David and the Giant - Karyn Henley Resources · •Minimal props, sets and costumesthat can be created easily from materials normally found in school supplies (optional), ... and

PLAYSONGS™ MUSICALS

David and

the Giant1 Samuel 17

A Bible Story Musical

with Activities

for

Preschool Children

by Kristi West and Karyn Henley

PLM6

Karyn Henley’s: David and the Giant

© 2003, 2013 Chatterville Music Company. All rights reserved. Exclusively administered byChild Sensitive Communication, LLC, PO Box 150806, Nashville, TN 37215

Written by Kristi West and Karyn HenleyIllustrated by Karyn Henley

Dandelion logo and PLAYSONGS are trademarks of Karyn Henley.

For more information about this curriculum, contact: [email protected]

No part of this publication may be reproduced, stored in a retrieval system, or transmitted inany form or by any means (electronic, mechanical, photocopying, recording or otherwise) with-out prior written permission, except as specified below.

A word about photocopying and file sharing:Permission is granted to the original purchaser to reproduce any of these pages for ministrypurposes at a single location within the original purchasers organization - not for distribution tonon-purchasers.

Because we are a small company every sale is important to us. Please donot deprive us of our livelihood by giving away photocopies or electronicfiles to non-purchasers. If you enjoyed this publication and did not pay forit, please order one now at my website. Thank you!

May God bless your ministry to children.

www.KarynHenley.com

Table of Contents

Introduction . . . . . . . . . . . i

Putting It All Together . . . . . . . iv

Letter to Parents . . . . . . . . . vii

THE MUSICAL

Script . . . . . . . . . . . . 1

“God Is Our Protection” song . . . . . . 3

“Five Little Stones” song . . . . . . . 6

“Nothing Is Impossible” song . . . . . . 8

“Five Little Stones” song . . . . . . . 10

“I Am Your God” song . . . . . . . . 12

THE ACTIVITIES

Arts and Crafts . . . . . . . . . . 16

Scripture Memory . . . . . . . . 20

Music and Movement . . . . . . . . 22

Science . . . . . . . . . . . 24

Cooking. . . . . . . . . . . . 27

Games . . . . . . . . . . . . 30

© Chatterville Music Co. All rights reserved. www.karynhenley.com

Introduction

These musicals are designed to provide an age-appropriate medium for preschoolchildren, ages four and five. Our hope is that the children who participate will enjoy God,gain a greater understanding of His love for them, and share their love for God with oth-ers through telling God’s Word in story and song.

Age-Appropriate Features

This musical contains several features which we believe enhance a preschooler’sexperience in learning and retelling Bible stories. These age-appropriate featuresinclude:

• Multi-sensory experiences because preschoolers learn best by doing and using all their senses,

• Short duration for their short attention spans,• Simple lines, songs and actions to insure that all the children can participate

successfully,• Minimal props, sets and costumes that can be created easily from materials

normally found in school supplies (optional),• Preparation time that can be accomplished during normal class time without

special rehearsals,• Enrichment activities, to reinforce the Bible story.

The Format

The design of this musical gives the greater share of the storytelling responsibilityto the teacher or adult volunteer who tells or reads the story as the narrator, giving vocalcues to the children throughout the play. The children learn short responses to thesecues, so that the musical is performed in a responsive reading fashion. Many of the cuesare repeated throughout the story, which helps the children learn and remember their linesmore easily. Actions and movement enhance the children’s spoken parts.

Curriculum Enhancement

This musical can be utilized in a classroom setting in a variety of ways. Youmay desire to use this musical as a four-week curriculum. Learning the musical anddoing the activities can easily fill four class periods.

i© Chatterville Music Co. All rights reserved. www.karynhenley.com

Or you may wish to introduce the musical during a quarter as an extra activity toenhance the curriculum you are presently using.

The activities found in the second half of this book include arts and crafts, scrip-ture memory, music and movement, science, cooking, and games. These activities willgive the children a variety of experiences that reinforce the lessons taught through theBible story.

Keep in mind that this book is to be used as a guide. Feel free to use any ideasyou may have for costumes, props and other activities that you feel are appropriate.

