Bethlehem! - Karyn Henley Resources...•Minimal props, sets and costumesthat can be created easily from materials normally found in school supplies (optional), ... and repetitive

PLAYSONGS™ MUSICALS

To

Bethlehem!Luke, Chapter 2

A Bible Story Musical

with Activities

for Preschool Children

by Sheri Smith Bertolini and Karyn Henley

Karyn Henley’s PLAYSONGS™ MusicalsTo Bethlehem!

© 2000, 2013 Chatterville Music Company. All rights reserved. Exclusively administered byChild Sensitive Communication, LLC.

Written by Sheri Smith Bertolini 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 . . . . . . . iii

Letter to Parents . . . . . . . . vi

THE MUSICAL

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

“To Bethlehem” song . . . . . . . . 3

“Soft, Sweet Hay” song . . . . . . . 7

“There is Room in My Heart” song . . . . 10

“Jump for Joy” song . . . . . . . . 12

THE ACTIVITIES

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

Scripture Memory . . . . . . . . 21

Music and Movement . . . . . . 24

Science . . . . . . . . . . . 27

Cooking . . . . . . . . . . 32

Games . . . . . . . . . . . 37

Introduction

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

Age-Appropriate Features

This musical contains several features which we believe enhance a preschool-er’s experience 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 responsibili-ty to the teacher or adult volunteer who tells or reads the story as the narrator, givingvocal cues to the children throughout the play. The children learn short responses tothese cues, so that the musical is performed in a responsive reading fashion. Many ofthe cues are repeated throughout the story, which helps the children learn and remem-ber their lines more easily. Actions and movement enhance the children’s spokenparts.

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.

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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 moreabout God and to share the Bible story with an audience. Props, sets, costumes andother preparations should never overshadow the focus of what God desires to do withthe children 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.The children’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 forvarious movements and hand motions for the children. If you have children who areunable to participate in a particular movement due to a physical hindrance, feel free toadapt or create a more appropriate motion. We want all of the children to feel that theyhave contributed to the telling of the story.

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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 maybe photocopied 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 withthe children. We have placed the demonstration of the performance at the end of theCD. You have permission to copy the demonstration performance onto practicecassettes 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 per-formance 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 thatthe simplicity of God’s truths will speak loudly and clearly through the simplicity of theproduction and the children’s hearts.

We believe God uses children to bring His message of truth and love to peopleof all ages. This format provides an opportunity for children to enjoy God, learn moreabout Him, then share Him with others, passing the news of God’s marvelous works toother generations.

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 atleast once per class, or if time doesn’t allow, half the script per class. After the childrenhave heard and said their parts for two or three classes, they may learn your lines aswell!

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We recommend that the songs be learned separately as the music portion ofyour lessons. As the children grow more familiar with the script and songs, beginweaving the songs 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 “To Bethlehem!” we recommend that you talk aboutsome 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 termthat doesn’t have an appropriate preschool synonym. You may need to explain thisword to the children.

inn: like a hotelinn keeper: the man who takes care of the hotel

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

An Adult Helper

We recommend that you have a teacher/helper to serve as a prompter. He orshe can say the children’s lines with them during practice times, and can also do theactions. If you have a large number of children, you may need two adult prompters.As the children become more familiar with the script and actions, the helper can simplymouth the words instead of actually saying them. This same approach can then beused during the performance, with the adult helper seated near the children where theycan clearly see their 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 makechanges on the day of the performance. This will help the children feel comfortableand confident.

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

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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 piecesif you wish. Use only one item per child, such as a headband, apron or hat. Becausethe Christmas season is traditionally a time when bathrobes and towels becomeBiblical costumes, you may wish to have the children don their “Bible” apparel. Thenarrator may also wish to dress in a Biblical style.

Some of the children may wish to represent animals in the stable. This can beaccomplished with animal ear headbands. Various shapes and colors of animal earscan be cut out of poster board or fabric. Fasten the ears to a poster board strip that fitsaround the head of the child. The poster board ears can stick up, hang down (floppyfabric ears), or be fuzzy (cotton balls).

No matter how you decide to dress the children, ALL children say all the chil-dren’s lines unless otherwise noted in the script. This is a team effort in storytelling.We recommend that you not assign lines to “solo” children. The focus is the telling ofthe story. We want all the children to learn that they have the ability to share storiesfrom God’s Word.

Sets and Props

Here are some ideas you may wish to use.

• A bale of hay may be scattered around the set to represent the atmosphere of the stable. However, there may be children who are highly allergic to hay dust so be sure to check on this before the night of the performance

• Hang white Christmas tree lights around the set to represent stars.

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.

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Dear Parents,Your children are learning a short musical enti-

tled, To Bethlehem!. To help reinforce the songsand actions, we have prepared each family arehearsal CD. Please encourage your child to lis-ten to his CD during the week. We want to givethe children every opportunity to learn the Biblestory. We hope you enjoy letting your child teachyou the actions to the script and songs.

Thank you for your help.

