Form 2 - Drama - Rumpelstilskin

FORM 2 Drama

Rumpelstiltskin

Table of Contents

Introduction

Synopsis

Elements

Activities

Assessment

Answer Key

Glossary

Panel of writers

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Dear Teachers,This guidebook aims to show how drama can be taught in English language classrooms. It reminds us of the enormous potential drama has as a learning tool for our students. Drama helps students to explore the human condition and stimulate a better understanding of themselves and the world around them.

The guidebook contains some suggestions on activities for the teaching of English through drama. It also contains some relevant and basic information on Rumpelstiltskin as well as handouts or task sheets for busy teachers.

We have divided this guidebook into four parts:

Part 1 : Warm-up activitiesPart 2

: Pre-production stagePart 3

: Production stage

Part 4 : Beyond the text activities

Part 5

:Assessment

We hope that teachers find this arrangement friendly and useful. You are most welcome to adopt and adapt them to get other ideas to suit your teaching environment and your students. What matters is that you are able to bring joy and fun to the learning experience. - Panel of Writers for Teachers Guidebook: Rumpelstiltskin

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What is drama?

Drama is a general term for performances where actors usually work together to represent stories by impersonating the actions and speech of imaginary characters (humans or non-human entities). It is usually performed on stage for the entertainment of the audience.

Why Drama?Drama is a social art where no one person can produce a drama by himself. The words of the text are not the drama. The stage where it will eventually be produced is also not the drama. A drama is a collective effort and product of many relationships: writers, director, actors, a group of people who design and build the stage, props, costumes etc.

Through drama, children (or even adults) get an opportunity to seek knowledge, to create presentations, to be someone or something, to explore situations and to work and learn together with friends and strangers.

To teachers, drama is an educational tool by which teachers can take their students beyond the realms of entertainment and create a workable environment that can give rise to meaningful learning experiences. You can also find some answers if you visit http://www.childrama.com/why.htmlWhat do I need to know about Drama?Here are some terms that you may find useful as we will be looking at some of the elements throughout this guidebook.Character

A character is one of the persons who appears in the drama, also known as dramatis personae (literally, the persons of the drama). In another sense of the term, the treatment of the character is the basic part of the playwright's work. Conventions of the period and the author's personal vision will affect the treatment of character.Most dramas contain major characters and minor characters. The explanation and development of major characters is essential to the drama. The distinction between heroes (or heroines) and villains, between good guys and bad guys, between virtue and vice is useful in dealing with certain types of dramas, though in many modern dramas (and some not so modern) it is difficult to make.

Plot

Plot is the literary element that describes the structure of a story. It shows the arrangement of events and actions within a story.

middle climax rising action falling action

beginning end

exposition resolutionThe interest generated by the plot varies for different kinds of dramas. The plot is usually structured with acts and scenes. Theme

The plot has been called the body of a drama and the theme has been called its soul. Most dramas have a conflict of some kind between individuals, between man and society, man and some superior force or man and himself. The events that this conflict provokes make up the plot. If a drama has a theme, we should be able to state it in general terms and in a single sentence, even at the risk of oversimplification. Of course the theme, no matter how fully stated, is not the equivalent of the drama. The drama is a complex experience, and one must remain open to its manifold suggestions.

Dialogue

Dialogue provides the substance of a drama. Each word uttered by the character furthers the business of the drama and contributes to its effect as a whole. Therefore, a sense of DECORUM must be established by the characters. The exposition of the drama often falls on the dialogue of the characters. Remember: exposition establishes the relationships, tensions or conflicts from which later plot developments derive.

Design i. Theater Space

Theater can also be discussed in terms of the type of space in which it is produced. Stages and auditoriums have had distinctive forms in every era and in different cultures. New theaters today tend to be flexible and eclectic in design, incorporating elements of several styles; they are known as multiple-use or multiple-form theaters.ii. Set Design

In Europe, one person, frequently called a scenographer, designs sets, costumes, and lights; in the U.S. these functions are usually handled by three separate professionals. Set design is the arrangement of theatrical space; the set, or setting, is the visual environment in which a drama is performed. Its purpose is to suggest time and place and to create the proper mood or atmosphere.

iii. Stage Facilities

The use and movement of scenery are determined by stage facilities. Relatively standard elements include trapdoors in the stage floor, elevators that can raise or lower stage sections, wagons (rolling platforms) on which scenes may be mounted, and cycloramas-curved canvas or plaster backdrops used as a projection surface or to simulate the sky.iv. Lighting Design

