Santa Drama. (J. Long 1996.)
|
Frame |
Learning Area/Outcomes |
Situation |
Role |
Focus |
Conventions |
|
1 |
Reason for writing. Writing has meaning. |
Children write letters to Santa asking him for what they want for Christmas. |
Not in role. |
What would we like for Christmas? Writing a letter. |
Pre-requisite belief building . |
|
2 |
Speaking and listening skills. Taking turns . Show sensitivity to others. Take initiative. Respond to the fiction. |
Children receive a letter from Santa saying that he is ill, and will have to cancel Christmas as he has no-one to help him. |
Teacher narrator . Children in role as themselves. |
Listen to Santa’s letter. What do you think about that? How can we help? What do we need to do/know? How can we find out? |
Letter. Group discussion. |
|
3 |
Take turns. Use vocabulary to express thoughts. Respond imaginatively engaging in the fiction. |
Children decide to visit Santa and I ask them where he lives, and what it looks like and we draw it. |
Teacher narrator. Children as experts. |
Where does he live? What is it like? |
Collective drawing.
|
|
4 |
Letter writing. |
Decide how to get there. Write to Santa to tell him we are coming. |
Teacher as scribe. Children as themselves. |
How will we get to Santa? Letter writing. |
Letter writing.
|
|
5 |
Work well in a group. Concentrate. Clothing for weather. Suspend belief. Take part in role- play . |
Children dress for trip. Travel to Santa’s house. Resources; cut- out transport shapes. Grotto at far end of hall. |
Teacher narrator. Children as themselves. |
Traveling to Santa’s home. |
Group role-play. |
|
6 |
Taking turns and sharing. Sensitivity to others. Show feelings of joy wonder or sorrow. Take initiative. Use imagination. Reasons for writing. |
Arrive at the house and go in to visit Santa who is in bed poorly. Talk to him about how we can help him and write a list. Resources; easel, paper and pen. |
Partner in role as Santa. Teacher narrator. Children as themselves. |
How can we help Santa? |
Partner in role. Group role play. |
|
7 |
Select an activity and the resources.
|
Return home and plan what we are going to do and what we will need to do it. |
Teacher narrator. Children as themselves. |
What will we do now? What resources do we need? |
Follow up work. |
|
8 |
Work independently. Engage in imaginative play. Take turns and share. Negotiate. Explore and select materials. Use equipment appropriately. Sort, match, count. Talk about their observations. |
Children will make a workshop in the role-play area and develop the theme through their own play. They will create a picture of Santa in bed and the writing area will be equipped for them to write letters to him. He will send them replies about his progress. |
Children as themselves. Teacher and N.N.E.B. to assist children as appropriate.
|
Follow up work as decided by the children in their own choice activity time. |
Role-play. |
|
9 |
Respond to a cultural event. |
Letter from Santa thanking them for their help. |
Not in role. |
Thank you from Santa. |
Letter. |