Here We Go to Bethlehemtraditional tune adapted by Sheri Smith Bertolini

Here we go to Bethlehem,Bethlehem, Bethlehem.Here we go to Bethlehem,All through the day.

Walking now to Bethlehem,Bethlehem, Bethlehem.Walking now to Bethlehem,All through the day.

Riding now to Bethlehem,Bethlehem, Bethlehem.Riding now to Bethlehem,All through the day.

Yawning now in BethlehemBethlehem, Bethlehem.Yawning now in BethlehemIt’s time to go to bed.

Soft, Sweet Hay by Sheri Smith Bertolini

Milk cow mooing, donkey chewing,Funny little place for a baby to stay.Milk cow mooing, donkey chewing,Lay the baby Jesus in the soft, sweet hay.

Mary’s resting, birds are nesting,Funny little place for a baby to stay.Mary’s resting, birds are nesting,Lay the baby Jesus in the soft, sweet hay.

Jesus, born in a stable,Sleeping on a bed of hay.Precious gift from God above, with love.

Moonlight beaming, starlight gleaming,Funny little place for a baby to stay.Moonlight beaming, starlight gleaming,Lay the baby Jesus in the soft, sweet hay.

Field mice tiptoe, all is quiet, Oh, funny little place for a baby to stay.Field mice tiptoe, all is quiet So lay the baby Jesus in the soft, sweet hay.Lay the baby Jesus in the soft, sweet hay.

Room in My Heartby Sheri Smith Bertolini and Karyn Henley

There is room in my heart for Jesus,There is room in my heart today.There is room in my heart for Jesus,There is room in my heart today.

Jesus, I love You, I want You to stayClose beside me ev’ryday.Jesus, I love You, I want You to beMy Savior and Lord, forever with me.

There is room in my heart for Jesus,There is room in my heart today.There is room in my heart for Jesus,There is room in my heart today.

Jump for Joy by Karyn Henley

I jump for joy that Jesus is born, I jump for joy, I jump for joy.I jump for joy that Jesus is born,I jump, I jump for joy.

I clap my hands, for Jesus is bornI clap my hands, I clap my hands.I clap my hands that Jesus is born, I clap, I clap my hands,I jump, I jump for joy.

I sing my praise that Jesus is born,I sing my praise, I sing my praise.I sing my praise that Jesus is born,I sing, I sing my praise,I clap, I clap my hands,I jump, I jump for joy.For Jesus Christ is born.

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Letter to Parents

To Bethlehem! Script

TeacherThis is a true story.

ChildrenIt really happened.

(Nod on “really” and “happened.”)

TeacherA long time ago, in a far away land,

there was a man named Joseph and his wife, Mary.Mary’s tummy was very big because she was going

to have a baby. This baby was very special.

ChildrenHis name is Jesus.

(cup hand beside mouth as if to help the audience hear)

TeacherJoseph and Mary had to go

on a very long trip to a town called Bethlehem.Mary rode on a donkey. Joseph walked beside her.

All day long, Joseph walked.

Childrenwalk, walk, walk

(stamp feet)

Teacherand Mary rode,

Childrenclip, clop, clip, clop

(pat their hands on legs)

Teacherand Joseph walked


(stamp feet)

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Teacheruntil night came and they ate their supper.

Childrenyum, yum

(pat tummies)

TeacherThen they went to bed.

ChildrenAh!

(hands folded under head, tipped to one side and sigh).

TeacherThe next morning, Joseph helped Mary

get on the donkey again and Joseph walked


(stamp feet)




TeacherIt was a long trip to Bethlehem.

SONG: Here We Go To Bethlehem2 © Chatterville Music Co. All rights reserved. www.karynhenley.com

3


TeacherFinally Mary and Joseph came to Bethlehem.

There were so many people!

ChildrenSo many people, so many people!

(put hands on side of face in amazement)

TeacherJoseph needed to find a place where he and Mary could sleep. They knew it was going to be a very

special night because Mary was ready to have the baby.This baby was very special.

ChildrenHis name is Jesus.

(cup hand to side of mouth)

TeacherJoseph went to the first door and he knocked.

ChildrenKnock, knock, knock

(pretend to knock on a door)

TeacherBut the inn keeper had bad news.

He said,

ChildrenNo room!

(fold arms across chest)

TeacherJoseph went to the second door and he knocked.

ChildrenKnock, knock, knock

(pretend to knock on a door)

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TeacherBut the inn keeper had bad news.

He said,

ChildrenNo room!


TeacherJoseph went to the next door and the next door,and all the inn keepers had the same bad news.

ChildrenNo room!


TeacherJoseph tried one more place.

The inn keeper said, “I’m sorry--I don’t haveany room because there are so many people.”

ChildrenSo many people, so many people!

(hands on side of face in amazement)

Teacher“There is no place for you to stay in all of Bethlehem,”

said the innkeeper, “but you and your wife can stay in the stable.”