Lighting design, a more ephemeral art, has two functions: to illuminate the stage and the performers and to create mood and control the focus of the spectators. Stage lighting may be from a direct source such as the sun or a lamp, or it may be indirect, employing reflected light or general illumination.v. Costume Design

A costume is whatever is worn by the performer. Costume designers are concerned primarily with clothing and accessories, but are also often responsible for wigs, masks, and makeup. Costumes convey information about the character and aid in setting the tone or mood of the production. Since most acting involves impersonation, most costuming is actual or re-created historical or contemporary dress. As with scenery, however, costumes may also be suggestive or abstract.

vi. Mask

A special element of costume is the mask. Masks prevent the use of the face for expression and communication and thus render the performer more puppet-like; expression depends solely on voice and gesture. As the mask's expression is unchanging, the character's fate or final expression is known from the beginning, thereby removing one aspect of suspense. The mask shifts focus from the actor to the character and can thus clarify aspects of theme and plot and give a character a greater universality. Like costumes, the colors and features of the mask, especially in the Orient, indicate symbolically significant aspects of the character. In large theaters, masks can also aid in visibility.vii. Technical Production

The technical aspects of production may be divided into pre-production and run of production. Preproduction technical work is supervised by the technical director in collaboration with the designers. Sets, properties (props), and costumes are made during this phase by crew members in the theater shops or in professional studios. Props are the objects handled by actors or used in dressing the stage-all objects placed or carried on the set that are not costumes or scenery. Like sets, props can be illusionistic-they may be created from papier-mch or plastic for lightness, exaggerated in size, irregularly shaped, or designed to appear level on a raked stage; they may also be capable of being rolled, collapsed, or folded. The person in charge of props is called the props master or mistress.

viii. Sound and Sound Effects

Sound, if required, is now generally recorded during the preproduction period. From earliest times, most theatrical performances were accompanied by music that, until recently, was produced by live musicians. Since the 1930s, however, use of recorded sound has been a possibility in the theater. Although music is still the most common sound effect, wind, rain, thunder, and animal noises have been essential since the earliest Greek tragedies. Any sound that cannot be created by a performer may be considered a sound effect (for example, animal sounds in the woods), but they can also assist in the creation of mood or rhythm.

Source: http://literalno4.tripod.com//elements.html

http://www.readwriterthink.org//lesson_images//lesson802//conflict.pptRUMPELSTILTSKIN

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Grimms Fairy tales are a classical collection of folk tales and fairy tales such as Sleeping Beauty, Rumpelstiltskin", "Snow White", "Rapunzel", "Cinderella", "Hansel and Gretel", and "The Frog Prince" which had been retold countless times orally over many years. It was the Grimm Brothers who wrote them down and published them. The German brothers, Jacob Ludwig Karl Grimm (4 January 1785 20 September 1863) and Wilhelm Karl Grimm (24 February 1786 16 December 1859 ) lived in Hanau, Germany and were among a family of nine children. Their father, who was educated in law and worked for the Prince of Hessen, died when they were young. Their mother struggled to pay for their education. Jacob studied law and later worked as a librarian in Gottingen. Wilhelm worked as an assistant librarian in the same library. They collected three volumes of folk tales and made some extra money. These stories include magic, communication between animals and men, moral values and teachings of social rights and wrongs.

The brothers worked very closely even after Wilhelm married in 1825. Jacob remained unmarried. Some of the Grimms' stories (including Snow White, Sleeping Beauty, Cinderella and The Princess and the Frog) were adapted as animated feature films by Walt Disney Animation Studios.

Angela Lanyon, the playwright

The melodrama, Rumpelstiltskin taken from Grimms Tales has been retold in the form of a

drama by Angela Lanyon. She was born in Leamington Spain in 1930 and has lived all over

the British Isles. She has three children and has worked in Childrens Theatre as Childrens

writer in Residence Swan Theatre, Worcester. Later, she worked as the Assistant Manager

and Administrator for Childrens Work at Westcliff-on-Sea, the House Manager for Chichester Festival Theatre and the Theatre Manager at the Theatre Royal, Plymouth. Angela has written numerous dramas for childrens theatre and some have been published by New Playwrights Network. She has also written school plays and plays for adults published by Heinemann in their Literacy series.

