Activity

Instructions

Daft Dictionary

Students in
circle. Child 1
says a word (e.g.
Purple), child 2
says another
word in a
different
category (e.g.
Sandwich). The
3rd child in the
circle then makes
a definition of
Purple Sandwich
(E.g. It is a
sandwich made
entirely of purple
ingredients and
must be eaten off
a purple plate.)
In groups of 3
students are
given a scenario
where at any one
time one of them
has to be sitting,
standing and
lying. This could
be a supermarket
for example.

Sit, Stand, Lie

Year Level
Appropriate
Foundation-6 (as
the vocabulary
and words use
can progress and
become more
complex as they
progress)

Skills Developed

Source/s

Improvisationhttp://dramaresource.com/daftstudents are
dictionary/
thinking about the
meanings of words
and what they
could mean when
put together.
Language- using
their
understanding of
words/
experiencing new
words

Years 3-6: might

be a little too
rigid for the
younger year
level and
coordinating the
3 different
positions.

Improvisationwhat needs to
happen in that
scene for those 3
positions to be
ticked off (e.g.
Someone slipping
in an aisle and
ends up lying
down with a hurt
back)
Mime- This
activity can

http://www.dramatoolkit.co.uk/dra
ma-games?view=item&item_id=37

Yes, No, Please

& Banana

Yes, Lets! (or

Follow the
Leader)

Students are put

into groups. They
are required to
create a scene
using only the
words yes, no,
please and
banana.
Encourage them
to make it
believable.

Foundation-6:
completely
adaptable
depending on
what year you
have. Scenes
may be more in
depth

Students stand in
a circle and the
first leader says
Lets and the
rest of the group
responds with
Yes, Lets! The

Foundation- 2:
more suited for
the younger
levels. It is
accessible for
those ages and
simple in its

definitely be done
without using
sounds and can
develop the
students ability to
create
tension/climax
with
movement/facial
expression
Symbols- with
the limited using
of vocabulary, the
students are
encouraged to
focus on their
movement and
symbols for
expression.
Mood- again the
lack of vocab
lends itself to
promoting the
students to create
a mood with their
expression,
movement and
the space they
use.
Mime- this
activity can be
done non-verbally,
with the next
leader simple
changing the
action without

http://www.bbbpress.com/2015/04/
drama-game-yes-no-pleasebanana/

http://www.dramatoolkit.co.uk/dra
ma-games?view=item&item_id=32

students take it
in turns to be the
leader and
suggest an action
for the group.

Relationship
Blitz

rules/steps to
follow. Older
students may
find the activity a
little tedious.

Years 4-6

describing the
action. They have
to use their
movement/facial
expression to lead
the group.
Spontaneitymost students will
have an idea of
what action they
will do, however if
there idea is taken
they will be
encouraged to
come up with an
original idea on
the spot.
Character
DevelopmentKnowing what
character you are
playing within the
relationship and
how you can
portray it to your
classmates.
Language/Tonethinking about
how specific
relationships work
and whether the
tone is the same
for all of these.
(e.g. A oman
yelling at an

http://www.bbbpress.com/2016/01/
drama-game-relationship-blitz/

intruder in her
home)