Later that night, something wonderful happened.In the middle of the stable, while the cows mooed,

Children(“Moo” noises)

Teacherand the cats meowed,

Children(“Meow” noises)


Bethlehem

Activities

Arts & Crafts

Scripture Memory

Music & Movement

Science

Cooking

Games


Arts and Crafts

Making Tracks

Materials• play dough• toy cars and trucks• toy horses and/or cows• toy people figures, or peanuts in the shell

Guide Each Child to1. Roll out a portion of play dough like a flat pancake.2. Select a toy and make tracks through the play dough.3. Select a different figure with which to make more tracks.4. Lay a peanut in the shell on its side for making tracks that look like

footprints.

Things to Talk About1. When you see the tracks in your play dough, can you tell what made the

tracks? How do you know? Can you tell what made tracks in your friend’s play dough?

2. Have you ever seen tracks of people or animals or cars in the dirt before?What did they look like? Could you tell what kind of animal made the tracks?

3. Have you ever made tracks with your own feet or shoes? Who made tracks in the road from our story? What kind of tracks do you think they made?


Scripture Memory“The holy * One to be born will be called the son of God.” Luke 1:35

Circle Tag(Duck, Duck, Goose)

Materialsnone

Guide Each Child to1. Sit in a large circle with the class.2. Let one child stand outside the circle.3. Walk around, lightly touching each child’s head while reciting the verse

along with the class. (When the last word “God” is spoken and a child’shead is touched, the child reciting the verse will run around the circle. The last child touched will hop up and race around the circle, trying to overtake the first child.)

4. Race to the vacated spot in the circle and sit down first. Whoever is left, now circles the group again, reciting the verse.

Things to Talk About1. The word “holy” means “different, special and perfect.” What does it

mean to be perfect?2. What does it mean to be different?

How was baby Jesus different than other babies?

* different, special and perfect, like God


Music and Movement

Banner March

Materials• crepe paper streamers, 8 to 12-inches long, 3 for each child, any color(s)• tape• craft sticks• optional: CD player and CD music for “Here We Go to Bethlehem,” or other

praise music

Guide Each Child to1. Select three strips of crepe paper.2. Attach the paper strips to one end of the craft stick, using tape.3. Join the other children in a large circle.4. Follow a leader, singing the song and waving his banner stick.

Things to Talk About1. A banner is like a flag. Where do you see flags? When you see a flag,

what does it make you think of?2. Sometimes people waved flags for their King. Who is our King?


Science

Texture Walk

MaterialsA variety of materials to walk on:

cotton balls sand paper aluminum foil plastic wraprubber bands linoleum tiles leaves plywoodcardboard bubble wrap carpet samplesmasking tape--sticky side up

Guide Each Child to1. Remove his shoes and socks.2. Place his shoes and socks neatly at one side of the room, so they can be

easily located at the end of the activity.3. Walk over the textured material.

Things to Talk About1. Texture is the way something feels when you touch it. Things can be soft

or hard, smooth or rough, cold, slippery and so on. How does the cotton feel to your feet? The sandpaper? Was it soft or hard? Scratchy or smooth?

2. Who made textures? Who made our skin able to feel the different kinds of textures?

3. We walked on different kinds of textures today. Who walked in our story?What kind of textures did they feel on their feet? Where did they walk?


Cooking

Trail Mix

Materials• raisins• shelled peanuts• dried fruits (If you have, or know someone who has, a food dehydrator, make

some dried fruit of your own--pineapple, apple, banana.)• sunflower seed nuts• chocolate chips

Kitchen Tools• mixing bowl• large spoon• small paper cups

Guide Each Child to1. Help pour the ingredients into the bowl.2. Stir the mixture.3. Spoon a serving into a cup.4. Serve the cup to someone in the class.5. Keep taking turns serving until everyone has a cup of trail mix.6. Pray, thanking God for safe journeys, then eat together.

Things to Talk About1. What kinds of snacks do you eat when you go on a trip? What is your

favorite snack?2. What kinds of snacks do you think Mary and Joseph had for their trip to

Bethlehem?


Games

Stick the Bow on the Gift (Pin the Tail on the Donkey)

Materials• gift wrap paper• tape• gift bows, one for each child• bandana or handkerchief for a blindfold

Prepare Ahead of TimeTape a piece of wrapping paper on the wall or door. Be sure and tape it at a

height appropriate for the reach of the children. The paper should be a square or rec-tangle with the sides measuring about 1 1/2 to 2 feet. This represents a wrapped gift.

Guide Each Child to1. Select a bow and tear off the little paper, exposing the sticky part of the

bow.2. Let the teacher help put on his blindfold.3. Let the teacher help guide him toward the wrapping paper surface.4. Walk toward the wrapping paper “gift” and stick his bow on the paper.5. Remove his blindfold and see where he stuck his bow.

Things to Talk About1. Are you giving people gifts this Christmas?2. How do you feel when you give someone a gift and they like it a lot?3. What gifts did the wise men take to baby Jesus?4. What was the best gift of all?


Documents

Bethlehem! - Karyn Henley Resources...•Minimal props, sets and costumesthat can be created easily from materials normally found in school supplies (optional), ... and repetitive