Drama games & activities in your classroom or drama club as warm-ups, ice breakers, or as fun activities to start any class!

Vintage Rustic Dr Pepper Metal Sign Dated 1939 Measures 18” X 54” Very rustic and cool. The sign has some holes, shows rust and some edges are bent. The patina is neat and this is a really fun sign. Great for your collection, game room or garage. Please see photos for condition. Any questions or if you would like more photos, please message me. Thank you for looking and enjoy your day!!

Acting Improvisation Role Play - Drama or Theater Scenarios and Scene Starters: Elevate your drama class with this creative resource designed to inspire improvisation and role-play scenes! Included are 50 improvisation topic cards. Students simply choose a card and use it to initiate a scene with a partner or small group. This drama resource offers a variety of prompts that offer just enough information for inspiration, leaving room for student creativity. Download the preview for a glimpse into the scenarios included and kickstart a dynamic and engaging experience in your drama class today. Included in this Acting Improvisation Role Play Resource: ➡️ 50 Drama Scene Starter Cards: These drama role-play scene cards can easily be printed and shared with students in your drama class to inspire creative and outside-the-box dramatic scenes. The topics provide just the right amount of inspiration while also leaving room for student creativity. Simply print on cardstock or laminate the cards, and you have a tool to use in your theater class over and over again! Sample Prompts Included in this Acting Improvisation Role Play Resource: Below are a few sample prompts to give you a better idea of the types of role-play prompts included: You open your front door to a persistent vacuum salesman. A child attempts to sneak into the kitchen to eat the last cookie. Two bank robbers have fled the scene and are on the run. A hairdresser accidentally dyes someone's hair green. A child is very nervous about visiting the dentist for the first time. What Are Teachers Saying About This Acting Improvisation Role Play Resource: ⭐️⭐️⭐️⭐️⭐️ We used these in my drama club. The students loved acting these role play card out. It was a quick fun activity for us to do. It created lots of smiles and laughs. We throughly enjoyed this resource. I highly recommend it for any drama class as an ice breaker. ⭐️⭐️⭐️⭐️⭐️ My students loved using these prompts in both our improv and playwriting units. They give just enough information and inspiration to get students started without locking them in to just one path to tell the story. ⭐️⭐️⭐️⭐️⭐️ My students love these role play scenarios. They said that this is their favourite Drama activity and they have certainly developed their skills. Fantastic resource! Looking for more drama resources? Click below! >>> Drama Terms Interactive Escape Challenge >>> History of Theater Lesson >>> Mime and Pantomime Lesson © Presto Plans ➡️ Want 10 free ELA resources sent to your inbox? Click here! ⭐️ Follow Presto Plans on TpT to see what's new and on sale.

Whether you’re focused on the Common Core Or just want your students to learn more - Over the next few days you’ll find Creative games for little minds. Why play games? Games are a perfect vehicle for reinforcing reading and math skills, and they nurture social skills, motor skills, and the executive function. Motivation and repetition are natural when children enjoy a game. When you make your own games you can really “hone in” on specific objectives and the needs of your students. Take a look at these sites for blank game templates where you can insert your own skills. Letters, words, math facts…look at your standards and think, “How can I turn this into a game?” departments.jordandistrict.org/curriculum/.../games/gametemplates.html‎ *You won’t believe all the great free downloads on this site! donnayoung.org/homeschooling/games/game-boards.htm‎ www.mes-english.com/games/boardgames.php‎ boardgames.lovetoknow.com One of K.J.'s favorite activities in first grade was designing his own game. The teacher gave them a blank game pattern that they glued to a file folder. The children got to make up rules, penalties, markers, etc. That's a powerful opportunity for a kid! Wouldn't it also be a fun activity with a partner or small group? How about asking parents to donate used or new games? Adapt the games for skills and standards. For example, one teacher said she took 4 old Candy Land games and wrote letters on the cards and board at the beginning of the year, then numerals, words, and math facts. Children never want to do a worksheet again, but a game is a “sneaky” way to get them to repeat key skills.

