r w il l as k s tude nts to act mad and as ks them que stions

about w he n do the y f ee l m ad and w hy they f ee l m ad
s om e ti mes moreove r s he w il l as k them w hat the y can do w hen
the y f e e l mad.

Stude nts w i ll act m ad and ans wer the te ach e r' s que stions.

Te ache r w il l compl ete the s tory and w hen s he come to the

s i xth part w hi ch i s "some times I f eel confused" s he wi ll act
conf us e d and e xpl ain to the s tude nts the me ani ng of confuse d
and w he n doe s s he f eel confuse d the most and w hy m oreover
s he w i l l te ll the s tude nts w hat s he can do w hen s he 's
conf us e d.

Stude nts w i ll li sten to the te ache r and the y wi ll s e e how s he

acts conf us ed.

Te ache r w il l as k s tude nts to act confused and as ks the m

que s ti ons about w he n do they f ee l confuse d and w hy they f ee l
conf us e d s ometime s m ore over s he wi ll ask the m what they can
do w he n the y f e el conf used.

Stude nts w i ll act confuse d and answe r the teacher's

que s ti ons .

Te ache r w il l compl ete the s tory and w hen s he come to the l as t

part w hi ch i s "we al l have a l ot of f eel ings" she wi ll ask al l the
s tude nts to act how they f ee l.

Stude nts w i ll li sten to the s tory and e ach one of the m w ill
act how he / s he f ee ls.

Te ache r w il l prai se the students and ask the m di ffe rent

que s ti ons about the di ff erent fe el ings.

Stude nts w i ll answe r the teacher's que stions.

Ext e nsion Ide as:

-

Teacher can make flashcards that have faces that demonstrate each feeling and show it to the students and asks the
students to act like the each face individually.
Teacher can make flashcards that have faces that demonstrate each feeling and put them on the chairs and ask a
group of the students to play the chairs game then the students will act like the face they got on the chair they sat on.

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Activity3: The lion and the mouse story dramatic play activity.
Subject: Science
Learning outcomes:
- Recognize the lion and the mouse characteristics.
- Encourage students to be outgoing and develop their social skills.
- Motivate students to help each other.
Description:
Thi s acti vity will be for special ne eds students and i t wi ll be about making a dramatic play
about the l ion and the mouse characteristics from the story by using the puppets . In this
acti vi ty te acher will choose pairs of special ne eds students to use the puppets and
de monstrate the story characteristics which are the l ion and the mouse to perform the
story for their peers.
I choose this activity because I i t will he lp students to develop thei r se lf-esteem and
confi dence moreover students wi ll l earn that e ven the small things ca n help i n di fferent
si tuations.
I wi l l do this activity to e ncourage students to be confident and be able to e xpress
the mselves i n front of other moreover I want the special needs students to be able to
parti cipate with the re gular students and bui ld good relationship together.
Domains:
Language: Special needs students wil l gain ne w vocabularies and develop their l anguage.
Social skills: Students will understand that even the smal l things can help and they will be
e ncouraged to he lp e ach other and collaborate together.
Physical skills: Special needs students will de velop their kinesthetic skills when they we ar
the puppets and move their hands to perform.
Emotional skills: Special needs students will feel happy to be able to perform and act i n
front of their peers.
Imagination skills: Students will be abl e to i mprove their fi ctional skills by i magining how
smal l things can help i n different si tuations.

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Table 2: Teacher structured Opportunities for developing preschool drama / role play:
Activity Name /
The lion and the mouse

Activity Type:
e.g. s h o rt c i rc l e t i me ac t i v i t i es /
games ; ro l e p l ay i n g c h arac t ers
f ro m a f av o u ri t e s t o ry wi t h
v ary i n g d egrees o f d i rec t i o n
f ro m t h e t eac h er; u s i n g p u p p et s
an d /o r s t o ry b o ard s

References:
Using puppe t s t o
de m onst r at e t he lion
and t he m ouse
char act e r ist ic

Resources:

e.g. C reat i v e ex p l o rat i o n an d Ex p res s i on ;

Tec h n i c al i n c o rp o rat i on ( u se o f p ro p s) ;
P erf o rman c e; P ers o n al an d s o c i al d ev el o p ment;
R ef l ec t i o n , ev al u at i o n an d Ap p rec i at i o n;
( D rama i n s o c i et y )

Creativ e Ex ploration and Expression:

U s i ng di f fe re nt voi ces f or the puppets.

- Li on puppe t
- Mous e puppe t
- Sm al l ne t

Technical Incorporation: Us ing the

puppe ts and the s mall net as
re s ource s.

Perform ance: Acting the rol e of the

puppe t ( l i on and mouse ) to their
te ache r and pe e rs .

C, J. ( 2014, Ap r 7) . Story f or
ch i l dren i n Engli sh- The Greedy
D o g , the cl ever m onkey, a f ox a nd
s to rk. Retri eved Feb 15, 2016,
f ro m Youtube:
https :/ / www .youtube .com/ watch?
v=l 7i YQw Np0t0&fe ature=youtu.be

Organisation:

Aspe ct of dr am a be ing addr e sse d

(adapt e d fr om IB PYP)

Pers onal and S ocial dev elopment:

Taki ng turns , l earn how to re spect and
he l p e ach othe r.

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay /

Duration of Activity:

C irc le Time Are a / H all / O u ts id e

Pairs Dramatic Play

A p p ro x ima tely 1 0-15 min utes

What the teacher does:

What the children do:

Te ache r w il l re ad the l ion and the m ous e s tory f or the students.

Stude nts w i ll li sten to the s tory.

Te ache r w il l e xplai n the acti vity to the s pecial ne eds students.

Stude nts w i ll li sten to the te ache r' s e xpl anati on.

Te ache r w il l choose two of the spe ci al ne eds s tude nts to

pe rf orm the s tory us ing the puppe ts .

The tw o s tudents w il l ge t re ady to perform the s tory .

Te ache r w il l gi ve e ach student a glove of puppet.

Stude nts w i ll put on the ir puppets gl oves.

Te ache r w il l as k the puppets (s pe ci al ne eds s tude nts ) to

i ntroduce the mse lves usi ng the puppe ts voice .

The puppe ts ( special nee ds students) w il l i ntroduce

the m s e lve s us ing the puppets voi ce .

Te ache r w il l obs erve the students

Spe ci al ne e ds s tudents w il l us e the puppe ts to pe rform the

s tory f or the i r pee rs .

Te ache r w il l prai se the students i ndi viduall y for thei r acti ng and
as k the m about w hat the y le arn and how the y fe lt to perf orm
the s tory f or the ir pee rs.

Stude nts w i ll li sten to the te ache r and ans wer the

que s ti ons .

Te ache r w il l as k the s tude nts to return the puppe ts glove s to i ts

pl ace .

Stude nts w i ll return the ir puppets to i ts place and s it on

the i r pl ace s.

Ext e nsion Ide as:

Teacher can let students create their o wn sto ries a n d p erfo rm th em u sin g th e p u p p ets.

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