Page 1 - Summer Drama Lesson 5 - Transport on the Ground

Resources for Summer Lesson 5: Transport on the Ground
Activity: ‘A Big Red Bus’ (tune of the popular Moroccan children’s song ‘A Ram Sam Sam’, second verse written by Lucy Milan Davis and Lily Newbury-Freeman)
Encourage the children to join in with the singing and the actions as you perform the song.
A big red bus, a big red bus, (arms out wide driving a bus)
A mini, mini, mini and a big red bus. (hands close together driving a mini and then arms out wide driving a bus again)
A big red bus, a big red bus, (as before)
A mini, mini, mini and a big red bus. (as before)
Ferrari, Ferrari! (hand to forehead and look quickly left to right as you sing the first ‘Ferrari!’ and look quickly right to left as you sing the second ‘Ferrari!’, as though you’re watching Ferraris speed past you)
A mini, mini, mini and a big red bus. (as before)
Ferrari, Ferrari! (as before)
A mini, mini, mini and a big red bus. (as before)
A big blue truck, a big blue truck, (arms out wide driving a truck)
A scooter, scooter, scooter and a big blue truck. (fists close together in front of you as though holding handle bars and then arms out wide driving a truck again)
A big blue truck, a big blue truck, (as before)
A scooter, scooter, scooter and a big blue truck. (as before)
A motorbike, a motorbike, (hand to forehead and look quickly left to right as you sing the first ‘A motorbike’ and look quickly right to left as you sing the second ‘a motorbike’, as though you’re watching motorbikes speed past you)
A scooter, scooter, scooter and a big blue truck. (as before)
A motorbike, a motorbike, (as before)
A scooter, scooter, scooter and a big blue truck. (as before)
Other Ideas!
Ask the children to brainstorm other types of transport that move on the ground. Then, use their ideas to write new verses. E.g. A fire truck a fire truck, horsey, horsey and a fire truck. Once the new verse has been written, ask the children to suggest actions to perform as they sing.
EYFS/Educational aims
CL (U)
To understand the meaning of words through actions
M (SSM), L (R) & CL (LA) & (S)
To pre-empt and join in with the lyrics of a song which follow a repetitive structure/pattern
M (SSM)
To show ‘big’ and ‘mini’ through actions
PD (MH)
To improve coordination and control through joining in with the actions
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