Remember that the main objective is for the children to enjoy learning more aboutGod and to share the Bible story with an audience. Props, sets, costumes and otherpreparations should never overshadow the focus of what God desires to do with the chil-dren as they learn and tell His truth.

Children’s Lines and Cues

When the narrator reads a line or phrase of words that is underlined, this is thecue for the children’s response. In the sample below, the words “three grown up boys”is the cue for the children to raise their arms, show their muscles and say “One, two,three!” This may occur several times throughout the story, but the cue will be the sameeach time, underlined so the teacher/narrator will know how to emphasize the cues. Thechildren’s response will be the same every time they hear this cue.

TeacherNoah had a wife.

Noah also had three grown up boys.

ChildrenOne, two three!

(Make strong arms, showing muscles)

Hand Motions and Actions

Diagrams throughout the script and songs illustrate our recommendations for var-ious movements and hand motions for the children. If you have children who are unableto participate in a particular movement due to a physical hindrance, feel free to adapt orcreate a more appropriate motion. We want all of the children to feel that they have con-tributed to the telling of the story.

ii © Chatterville Music Co. All rights reserved. www.karynhenley.com

Script & Songs

Because of young children’s short attention spans, we have kept the script to ashort duration and songs to a minimum in quantity. All the songs and lines are simpleand repetitive and lend themselves easily to the suggested actions. The script may bephotocopied for rehearsal and performance use.

The CD

The CD contains everything you will need for the performance and rehearsals ofthe musical. You may find it helpful to copy practice tapes or CD’s to send home with thechildren. We have placed the demonstration of the performance at the end of the CD.You have permission to copy the demonstration performance onto practice cas-settes or CD’s.

Please remember that copying the entire CD and/or resale of copies violatescopyright laws. We do grant permission for making copies of the demonstration perform-ance from the CD for rehearsal use only.

The Mission

We encourage you to pray with the children as they learn their parts and songs.Pray for each other and for the people who will see and hear the program. Pray that thesimplicity of God’s truths will speak loudly and clearly through the simplicity of the pro-duction and the children’s hearts.

We believe God uses children to bring His message of truth and love to people ofall ages. This format provides an opportunity for children to enjoy God, learn more aboutHim, then share Him with others, passing the news of God’s marvelous works to othergenerations.

iii© Chatterville Music Co. All rights reserved. www.karynhenley.com

Putting It All Together

Learning the Musical

To teach the script, we recommend that you treat it as the storytelling portion ofyour Bible lesson. Children enjoy and learn from repetition. Go through the story at leastonce per class, or if time doesn’t allow, half the script per class. After the children haveheard and said their parts for two or three classes, they may learn your lines as well!

We recommend that the songs be learned separately as the music portion of yourlessons. As the children grow more familiar with the script and songs, begin weaving thesongs into the script.

It is very helpful to make a cassette or CD practice copy of the songs and scriptfor each child to have at home so that children can work on their parts during the week.Even if they only listen to the tape or CD in the car, it will reinforce the lines, songs andmessage. The demonstration performance on the teacher’s CD may be copiedonto cassettes or CD’s for rehearsal use.

Words to Talk About

Before learning the script to “The Best Gift of All” we recommend that you talkabout some of the words that are used in the script. As often as possible, we have usedvocabulary that is appropriate for preschoolers. However, there is sometimes a term thatdoesn’t have an appropriate preschool synonym. You may need to explain this word tothe children.

- Enemy (The men who were trying to hurt God’s people and take their land)- Protect/protection (Protect means to keep someone safe; protection is

whatever keeps us safe)- Brave (Doing what’s right even if you’re afraid)- Sling (A pocket on a long belt-like handle; a rock goes in the pocket, a person

swings the pocket around and then the rock shoots out of it. It takes a lotof practice to do it right.)

- Army (Lots of men who are ready to fight to save their country)

As you go through the script with the children, encourage them to ask you about anyother words they may not understand.

iv © Chatterville Music Co. All rights reserved. www.karynhenley.com

An Adult Helper

We recommend that you have a teacher/helper to serve as a prompter. He or shecan say the children’s lines with them during practice times, and can also do the actions.If you have a large number of children, you may need two adult prompters. As the chil-dren become more familiar with the script and actions, the helper can simply mouth thewords instead of actually saying them. This same approach can then be used during theperformance, with the adult helper seated near the children where they can clearly seetheir cues and receive help.