FACEBOOK LIVE! FIDGET FIXERS! SATURDAY, 1/5 AT 1 (East Coast) These are simple activities to calm children and help them self-regulate and focus. Tighten and Relax Directions: Help children release stress by tightening and relaxing different body parts. Squeeze your hands tight as you can. Tighter. Tighter. Now relax. Squeeze your toes tight as you can. Tighter. Tighter. Now relax. Squeeze your arms… Legs… Shoulders… Mouths… etc. *Explain that when you say, “soldiers” they should stand as stiffly as they can. When you say, “rag dolls” they should flop over like a rag doll. Alternate saying “soldiers” and “rag dolls.” Push the Wall While waiting in the hall, have children put their hands up against the wall and push it as hard as they can. *Have them stretch out their arms and do push ups as they count, say the ABC's, spell words, and so forth. Balancing Bodies Balancing requires no special equipment and is a powerful way to improve core strength and increase mindfulness. You can do this with any quiet music, or calm yourself by doing this video with your students. https://www.youtube.com/watch?v=Thq9MTAUfSY Balancing Act Feet together, close your eyes, (Close eyes breath in and out.) And breath slowly in and out. Open your eyes, (Balance on left foot.) Lift your right foot and balance on the left. Put your arms out straight. (Arms out wide as you balance.) Now reach for the stars. (Arms up in the air as you balance.) Place your right foot on the floor And raise your left foot. (Balance on right foot.) Put your arms out straight. (Arms out wide as you balance.) Now reach for the stars. (Arms up in the air as you balance.) Place your left foot on the floor And raise your right knee. (Lift right knee and balance on left foot.) Can you bend your arms like a tree in the wind? (Move arms around.) Place your right foot down And raise your left knee. (Lift left knee and balance on right foot.) Can you bend your arms like a tree in the wind? (Move arms around.) Place your left foot on the floor. Raise your right knee (Straighten right leg in the air and balance.) And then stretch your right leg out straight. Bend your right knee and place it on the floor. Raise your left knee (Straighten left leg in the air and balance.) And then stretch your left leg out straight. Bend your left knee and place it on the floor. Raise your right leg to the side. (Straighten right leg by side.) Place your right leg on the floor. Raise your left leg to the side. (Straighten left leg by side.) Place your left leg on the floor. Stand on your left leg. (Balance on left leg.) Stretch out your arms. (Stretch arms out wide.) Bend forward like an airplane. (Slowly bend forwards as you balance.) Stand on your right leg. (Balance on right leg.) Stretch out your arms. (Stretch arms out wide.) Bend forward like an airplane. (Slowly bend forwards as you balance.) Stand up on tippy toes. (Stretch up on toes and balance.) Stand still for as long as you can. Raise your right hand and place (Raise right hand and pat on back.) It on your back and give yourself a pat. Raise your left hand and place (Raise left hand and pat on back.) It on your back and give yourself a pat. Now close your eyes and slowly breath in and out. Let your mind take you to a happy place. http://www.drjean.org/html/songs/Fidgets-index.php

In four progressively more difficult chapters – Amusements, Diversions, Challenges and Enigmas – Dr Gareth Moore presents over 200 puzzles, including codes to break, conundrums, several types of Sudoku and unusual vocabulary games. The puzzles range from simple to mystifying, but there is another twist – the instructions range from explicit to mere suggestions of how to proceed. Solutions are at the back.