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Rumpelstiltskin is a story about a miller and his wife who lie to the king that their daughter (Lisa) could spin straw into gold. The king takes Lisa to his castle and locks her in a high tower room which has a big heap of straw and one spinning wheel. As suggested by the father, the king instructs her to spin the straw into gold by morning, or be executed. She has given up all hope when a strange little man appears in the room and spins straw into gold for her in return for her necklace. The king is impressed, but he wants more gold. The little man returns at night and spins gold for her in return for her ring. The greedy king wants more gold. So on the third night, when she has nothing to reward him, the little man spins straw into gold with one condition - that Lisas first-born child will be given to him.The king is so impressed that he marries Lisa. However, when their first child is born, the little man returns to claim his reward.

Lisa is frightened and offers him all the gold he wants if she can keep the child. The little man refuses but finally agrees to give up his claim to the child if Lisa can guess his name in three days. Will Lisa manage to guess the little mans name? What will happen if Lisa is unable to guess the right name?

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*Learners should be encouraged to read and discover the sequence in the plot by themselves.

Here are the plot components of Rumpelstiltskin for your reference.

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These are some of the themes found in the drama:

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Some of the values to be learnt from the drama are:

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Time, People and culture:i. The Feudal Society A social system that existed in Europe during the Medieval era (from 5th to 15th century) Powerful Kings or Lords owned the lands In order to live on these lands, the people must serve and fight for the Kings or Lord.ii. Rumpelstiltskin The name is derived from German Rumpelstilzchen which means "little rumble stilt". A rumpelstilt or rumpelstilz is a mischievous and noisy goblin. It clatters stilts or posts and hits planks. Places:i. The cottage

In a village of a small country

Belongs to Lisa and her parentsii. The tower

At the Kings palace

Lisa is held in three different rooms. Each room is bigger and has more straw than the one before. In each room, there is a spinning wheel, heaps of straw and a window. Rumpelstiltskin climbs into each room using the window.

iii. The nursery

At the Kings palace

The place where Lisa nurses her baby son

There is a cot in the room. iv. The woods

Lisas parents follow Rumpelstiltskin to the woods to discover his name. Rumpelstiltskin reveals his name in the woods.RUMPELSTILTSKIN

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The Casts:

The Narrator

The story teller who narrates the story to the audience.Lisa

A young girl

Has excellent baking skills

Sensible as she tries to stop her parents from boasting about her to the King

Anxious when the parents boast to the King that she can spin straw into gold

Dutiful as she obeys her parents and the King

Desperate when she agrees to Rumpelstiltskins bargains

Reluctant to give her baby to Rumpelstilskin as promised

Father and Mother

Lisas parents

Proud of Lisa

Boastful of Lisas abilities Hopeful for the King to take Lisa as the Queen Worried for Lisa after boasting that she can spin straw into gold. Helpful as they secretly follow Rumpelstiltskin to find out his name

The King

Loves apple pies

Impressed by Lisas delicious apple pies Irrational as he accepts the claim by Lisas parents that Lisa can spin straw into gold

Cruel because he threatens to behead Lisa if she fails to spin straw into gold

Greedy when he orders Lisa to spin more straw into gold

Trustworthy as he keeps his promise to marry Lisa

Rumpelstiltskin

A noisy and mischievous goblin Enjoys playing tricks and solving riddles Can spin straw into gold Opportunistic as he demands payments from Lisa in exchange for his service Unscrupulous as he tricks Lisa into promising him her first-born child Furious when Lisa succeeds in solving the riddle to his name.

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Warm-ups (also referred to as Ice breakers, Energizers or Deinhibitizers) are important activities that can be used to engage students who often have to sit for long hours in their hard chairs. They create a positive group atmosphere, break down social barriers and help people to relax.

Executed properly, these games or exercises will help add energy, refocus a group that has become scattered, or wake up one! Warm-ups also bring about originality to your students' acting. Many of them can be done with no materials in any reasonably sized space.

They can be carried out before pre-production, during pre-production or before any acting is done. They are designed to help the students to get ready to act physically and emotionally. This may include scenes from the story that involve movements or gestures as well as their vocal skills and emotions of the characters.