You may prefer to be the prompter and let someone else be the storyteller. Youmay even wish to involve older students in the storytelling. But remember, once yourroles are decided, rehearse the script the same way every time, and don’t make changeson the day of the performance. This will help the children feel comfortable and confident.

You know your children’s needs. If they are struggling to remember a certain partor action, have the prompters use cue card pictures or even sign language to help themremember.

Blocking or Staging

There is no need for complicated blocking or staging for the children. Simplymake sure everyone can see and be seen. Using risers, steps or simple platforms canhelp keep all the children visible to the audience. When the actions include hopping upand down or any other movement, make sure the riser or area on which the childrenstand is secure.

Costumes

We recommend taking a very relaxed approach to costuming. Let the childrenwear their Sunday clothes or nice play clothes. You may add simple costumes pieces ifyou wish. Use only one item per child, such as a headband, apron or hat.

If you want to represent a character or group of characters like soldiers, try to usea single item like a badge, sash, or special headband.

No matter how you decide to dress the children, ALL children say all the children’slines. This is a team effort in storytelling. We recommend that you not assign lines to“solo” children. The focus is the telling of the story. We want all the children to learn thatthey have the ability to share stories from God’s Word.

v© Chatterville Music Co. All rights reserved. www.karynhenley.com

Sets and Props

If you are going to decorate your stage area for the performance of “David & theGiant” take a very simple, general approach. Here are some ideas you may wish to use.

• You could set up a small tent at one side of the stage. Set several helmets (fromarts & crafts activity) beside the tent. You could have the children make a fewshields by covering posterboard triangles or ovals with aluminum foil. These couldlean against the tent.

• If you have the space, you could help the children draw and color a 9-foot tallgiant on a 10-foot length of butcher paper. Hang this on one side of the stage.

• Stretch a blue bed sheet in a long, narrow line to make a river. Put potted plantsalong the back edge of the river, or cut large pieces of green construction paperin half lengthwise, fringe one side of each half; bend back about 2 inches of theunfringed edge so the grass can stand next to the river.

These are simple ideas that help children use their imagination, and help to reinforce the story. The focus is the story, not the set, costumes, and props.

vi © Chatterville Music Co. All rights reserved. www.karynhenley.com

Letter to Parents

vii© Chatterville Music Co. All rights reserved. www.karynhenley.com

Dear Parents,

Your children are learning a short musical aboutDavid and the Giant. To help reinforce the songsand actions, we have prepared each family arehearsal tape.

Please encourage your child to listen to his tapeduring the week. We want to give the childrenevery opportunity to learn the bible story. We hopeyou enjoy letting your child teach you the actionsto the script and songs.

Thank you for your help.

God is Our Protection (Psalm 46:1)by Karyn Henley

God is our protection;God is our strength;He always helps in times of trouble.

Five Little Stonesby Karyn Henley

1, 2, 3, 4, 5 little stones,5 little stones, 5 little stones.1, 2, 3, 4, 5 little stonescame from the little stream.

David chose just one little stone,One little stone, one little stone,David chose just one little stoneTo put into his sling.

The little stone went ‘round and around,Round and around, ‘round and around.The little stone went ‘round and aroundAnd shot into the air.

It hit the giant ker-thump in the head,Thump in the head, thump in the head.It hit the giant ker-thump in the head,And the giant came tumbling down...CRASH! (Spoken)

Nothing Is Impossibleby Karyn Henley

God is the Lord of sky and land.All creation is at His command.One day He made the sun stand still.Nothing’s too hard for Him.

Nothing is impossible, Nothing is impossible,Nothing is impossible with God, my Savior.Nothing is impossible, Nothing is impossible,Nothing is impossible with God.

I Am Your Godby Karyn Henley

Lightning and thunder, noises in the night,lots of things could give me a fright.But when I’m afraid, I remember what God said.It helps me to be brave.

