Tried and True Drama Games: One teacher’s favorite 10-minute language & storytelling games
This blog is one of a 3-part series. Be sure to also check out One teacher’s favorite 10-minute acting games and One teacher’s favorite 10-minute concentration games.
We know how important it is to develop language skills with our students. Listening and speaking are a big part of our ELA curriculum. But do we make practicing these skills fun and enjoyable for our students? You can play games that build their language skills during your ELA time, during a morning meeting, or when you have a few minutes to spare before your next transition. You’ll be practicing important skills but your students will beg you to play them again and again! I know mine did.
Here are 7 of my favorite classroom drama games that incorporate storytelling and language development with a brief summary of each.
1. I am, I am (adjective, action, alliteration)
Stand in a circle. Go around and have each student use the sentence frame “I am [name] and I am [adjective]!” while they do an action to represent the adjective. Then the whole group repeats “[Name] is [adjective]!’ along with the action. For more of a challenge, encourage the students to use alliteration. Example: “I am Alyssa and I am amazing!” with jazz hands motion. Class repeats and says “Alyssa is amazing!” as they also do jazz hands. Go around the circle until everyone has had a turn.
2. I know a word that rhymes with… (Rhyming Pantomimes)
Select a word you want the students to guess, then find another word that rhymes with it. Stand in front of the class and say “I know a word that rhymes with [the rhyming word]”. Then have students raise their hands to guess your word, but they cannot say the word, they must act it out. For example, Leader: I know a word that rhymes with tree. Guesser #1: Is it a…(pretends he is a bee). Leader: No, it’s not a bee. Guesser #2: Is it…(pretends to be overjoyed). Leader: No, it’s not glee. Guesser #3: Is it…(pretends to ski). Leader: Yes! It’s ski! Now allow the student who acted out the word correctly to be the next leader.
3. One word at a time story
Sit in a circle with your students. Explain that they are going to tell a round robin story, but each person will only contribute one word on their turn as the story is passed around the circle. Let them know that at the story’s logical conclusion (so not necessarily once everyone has had one turn), the last two students, whoever they are, will finish the story with “The” and “End”. As the teacher, start the story with the first word. Example: (Teacher) One (student #1) day (student #2) Jack (student #3) went (student #4) to (student #5) seek…
4. Rainbow Round Robin Story
Sit in a circle with your students. Explain that you are going to begin an improvised story but will stop when your tale mentions a color. Then, the student to your right will continue the tale until he/she says a color. Continue the pattern until you’ve gone around the entire circle. The last student will finish the story. If the group is small, you may need to go around the circle more than once. Example: One day, Jack went out to seek his fortune. He met a man selling a large brown…(next student)...turkey. Unfortunately, Jack had no money. He emptied his pockets and found a tiny, green…(next student)...
5. In the manner of the adverb
Choose a player (or two) to leave the group momentarily. As they are out of earshot, the rest of the group decides on an adverb, such as slowly, nervously, excitedly, etc. When ready, the guessers are invited back in. They instruct any individual or group of individuals to do things in the manner of the adverb, such as “Brush your teeth in the manner of the adverb” or “Dance together in the manner of the adverb”. The guessers then guess what the adverb is. Note: Always review what adverbs are before playing. For an easier time, list several adverbs on the board for the guessers to choose from. And when the guessers are struggling, the actors can offer their own clues too.
6. Adjectives vs Adverbs
Review adjectives and adverbs with your students. Instruct your students to find and face a partner. Each player puts one hand behind their back. At the count of three, each player will show their partner either a thumbs-up or a thumbs-down. If the thumbs match (either thumbs-up or -down), each player wants to be the first one to yell out an adjective. If the thumbs do not match, each player wants to be the first to yell out an adverb. Players can only use an adjective or adverb once, making the game more challenging. After 2 or 3 rounds with the same partner, invite your students to find a new partner and begin again.
7. Did you take my cookie?
Have your students sit in a circle and to think of their initials (younger students may need help with knowing what theirs are). Explain that your cookie was stolen off your desk! Every student is a suspect, unless they can provide a good alibi. But the trick is, their alibi must be based on their own initials. Give them an example, such as, Jack Levi Turner might answer, “Just left town”, or Michelle Anne Dixon might say “My appointment delayed”. After everyone understands and has a moment to think of their alibi, go around the circle (not necessarily in order), asking students if they took your cookie! Continue until everyone has had a chance to share their alibi. Note: If students don’t have a good alibi with their initials, I like to add them to my “Suspect list” on the board. I then return to them at the end, giving them a second chance.
Several of these games were taken from 101 Games that Teach Storytelling Skills by Anthony & Mike Burcher, Theater Game File by Viola Spolin, Beat by Beat Press, and the Drama Notebook website. Check them out to learn even more fun drama games and activities for your classroom! And visit our website to learn more about using drama in the classroom.