If you missed my FB Live Monday you can check it out today. Playing with Letters What am I doing talking about snow gear on a hot, July day? Well, several years ago I was fortunate to be invited to Fairbanks, Alaska, to do a workshop for teachers. It was amazing and incredible!!! I met some wonderful teachers, including Kim Ivie. Kim recently published this book that might "cool" you off today. I'll let her tell you more about it. Once winter hits in Interior Alaska, it is here most of the school year. It is not uncommon for students to have to wear Halloween costumes over their winter gear to stay warm as they are trick or treating. In my district, students go outside to recess down to -20. When it’s cold outside, the kids play on the equipment like any other day or like they would in the summer. They have learned that the slides are sometimes a little faster because of their snow pants and that they should not to touch anything metal with their tongues or it will stick to it. Unfortunately, the snow that we get is not wet enough for them to make snowmen, occasionally it will be and then you will find the playground full of snowman. They have learned that you bundle up and go do fun things outside. Skiing, sledding and dog sledding are fun after school activities they will do. While, most of the students in my class are used to putting their snow gear on and they know how to do it, it is the first time they are doing it in a school setting, independently and without their parents helping them, they still need help and reminders of the correct order to put it on in. Each year when it starts getting cold or we see the first snow flurries. I talk with the students about of the order to put their snow gear on in and that snow pants have to go on before snow boots. We laugh about how they can’t put their boots on first and then expect their snow pants to go on. No matter how many times, I talk about this, I always have a student that tries and then is in tears because they can’t get their snow pants on or the child that puts their coat on and then tries to pull their snow pants up. I found that when I made it a song of the order to put their winter gear on it, it was more fun and they kid’s had fun. They would sing it over and over as they got ready and the students were less frustrated as they got ready independently. This is how “The Snow Gear Song” all started, because I kept repeating the order of the gear in a singsong voice. It stuck with the students and is one that I have used over the years. I have the students put their gloves on last so that they are able to zip their coats up on their own independently. Here is a video that my district made last year of my students singing the song as they were getting ready for recess one day. https://www.facebook.com/fsdk12/videos/2061268507418285/ . https://www.amazon.com/Snow-Gear-Song-Kimberly-Ivie/dp/1090247567/ref=sr_1_1?keywords=snow+gear+song&qid=1558890230&s=gateway&sr=8-1 You can contact Kim at [email protected]. CAR GAMES You might not be going on a car trip to Alaska this summer, but here are some car games that we played recently on our family trip. I warned the grandchildren ahead of time that we were going to play "olden days" and there'd be no electronic devices in the car. (Well, after a few hours I was worn out and so they got out your iPads.) However, we did laugh and have some good times that I hope they will remember more than their video games! License Plates – Can you find a license plate for every state? Write them down as you find them. Alphabet – Can you find a word on a billboard that begins with each letter of the alphabet? I Spy – Colors, shape, beginning sound…inside or outside the car. 20 Questions – Take turns thinking of a person, place, or thing. Other players can ask 20 “yes” - “no” questions to try and determine the answer. Name That Tune - Hum a song and see who can name it. Nursery Rhymes - We tried to think of how many nursery rhymes we could say and we came up with 30+. (My 14 year old grandson knew tons, but I was shocked that my 9 year old granddaughter didn't know many at all. Nursery rhymes are part of our literary heritage and you can bet we will work on them when she comes to visit in August!) Ghost – This is a spelling game. The first person says a letter. The second person adds another letter. The third person adds another letter and so on. You do not want to spell a word because if you do, you will get a “g.” The word has to be at least four letters long. If someone says a nonsense word, you have a right to challenge them to see what their word might be. If it’s not a legitimate word, then they get a letter. Every time you spell a word you get another letter from the word ghost. The first person to spell out ghost becomes invisible and you don’t talk to them. What car games do you remember from your childhood?

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Does your little one love to play pretend? It seems like everytime I come around a corner, there's another set of dress-up or pretend play out of it's basket in our home! We're always using our imagination to be Dr.s, Astronauts, Construction Workers, Teachers, you name it! To make their set up more fun, I