He said, “I am your God, I am your God, I am your God,Who holds your right handAnd I say to you, do not be afraid,For I will help you.”

Spiders and dogs could be a scare for me,But I know God cares for me.So when I’m afraid, I remember what God said.It helps me to be brave.

In God I trust, I will not be afraid.In God I trust, I will not be afraid.In God I trust, I will not be afraid,For He will take care of me.

“I am your God, I am your God, I am your God,Who holds your right handAnd I say to you, do not be afraid,For I will help you.”

David and the Giant Script

TeacherThis is a true story.

ChildrenIt really, happened.

(Nod on “really” and “happened”)

TeacherA long time ago, an enemy army

came to fight God’s people.

ChildrenThey wanted to fight.

(Make fists and strong, muscle arms)

TeacherOne of the best fighters in the enemy campwas Goliath. He was more than nine feet tall!

ChildrenNine feet tall!

(Stretch up high)

TeacherGoliath yelled at God’s people,

“Send somebody to fight!”

Children“Send somebody to fight!”(Cup hands around mouth)

TeacherBut none of God’s people wantedto fight Goliath. They were scared.

ChildrenThey were scared.(Shake and shiver)

1© Chatterville Music Co. All rights reserved. www.karynhenley.com

TeacherNow, far away in a field, was a boy

named David. He was watching sheep.

ChildrenWatching sheep.

(Hands over eyes as if looking far away)

TeacherSometimes a lion would come

and try to catch a sheep.

ChildrenA lion!

(Fingers in claws. Growl.)

TeacherBut David would get rid of that lion.

ChildrenBonk!

(Fist gently taps top of head)

TeacherSometimes a bear would come

and try to catch a sheep.

ChildrenA bear!

(Fingers in claws. Growl.)

TeacherBut David would get rid of that bear.

ChildrenBonk!

(Fist gently taps top of head)

TeacherDavid knew that God helped him get rid of the lion and the bear.

Song: God is Our Protection (Psalm 46:1)

2 © Chatterville Music Co. All rights reserved. www.karynhenley.com


3© 2004 Chatterville Music Company/ASCAP

TeacherDavid’s brothers were in the army of God’s people.

David’s daddy asked him to take his brotherssome bread and cheese.

ChildrenBread and cheese. Mmmm!

(Rub tummy)

TeacherSo David took the food to his brothers.

About that time, the giant came out and yelled, “Send somebody to fight!”

ChildrenSend somebody to fight!

(Cup hands around mouth)

TeacherGod’s people were scared.

ChildrenThey were scared.(Shake and shiver)

TeacherDavid said, “Don’t be afraid.

I will fight the giant.”But the King said, “You’re too little.”

ChildrenToo little.

(Cross arms over chest, shake head “no”)

TeacherDavid said, “God saved me from the claws of the lion.”

ChildrenThe lion!.

(Fingers in claws. Growl)



Giant

Activities!

Arts & Crafts

Scripture Memory

Music & Movement

Science

Cooking

Games


Arts & Crafts

Hand Giant

Materials

• Large pieces of manila paper• Crayons and markers

Guide Each Child to

1. Take a large piece of manila paper. Ask the children to lay one arm across the length of the paper with the tip of the middle finger almost touching the edge, fingers spread apart.

2. Allow the teacher to trace over each child’s hand and arm.3. Ask them to imagine that the fingers are Goliath’s hair, the palm area is

his face, and the arm is his body.4. Ask the children to draw features on the face, then add feet, arms and

hands. They may color the hair and the rest of the body.

Things to Talk About

1. Do you think David was scared? Why or why not?2. Could David be scared and still fight Goliath?3. Who helped David in his time of trouble? Say: David trusted God to

help him. We trust God to help us too.4. When are you scared? How does God help you when you’re scared?5. What are times of trouble? How does God help you when you’re having

trouble?


Scripture Memory“God is our protection and our strength.

He always helps in times of trouble.” Psalm 46:1

Five Stones

Materials

• Newspaper• Yard stick or tape measure• Tape or temporary adhesive like Plasti-Tak• Step ladder or sturdy chair for teacher

Prepare Ahead of Time

Measure 9-feet up the wall. Put a piece of tape or plastic adhesive at the 9-foot mark. Crumple five pieces of newspaper to make “stones.”

