This experiential workshop outlines the methodology for teaching English using personalised ActionSacks, designed and constructed by English language teachers. The basic philosophy of a story sacks project used in the regular literacy programme in the UK will be outlined in order to clarify the theory. This methodology can be applied at all levels and for all abilities. An authentic, original ActionSack will be presented with the contents displayed and practical activities will be explored for participants to enjoy and understand the developmental aspects of Storydrama. The participants should leave the session with some new creative ideas for teaching English with ActionSacks.

1. Teaching English
through Drama Using
ActionSacks
Susan Hillyard B.Ed.(Hons)
YLT SIG IATEFL
Liverpool 2013

2. From
I CAN’T
To
I CAN!

3. Order of the day
 a peep at some real ActionSacks/StorySacks
 storytelling and reading techniques for
teachers
 voice and body work
 language in action
 drama conventions
 some project ideas
 some videos of real work with ActionSacks

4. Bag +Book +Realia + Songs + Activities = ActionSack!
ActionSack

5. “(the child) actively tries to make
sense of the world……asks
questions……wants to
know…..Also from a very early
stage, the child has purposes and
intention: he wants to do”
(Donaldson, 1978:86).

6. An ActionSack
….. needs a container with:
 a good quality
story/trigger
 a ball/CDs/films
 activities for language
development
 puppets/soft toys
 realia

7. Group work:
Inclusive Brainstorming
Let’s take a story we all
know:
What specific items would
you think of putting in your
ActionSack?

8. Why Stories ?
 whole imaginary world
 natural extension of
childhood L1
 outside world
 art, poetry and literature
 metaphors for society and
human psyche
 rich and intimate events

9. Group work:
Inclusive Brainstorming
What are the typical features
of stories?

10. Typical Features
 formulaic opening
 introduction of characters
 description of setting
 introduction of problem
 a series of events>>>>>
 the resolution of a problem
 often with a surprise ending
 a formulaic closing
 a moral, stated or unstated

11. The requirements for the teaching
and learning of the art of self
control vis a vis other people
cannot be met in the conventional
classroom with traditional teaching
and learning styles.
Hillyard S ( 2010)

12. With Street Kids

13. “Children bring to language learning
their curiosity and eagerness to make
sense of the world. They will tackle the
most demanding tasks with enthusiasm
and willingness. Too often these early
gifts are turned to fear and failure”
(Cameron, 2001:246).

30. Activities
See handouts

31. Penny the Penguin from Patagonia
 story: Little Penguin’s Stories
 ball, binoculars, soft toys
 cloth
 three more stories: Penguin, Penguin Small, Lost
and Found
 factual book: Penguins
 flashcards
 jigsaw
 where’s Penny? PPT
 original songs, chants and a play script

32. Where’s Penny?
Penny Around the World
A CLIL type ActionSack
A teen project

43. “The most significant kind of
learning which is attributable to
experiences in drama is a
growth in the pupils’
understanding about human
behaviour, themselves and the
world they live in”
(O’Neill & Lambert, 1982:13)

44. Nacho, a SPECIAL boy:

45. Great Sites
 Commercially produced Story Sacks to purchase on-line
 http://www.storysack.com/
 Guidelines on how to make your own story sack
 http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
 On-line resources from BritLit
 http://www.teachingenglish.org.uk/try/britlit/little-red-riding-hood
 Process Drama
 http://www.tki.org.nz/r/arts/drama/posters/3/key/miners_wedding_e.php
 EVO Drama
 http://www.google.com/#hl=es&xhr=t&q=Process+Drama+Conventions&cp=25&pf=p&scli
ent=psy&rlz=1R2ADRA_enAR377&source=hp&aq=f&aqi=&aql=&oq=Process+Drama+Con
ventions&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
 What is Process drama?
 http://esldrama.weebly.com/process-drama.html
 Videos on Process Drama
 http://www.google.com/#q=process+drama&start=10&hl=es&sa=N&rlz=1R2ADRA_enAR3
77&prmd=ivnsb&source=univ&tbm=vid&tbo=u&ei=FcW5TcqzGsjEgQeBioFR&ved=0CDA
QqwQ4Cg&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9