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This elementary counseling game is designed to practice self regulation and social skills with engaging characters. While playing the game, students will focus on identifying feelings, practicing calming strategies, using positive self talk, setting goals, understanding others, and resolving conflicts. The Helper Squad characters each represent different social emotional skills that help students navigate common challenges. The game encourages discussions about real-life situations, fostering an understanding of self, others, and healthy relationships. With 152 game cards, you can use this game again and again. See All The Helper Squad Resources ❤️ ✔️ What’s Included 152 Game Cards in Color and Blackline 24 cards for each Helper Squad character 8 Squad Cards where everyone answers Color Game Board Helper Squad Dice Comprehensive Tips for Counselors Helper Squad Character Posters and Cards View the Preview above to see the resource in detail. Whether used in small group settings or with individual students, this resource brings CBT principles into your counseling sessions in a practical, tangible way. Perfect for school counselors, social workers, and psychologists working with 2nd to 5th grade students on self-regulation and social skills. You can use the cards with the included game board, or grab your favorite store bought game. The cards have colors and numbers so they can be easily used with most games already on your shelf. Important Details Grade Levels: 2nd through 5th-grade students Format: Color and blackline Durability: Print on cardstock and use again and again Group Size: Great for 2-4 players Users: Elementary school counselors, social workers, and psychologists, plus SLPs and Sped teachers working on social skills and self-regulation Setting: Individual and small group sessions More Helper Squad Resources Helper Squad 3 Game Bundle Meet the Helper Squad Introductory Resource Free Coping Captain Resource What Counselors Are Saying Working with students who struggle with interactions with others is difficult. Finding resources for that work is even more so. This is great because there are scenarios that can start conversations about how people should react and why someone might react differently! Thank you so much. - Kelly B. I love the images and the way the ideas are laid out here. I feel it is a great way to introduce CBT topics to students. I used the characters as posters in my room and refer to them a lot. - Paula H. Love using this game to help teach children about CBT therapy skills and how thoughts, feelings, and behaviors connect. Cute illustrations and easy for kids to understand. - Jennifer O. THE HELPER SQUAD Feelings Forecaster: He champions emotional intelligence, guiding students in recognizing and understanding their feelings. His mission is to show students that all feelings are okay. In addition, he wants students to be familiar with their triggers to empower them to deal with strong emotions. Doctor Positive: Her mission is to help students spot negative thinking, understand how thoughts influence feelings and actions, and use positivity as a powerful tool. Coping Captain: He is the advocate for resilience and emotional regulation. He provides tools for students to manage big feelings, identify their support system, and stay calm in challenging situations. Goal Gardener: She is the mentor for ambition and persistence. Her role is to inspire students to turn wishes into plans, overcome obstacles, and celebrate success. Impact Inspector: She is the ambassador of empathy and perspective-taking. Her mission is to encourage students to think about the feelings and viewpoints of others and to understand the impact of their behavior. Fantastic Fix-It: He is the engineer of reconciliation and responsible decision-making. He's here to help students understand others' feelings, brainstorm problem solutions, and learn how to apologize effectively. Resource Updates 06/2023 - New Characters and Complete Resource Revision © Social Emotional Workshop