Sources: http://www.childdrama.com/warmups.html http://wilderdom.com/games/Icebreakers.htmlRUMPELSTILTSKIN

WARM-UP/HANDOUT 1

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WARM-UP/ACTIVITY 2

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WARM-UP/HANDOUT 2

The cards should be cut out and given to each pair. The same situational card may be given to more than one pair.

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WARM-UP/ACTIVITY 3

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WARM-UP/HANDOUT 3

Focus on pronunciation and enunciation

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WARM-UP/ACTIVITY 4

Examples of questions to ask :

1. Do I sing?

2. Am I strong?

3. Am I a male?

4. Am I poor?

5. Am I a royalty?

6. Am I ............................. ( the name of the personality)?RUMPELSTILTSKIN

WARM-UP/HANDOUT 4

Pictures of characters from fairy tales.

Snow White Peter Pan

Cinderella PinocchioRUMPELSTILTSKIN

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Before acting, the students need to be familiar with the drama. At the pre-production stage, the different elements like setting, plot, characters, values and themes could be explored. Here, the students could also practise and learn some language items (vocabulary, grammar, idioms, etc.) sourced from the text.

In this guidebook, we have put together samples of activities that require students to read the text Rumpelstiltskin. At the same time, the activities can get the students to explore elements of drama (setting, plot, characters, values and themes) as well as the English Language experientially by reflecting upon human experiences, sharing their perceptions, trying out roles, and playing "pretend."

There are opportunities in some of these activities that you, as teachers can link to topics and themes in other more traditional academic subjects. This way, we can indirectly enhance students understanding of other subjects and enrich their school experience.

Sources: http://en.wikipedia.org/wiki/Preproduction

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PRE-PRODUCTION/ACTIVITY 5

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PRE-PRODUCTION/ACTIVITY 5a

Task A: Complete the sentences below with the correct collective nouns. You may find the answers from the drama text.

1. In the morning Lisa wakes to find a ..........................

of shining gold instead of the heap of straw.

2. There is a big ......................... of gold in the middle of the floor.3. Ive had people searching the countryside for every last .......................... of straw.

4. He is so angry that he vanishes in a ...................... of smoke.RUMPELSTILTSKIN

PRE-PRODUCTION/WORKSHEET 5b

Task B: Match the following collective nouns with the correct words. You may use the internet to check for answers. The first one has been done for you.A company of ...

birds

A class of ...

fruit

A gang of ...

actors

A flock of

flats

A block of

fish

A bunch of ...

bees

A basket of ...

pupils

A collection of ...

keys

A school of ...

ants

A herd of

stamps

A hive of ...

robbers

An army of

cattle

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PRE-PRODUCTION/WORKSHEET 6

A word or an expression can have more than one meaning and at times, it can cause confusion. This is because it can have two or more meanings.

Task:

1. Locate the following words in the drama script. Copy the sentences with the words in the boxes (see example). 2. With the help of a dictionary or the Internet, find the meanings of these words. Write down the two meanings in the corresponding boxes.3. Decide which meaning is applied for each context. Tick the correct meaning.List of Homonyms:

1. Brilliant(Page 60)2. Spin

(Page 63)3. Rage

(Page 85)4. Stern

(Page 65)5. Straw

(Page 64)6. Creep

(Page 83)7. Fault

(Page 79)Example:

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PRE-PRODUCTION/WORKSHEET 7a

Draw the character that you or your teacher has chosen in the picture frame below. Write the name of the character. Then, write down notes on how the character looks like in the note pad.

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PRE-PRODUCTION/WORKSHEET 7b

Task:

Discuss with your group the attitudes and behaviour of the character you or your teacher has chosen. Write down these characteristics in the note pad below. Example:

CharacterLisa

Character

________________________________

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Task:

The following statements are some of the lessons you can learn from the drama.

Discuss with your group members which action in the story could explain each lesson. Write down the lesson(s) learned in the last column. The first one has been done for you.

NoCharacter(s)Action

Lesson(s) learnt

1LisaLisa promises Rumpelstiltskin to give him her first-born son.

Honour your promises Be rational

2RumpelstiltskinHe tells her that he will never work for nothing

3KingHe tells his people to search for the last wisp of straw in the countryside to be spun into gold.

4Lisas father and mother

They say that Lisa could spin straw into gold

5Lisas fatherHe says that Lisa is a wonderful weaver and baker

6RumpelstiltskinAlthough he knows it will break her heart, he wants Lisas first-born.

