Transcript
ROLEPLAYING
• Main strategy• Promotes to engage students and to deep understanding of
content, while developing language skills.• Requires:
– Understand content.– Thinking subtext.– To form text.
• ATTENTION… Drama is not theatre!!!!!!– It is based on finding words to communicate spontaneously. – OBJECTIVE: THE MESSAGE, NOT PERFORMANCE
BENEFITS1. Content-acquisition is enhanced.
2. Language-acquisition is appropriated to a variety of circumstances.
TABLEAU
• It is a useful device.• It is less risky for students.• Words can be brought in as a
second step.• Tableau is also very useful with
students.• Students create still-life images or
frozen moments with their bodies.
LIFE CYCLE OF BUTTERFLIES
• The egg is a tiny, round, oval, or cylindrical object.
• The female attaches the egg to leaves.
• The caterpillar (or larva) is the long, worm-like stage of the butterfly or moth.
• As it grows, it sheds its skin four or more times so as to enclose its rapidly growing body.
• The chrysalis (or pupa) is the transformation stage.
• The chrysalis of most species is brown or green and blends into the background.
• The adult (or imago) is colorful butterfly or moth usually seen.
• The adults undergo courtship, mating, and egg-laying.
Movement/word work
Movement is essential to develop skills social
and communication without words.
It is important that through the drama to
develop their feelings and emotions in
different situations.
It can be done by small groups and starting
games with music suitable for each situation.
For difficult situation this drama
By this I want to propose an activity that you will serve to act in comic from in moments or difficult situations.
Between 4 people of the class dramatize a
harrowing situation of your life.
ROLE ON THE WALL-Students explore their understanding of
1. A character in a story2. A role they are creating
themselves
- Develop roleplaying- Tableau work
• Simple outline of a human being on a paper posted on the wall.
INSIDE:OUTSIDE:
CHARACTER’S PERSONALITY TRAITS
EMOTIONS
CHARACTER’S PHYSICAL TRAITS
CHARACTER’S ACTIONS
Activity: Role on the wall
• 4 groups 4 pictures
• INSIDE of the picture
• OUTSIDE of the picture
- Personality Traits- Date of birth- Names of family members, wife…
- Physical Traits- Employment- Where they live
Talking Walls
It helps to:
• build personal connections (literature, history)
• explore feelings underlying a story
How?
• Students form a rectangle simulating they are the walls of a room.
• Think of a group of words that define the feelings or characterize the given role
• Teacher comes in and walk around.• Students star whispering their
feelings or selected words
Later:
• Debriefing• Analyze relation:
vocabulary - historical events • Brainstorm vocabulary (additional
roleplays) • No student´s statement is considered
right or wrong
Roleplaying:Eviction
• Banker• Policeman• Citizen supporting the eviction• Citizen against the eviction• Family affected• Judge• Neighbours • Facilitator= reporter
QUESTIONING IN ROLE
This strategie consists on:- The student can interprete a role.
-The other students can be reporters questioning the character you are playing.
Activity Questioning in Role
• Four groups• An animal for each group• There are four animals
• Questions to help:Has it got hair?Has it got four pins?What does it eat?Where does it live?
Writing in role
• Demands a high level of language competence.
• Teacher gives instructions and show the vocabulary.
• When there is a previous drama activity, students engage in the role.
“Now imagine yourself in a situation…”
CONCLUSION• Multidimensional approach to learning:
– Learning becomes for them easier to visualize and personalize content.
– Students’ use of language deepens.– Their vocabulary expands.– It helps to learning through communication
and interaction, co-construction meaning.
“DRAMA REALIZING”
IMPROVES
LANGUAGE, CONTENT & LEARNING SKILLS GOALS
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