donkey activity
modifying this technique
- This activity is a great way to learn new concepts or reinforce knowledge because of its inherent repetition. Try using different words to give instructions. You could use character names from a book, new vocab words (especially for English language learners), ideas from another subject, or anything else you can come up with!
- This activity can be modified for different bodies in a few ways. Consider modifying the gestures to be inclusive of everyone in your class. If you have many different bodies in your class, you might want to create the gestures yourself instead of giving that responsibility to students. You can also play this game seated by coming up with an alternative to walking- like clapping or wiggling your fingers.
- If your group is advanced, you can add "outs." Make a rule that if someone can't hold a pose, or messes up an instruction, they are "out" and should join the facilitator as a "judge."
Example Lesson Plans
Lesson plan containing: Identifying Emotions, Donkey, Writing Dialogue
skill breakdown
SCAFFOLD THE ACTIVITY
Break this activity into clear steps, and practice each step before moving on to the next. Make sure students understand the previous step before introducing the next step.
- Notice: Laura focuses on only one skill in each step. It's tempting to lump a couple steps together for the sake of time, but that can be confusing for students.
- Why? Scaffolding activities is a way to make sure no one is left behind.
STEP ONE- START IN A CIRCLE
Introduce the rules of this game in a circle.
- Why? Practice everything in a circle to keep students focused before you play it all around the room.
STEP TWO- DONKEY
Define that "Donkey" means "freeze exactly where you are." Practice this a few times.
STEP THREE- WALKING
Explain that when you say “Walking,” you’d like the students to walk- in place for now. Play with the difference between “Walking” and “Donkey!” Practice the game with each instruction you know so far: "Donkey" and "Walking."
STEP FOUR- ANIMAL ONE
Ask the students to choose an animal to add to the game. Start by asking the student who volunteered the animal to show you what it looks like. If the student shows you an animal that is moving around the room with a lot of sound, ask them to show you what that animal looks like when it is frozen and silent. Ask the group to practice posing as this silent animal. Explain that when you say the name of this animal (we’ll call it "Animal One"), you’d like them to freeze just like how they practiced. Practice the game with each instruction you know so far: "Donkey," "Walking," and "Animal One."
- Why? Asking the students to pick an animal makes the game more student-centered.
- Notice: Laura uses “Let’s all say that!” to help the students remember that these poses are silent.
STEP FIVE- ANIMAL TWO
Ask students to give you a second animal- we’ll call it “Animal Two.” Practice it like you practiced “Animal One.” Practice the game with each instruction you know so far: "Donkey," "Walking," "Animal One," and "Animal Two."
STEP SIX- CLARIFY
Clarify anything that students don’t understand.
- Remember: Try not to move on to the next step before your students understand the current step.
STEP SEVEN- MOVE AROUND THE ROOM
Explain that now students can walk all around the room. Emphasize that they should walk safely and carefully.
- Remember: This step is optional! Judge for yourself what your students will be able to handle.
MORE TIPS:
MODEL THE BEHAVIOR YOU WANT TO SEE
- Notice: Laura models enjoyment and focus while she teaches the game.
- Why? Students will reflect your behavior, so make sure you’re modeling what you want them to do.
VALIDATION
Laura is great at validating the group’s effort and success.
- Notice: She uses phrases like “Very good!” and “Amazing!” when the group succeeds with a tricky instruction.