So, I posted recently that my sixth graders were writing a mystery that was going to take place in the library. I took two of the best mysteries that were submitted and combined them! Here's how our mystery looked: The Problem: Mrs. Svarda got to school on Monday morning and saw the mess. At first she was just mad that all of the books were out, then she saw that all the books were missing their endings. She picked up a book and noticed that the barcode was missing, too. She looked around and found that several books were missing their endings and barcodes. The scanners were also missing so no one could check out books! Then Mrs. Svarda was scared and mad. Who could've done such a thing? What happened here? How could this happen? She needed help. Starbelly Sneetch Alibi: It was 5:00 and I heard a knock on my door. It was Fox in Socks. He came in and I turned off my music and put away my IPod. We played at my house until we got bored. We decided it would be fun to go to the movies. We texted Hop On Pop and Yertle the Turtle to see if they wanted to come, too. Everyone came to the movie except Hop on Pop. After the movie we couldn't think of what to do so we walked around. We thought we might stop by the library to visit Hop On Pop. It started to rain as we walked so we stopped at Fox in Sock's house to pick up some blankets to keep dry on our walk. Hop On Pop Alibi: It was 5:00 and I was looking at my clock when the doorbell rang. It was Yertle the Turtle. He had brought me some homemade bread. He asked if I wanted to go to the mall. My mom said, "No. I had to work on my homework at the library." Yertle the Turtle got a text right after that asking if we wanted to go and see the Diary of a Wimpy Kid movie. Bummer. I really wanted to see a movie and hated that I had to go to the library instead. Yertle the Turtle left to meet everyone for the movie. I headed to the library with my homework. My animal report was due on Monday and mom said I couldn't do anything fun until I was finished with the report. The fun thing was that everyone came by the library after the movie and told me all about it. They had a great time. At 8:00, everyone had to head home. I had about thirty minutes left of homework, so I told them I'd have to stay around just a bit longer... Yertle the Turtle Alibi: It was 4:00 and I was cooking some homemade bread. When it was done I wanted to have some fun so I took some bread over to my friend Hop On Pop. I asked if he wanted to go to the mall, but then I got a text from Fox in Socks and Starbelly Sneetch asking if I wanted to go to the new Diary of a Wimpy Kid movie. My mom said I could go to the movie, but his mom said he had to do homework. He tried not to show it, but boy, was he mad. I had to leave Hop On Pop to make it to the movie on time. I told him if we had time, we'd stop by the library after the movie to hang out with him. Fox in Socks' Alibi: I was sitting in my room when my mom came in and said when I finished my chores I could play. I decided to go over to Starbelly Sneetch's house to play. We thought it would be fun to go to see a movie and texted our friends to see if they could come, too. When the movie was over we went by my house to get some blankets because it was raining and we didn't want to get wet. Then, we headed to the library to visit Hop On Pop because he was doing homework there. At the library, I looked for the Diary of a Wimpy Kid book. I really liked the movie so I thought I would like the book. What the students do: When the students entered the library, they each grabbed a clipboard with a pencil, ingredients of a mystery checklist, alibis, map of the crime scene, and suspect list attached to it. They also grabbed a highlighter. I had the problem and alibis typed up on my SMART board including pictures of the characters. I read the problem and each alibi to the students. We walked through the ingredients of a mystery and checked off all of the mystery elements that our mystery had on the list. Then, I separated the students into two groups. One team surveyed the crime scene and drew the map of the evidence in the crime scene first. The second team worked in teams to read through the alibis and highlight evidence they found in the text that made them believe a character or characters might be guilty. After ten minutes, the teams swapped stations. We returned together as a group to discuss all of the evidence the students had found in the crime scene as well as the alibis that led them to believe that specific characters could be guilty of the crime. We completed the suspect list together. Students work in teams to highlight evidence in the alibis. Students sketched the crime scene. We taped off the crime scene with caution tape. The crime scene included Diary of a Wimpy Kid books, barcodes with fur on them (from characters), endings ripped out of the end of the Diary of a Wimpy Kid books (these were really just copies I ripped), a blanket, movie ticketes (3), and a book about bumblebees (this was the book Hop On Pop was using to do his research for homework). I found the copies for the ingredients of a mystery checklist and suspect list from Beth Newingham's Scholastic post about the mystery unit she teaches in her classroom. The Solution The students really thought like detectives in this lesson! I did catch a few of them off guard with my red herrings, though. The fuzz on the barcodes made some of them immediately suspect Fox in Socks and the Starbelly Sneetch. One of the kids said, "This is the best lesson we've had in the library all year!" So, you can make whoever you want responsible for the crime. I decided that Hop On Pop was guilty. He was mad that he did not get to go to the movie with his friends. He was working on his report about bumblebees (since bears love honey) and had to stay later than his friends in the library to finish up. All of the other characters visited the library to visit Hop On Pop and they did not say anything about something being wrong in the library. Hop On Pop tore the endings out of the books when his friends left. To excite the kids about checking out mysteries in our library, we created a mystery display. All of the books were sealed in brown paper bags with the barcodes on the outside so we could check the books out without opening the bags. Each bag had a different mystery inside. This was a fun way for our students to try reading something new in the library and practice their detective skills we learned in our lesson together! Mystery books in mystery bags!

Check out this outstanding list of The Lorax activities & more to extend learning fun with this Dr. Seuss book (& celebrate Earth Day!).

From The Walking Dead: Michonne to Townscaper, here are five short games on Xbox Game Pass with easy achievements.

What if I promised that if you play with your child on a regular basis, THEY will become more cooperative, and YOU will feel more energized?

This week I have been visiting third grade classrooms to do lessons on strategies for success on the SOLs. Third grade students will be taking the SOLs for the first time starting May 13th. Some of them shared that they are feeling scared, nervous, worried, excited, etc. The goal of this lesson is to build their confidence and give them strategies to help them do their best. The lesson is titled "You're In Control". We started by watching this video: Next, we moved on to identifying strategies that can help students be successful on the tests. There are many things students can do before, and the day of the test to help them do their best. We talked about being in control of our success. We used the buttons on a remote control as examples for things we can do to stay in control. As a class we came up with lots of ideas and then students picked their top 10 for their remote control. Here is an example of what your student might be bringing home: Here is a list of some strategies the classes came up with: Prepare and study-use your resources Take your time, you have as long as you need Relax and take deep breaths Flag questions you want to go back and review Reread Get enough sleep Eat a good breakfast Take breaks: water, walking, bathroom Circle key words Wear comfortable clothes and dress for success Cross out wrong answers Use your tools remove distractions BE CONFIDENT! You're going to rock this test!