Creative Drama-Storytelling with Prop Experience Plan, Implementation, and Documentation

Creative Drama-Storytelling with Prop Experience Plan, Implementation, and Documentation




Creative Drama-Storytelling with Prop Experience Plan, Implementation, and Documentation

Name of Activity: Story telling using props



Four to five year olds

Learning Outcomes

The children will learn the benefits of cooperation by the end of the story

Children will understand the importance of working hard


Connections to TN-ELDS or K-3 Fine Art Standards

Age group: 4-5years

Domain: social emotional and cognitive development

Area of learning: creative arts

Component: theatre/ dramatic play



Early childhood education setting


Materials and Equipment Needed

Stuffed animals of a hen, chicks, cat, and dog,



The narrator will wear a colorful apron and a big chef hat. Once he enters the class, he will gather the children around him. The children will sit on a mat on the floor. All the children will face the teacher.

Before beginning the story, the teacher will present and introduce the stuffed animals to the children. He will then place the animals at different locations on the floor.

The teacher will then begin telling the story of the Little Red Hen. When he mentions an animal, he will point it to the children. As he continues telling the story, he will ask the children to point the animals that he mentions.


Adaptations for Children with Special Needs

Children with visual impairments will need to touch the animals so that they can have an idea of what they look like (Tactile Book Advancement Group, 2006). They will identify the differences between the animals. For instance, they can tell the difference between the hen and chicks by identifying the fact that they have the same features but different sizes.



I will determine the success of the experience by asking the children to mention some of the things that were most notable to them. I will also ask them questions about the story to know if they understood. I will ask the children to retell the story (Slavin et al., 2001). This will help me identify their creative abilities, as I will know where they have changed some of the elements in the story. The action of retelling the story will help me to know if some of the elements in the story were hard


Family Engagement (related activities/information which may result and/or follow through activity for home use:

Asking the children to retell the story to their parents and siblings at home

I will tell the children to draw and name at least two characters they remember from the story



Activity Summary

The children were very eager to hear the story after I entered the room. However, they began playing with the stuffed animals immediately I put them on the floor. I had a hard time trying to convince them to listen to the story. However, I managed to solve this problem by showing them the cookies they would have after the story ended.

The children had many questions concerning wheat, milling, and grinding flour. They did not understand how bread was made. They did not know the process of planting and harvesting wheat. I had to answer all their questions concerning farming. They wanted to relate wheat with something they already knew. Most of them only knew grass

Most of the children were actually pleased that the hen did not share the bread with the other animals. They reasoned that the other animals had been unfair to the hen because they had decided not to help her in any way. Some of them felt that the hen should not have such friends


Questions to Ask Yourself

  • Why didn’t I think of bringing a video or pictures of wheat to the class?
  • How is it that most of the children do not know where bread comes from?
  • What made the children love the hen’s actions so much?
  • How comes the children are able to identify the moral nature of the story so quickly?


Reflective Thoughts

Most of the children have never been on a farm. They live in the suburbs and in the city and they do not know about the different farm crops. Many children are exposed to many ideas at an early age. They have access to television and this increases their exposure. There are many children shows nowadays and this has enabled the children to learn some moral lessons. Many of the children at the center already understand the importance of cooperation since they spend most of their time together.


Decision Making

  • I will change several things the next time I tell the story. One of the changes will be eliminating the process of going to the farm to harvest the wheat. Instead, I will point out that the hen opted to go to the grocery store to get some flour for baking.
  • I will make session more interesting in two ways. I will leave out the ending of the story line and ask the children to complete it. I will omit the fact that the hen did not share the bread with the animals and ask the children what they thought the hen did after she had baked the bread. I will also make the story interesting by having a baking session. The lesson will be practical and all the children can participate. This will involve a lot of planning, especially in getting all the ingredients and equipment required
  • I will make sure that I have enough stuffed animals for the children the next time. The children fought over the few animals I had brought. For the next event, I will make sure that every child has a stuffed animal or toy of all the animals mentioned in the story.




Dr Jean (2009). Tell me a story: Little red hen. Retrieved from

Slavin, E. R., Madden, A. N., & Chambers, B. (2001). One million children: Success for all. Thousand Oaks, CA: Corwin Press

Tactile Book Advancement Group (2006). Telling stories through touch. Retrieved from

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