7KingHe shuts Lisa up in a tower alone for three days

8Lisas fatherHe tells her that it is alright if she is unable to keep to her promise because she will be far away from Rumpelstiltskin

9KingEach day he threatens to cut off her head if she is unable to spin the straw into gold

10RumpelstiltskinHe only helps people in distress if he can get something in return

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Your groups task is to cut and paste the strips on events given according to the four settings. Use an A4 paper for each setting below.

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The drama is staged at the production level after students have understood the story and its elements. This can be done in various ways like using student actors or even puppets as the cast members. The drama can be staged in a classroom or the school hall. It can be held as a class activity or an inter-class drama competition.The activities we have in this section will encourage our students to cooperate and find the best way for each member of a group to contribute. The activities also demand students to listen to and accept the viewpoints and contributions of others. We really hope teachers will eventually get their students to dramatise Rumpelstiltskin either in parts (which can be carried out in or out of a classroom) or as a major stage production in the main school hall.

Source : Performing together: The Arts and Education, jointly published by The American Association of School Administrators, The Alliance for Education and The John F. Kennedy Center for the Performing Arts in 1985.RUMPELSTILTSKIN

PRODUCTION/ACTIVITY 10

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PRODUCTION/WORKSHEET 10

Role play strips.

1. Lisa goes to the window and looks out.

2. Lisa is crying.

3. Lisa unfastens the necklace and hands it to the little man.

4. Lisa wakes up to find a heap of shining gold instead of the heap of straw.

5. Lisa sits down and begins to cry.

6. Lisa shakes her head.

7. Lisa sits sadly on the floor hoping to hear the scratching sound at the window.

8. Lisa is so delighted.

9. Lisa picks up the baby and holds him tightly.

10. Lisa thinks hard.

11. Lisa wants to tell the King what has happened but she is so frightened.

12. Lisa opens her mouth to speak but no words come out.

13. Lisa runs to the window and looks out.

14. Lisa hears the scratching noise at the window.

15. In the morning, Lisa opens her eyes and stretches.

16. Lisa is in the nursery holding the baby.

17. Father creeps nearer.

18. Father creeps away without making a sound.

19. Mother cuts a slice of pie and gives it to the King.

20. Lisas mother takes hold of the Kings arm.

21. Mother is thinking.

22. Lisas mother looks worried.

23. Mother hides behind the bush.

24. Mother creeps away without making a sound.

25. The King puts his head through the window.

26. The King licks his fingers.

27. The King starts to move to the door.

28. The King looks very stern.

29. Taking hold of Lisas arm, the King walks out of the cottage.

30. The King comes in.

31. The King leads Lisa to another room in the castle.

32. The King comes in and claps his hands with delight.

33. A strange little man with a long pointed nose climbs through the window.

34. The little man nods.

35. The little man puts his head on one side and looks at Lisa.

36. The little man shakes his head.

37. The little man laughs and stamps his feet on the ground and whirls out of the room.

38. The little man dances into the room.

39. The little man laughs but his laugh is cruel.

40. The little man is dancing around a small fire.

41. The little man is grinning.

42. The little man gives a cry of rage and stamps his feet.

43. The little man stamps so hard on the floor that his foot goes right through it.

44. The little man is so angry that he vanishes in a puff of smoke.

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Samples of shadow puppets.

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PRODUCTION/HANDOUT 13

Samples of paper masks

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PRODUCTION/HANDOUTT 14

Portfolio:

1. Director - directs the drama

2. Stage manager manages set design, prop design, lighting and sound

3. Set designer designs the backdrop and set on the stage

4. Prop designer designs the props used by the actors and actresses

5. Lighting engineer produces proper lighting for the drama6. Sound engineer produces background music and sound effect

7. Stage crew changes the set on the stage and handle the props for the casts

8. Costume designer designs and produces costumes for the casts.

9. Make-up artist emphasises the casts roles through proper make-up

10. Prompter remind the casts lines when they forget their words during rehearsals and actual production

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Situation card A

Rumpelstiltskin : Why are you crying?

Lisa : Because my father told the King I could spin straw into gold. Now the King will cut off my head.

Rumpelstiltskin : Thats nothing to cry about. Ill help you if you give me something in exchange.

Lisa : But I havent got anything.

Rumpelstiltskin : What about that pretty necklace youre wearing?

Lisa : This?