Guild Each Child to

1. Repeat the verse together as a class.2. Ask each child to take a turn trying to repeat all or part of the verse by

memory. (Teacher may prompt words or allow the child to repeat after her.)

3. As each child finishes the memory verse, allow him to throw at least one of the five newspaper “stones” at the 9-foot mark.


1. What kind of trouble was David having in our story?2. What did David do? Was David big or little? Was Goliath big or little?3. Who did David trust?4. Can we trust God to help us when we have trouble?5. Say: David trusted God to help him. We trust God to help us too.


Music & Movement

Flash Goes the Lightning(To the tune of: “Pop Goes the Weasel”)

Materials

• None

Guide Each Child to

Join you as you sing and do the motions to the following action song.

It’s a rainy, rainy day. (Squat; pat hands on the floor)The raindrops are falling.Splashing down around the town.Flash! goes the lightning. (Pop up)

It’s a rainy, rainy day. (Squat; pat hands on the floor)The thunder is rumbling.Rumbling all around the town,Flash! goes the lightning. (Pop up)


1. Why might boys and girls be afraid when...it’s night time? it’s thundering? going places?

2. Why might David have been scared? Who took care of David?3. Say: David trusted God to help him. We trust God to help us too.


Science

Volcano

Materials

• Aluminum foil• One short paper cup• 1/4 cup baking soda• vinegar• Tablespoon

Guide Each Child to

1. Help wrap foil around the paper cup so that the foil slopes outward like the sides of a hill.

2. Put the baking soda into the cup.3. Pour vinegar over the soda, one tablespoon at a time.


1. Have you ever seen pictures of a real volcano? What was it like?2. A volcano brings trouble for people who live around it. What kind of

trouble did the people in our story have? What happened?3. Who helps us and takes care of us in times of trouble?4. Tell about a time when there was trouble for you, but God helped you.5. Say: David trusted God to help him. We trust God to help us too.


• tuck foil into cup

• set this in a panor on a plastic tablecloth

Cooking

Noodle Nibbles

Ingredients

• One 3-ounce can of chow mein noodles• 3 Tablespoons melted margarine• 2 teaspoons soy sauce• 1/4 teaspoon celery salt• Dash of onion powder

Kitchen Tools

Measuring spoons OvenSauce pan Pot holderLarge plastic container with lid Paper towelsCookie sheet

Prepare Ahead of Time

Preheat the oven to 275 degrees. Melt the margarine.

Guide Each Child to

1. Help measure and combine the margarine and soy sauce.2. Pour the mixture over the chow mein noodles in the plastic container.3. Toss the noodles in the container until they are coated with the sauce.4. Sprinkle with celery salt and a dash of onion powder.5. Close the lid and toss the noodles again.6. Pour noodles onto the baking sheet.7. Let the teacher bake the noodles for 12 to 15 minutes at 275 degrees.


1. How are you helping us make our snack?2. How do you help at home? How do you help in our classroom?3. Who needed help in our story? How did they help?4. Who helped David?5. Say: David trusted God to help him. We trust God to help us too.


Games

Beanbag Toss

Materials

• Beanbag *• Large box

* Make your own by putting 1/2 cup of dried beans into a sock.Tie the sock to make a ball.

What to Do

1. Line up the children, one in front of another.2. Place the large, open box several feet away from the first child.3. Choose one child to be a helper. The helper stands behind the box.

Guide Each Child to

1. Let the first child throw the beanbag into the box. If he misses, the helperpicks up the beanbag and puts it in the box.

2. The helper goes to the end of the line and the child who threw the beanbag becomes the helper. He gives the beanbag to the next person in line and then stands in back of the box.


1. How are we helping each other?2. How does God feel when we help?3. How did God help in our story?4. Say: David trusted God to help him. We trust God to help us too.


David and the Giant - Karyn Henley Resources · •Minimal props, sets and costumesthat can be created easily from materials normally found in school supplies (optional), ... and

Documents