Rumpelstiltskin : Thats right. Now you go to sleep. By the time you wake up all your troubles will be over.

Situation card B

Rumpelstiltskin : More straw to spin? My favourite task.

Lisa : But I have nothing to give you.

Rumpelstiltskin : But what about that pretty ring youre wearing?

Lisa : This?

Rumpelstiltskin : What about that pretty necklace youre wearing?

Lisa : This?

Rumpelstiltskin : Itll do. Itll do. Now go to sleep and in the morning therell be heaps of gold instead of heaps of straw.

Situation card C

Rumpelstiltskin : Dry your tears, Lisa. I will help you, but this will be the last time.

Lisa : But I cant pay you. Ive nothing left.

Rumpelstiltskin : Now thats a pity. I dont work for nothing.

Lisa : Perhaps I could pay you after I get home.

Rumpelstiltskin : Perhaps, perhaps.

Lisa : Please help me this one last time. The king said hell make me the Queen if I turn this straw into gold but if I dont, hell cut off my head.

Rumpelstiltskin : Perhaps we could make a bargain. Are you any good at keeping promises? Then, lets shake hands on it.

Lisa : But what do you want?

Rumpelstiltskin : When youre the Queen, you must give me your first-born child. Is it a bargain?

Lisa : Yes, I promise.

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PRODUCTION/ACTIVITY16

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PRODUCTION/HANDOUT 16a

Drama assignment:

The drama is divided into three major parts and the settings (see table below). Each group is assigned one of the parts to be produced and staged.

PARTSETTING:PAGES:LENGTH

(Illustrated pages not included)

1The Cottage

Page 60 65(4 pages)

The Tower Room 1Page 66 68

(2 pages)

2The Tower Room 2

Page 69 76(6 pages)

3The Nursery

Page 77 81(3 pages)

The Woods

Page 83(1/2 a page)

The Nursery

Page 85 87(2 pages)

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PRODUCTION/HANDOUT 16b

Suggested Score Sheet

1. Best Director:

GROUP:

Marks:

Criteria:WeakPoorSatisfactoryGoodExcellentTOTAL

0 - 23 - 45 - 67 - 89 - 10

1.The actors performance

2.The set design

3.The overall direction of the show

2. Best Actor : .GROUP:

Marks:


0 - 23 - 45 - 67 - 89 - 10

1.Language Delivery

(Enunciation, intonation & pronunciation)

2.Language Accuracy

3.Physical Expression (Movements, gestures & expressions)

3. Best Actress: GROUP:

Marks:


0 - 23 - 45 - 67 - 89 - 10

1.Language Delivery

(Enunciation, intonation &

pronunciation)

2.Language Accuracy

3.Physical Expression

(Movements, gestures &

expressions)

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PRODUCTION/HANDOUT 16c

Suggested Score Sheet

4. Best Stage Production

(Set, props, costumes & makeup)

GROUP:

Marks:


0 - 24 - 55 - 67 - 88 - 10

1.Stage set

Suitability and adequacy of the set & props to the story

2.Costume & makeup

3.Creativity

use of material and design

5. Best Drama

GROUP:

Criteria:

Score (Maximum 30)

1. Best Director

2. Best Actor

3. Best Actress

4. Best Stage Production

TOTAL SCORE:

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PRODUCTION/HANDOUT 16d

Suggested Score Sheet for Judging the DramaBest Director

ScoreWinner

Group 1

Group 2

Group 3

Best Actor

ScoreWinner

Group 1

Group 2

Group 3

Best Actress

ScoreWinner

Group 1

Group 2

Group 3

Best Stage Production

ScoreWinner

Group 1

Group 2

Group 3

Best Drama

ScoreWinner

Group 1

Group 2

Group 3

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BEYOND THE TEXT/ACTIVITY 17

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BEYOND THE TEXT/WORKSHEET 18

Imagine you are a newspaper reporter. You have heard that a man almost succeeded in kidnapping the kings son. Prepare a minimum of ten questions to ask the kings press secretary on what happened. Write your questions below.

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BEYOND THE TEXT/HANDOUT 19

Complete the newspaper report by filling in the blanks with suitable words.

DRAMA

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ASSESSMENT/ACTIVITY 20

A. With close reference to the text, fill in the blanks with verbs in the Present Tense forms. Then rearrange the sentences in the correct sequence of the text by writing the numbers in the box given.1. A year later, the King and Lisa (a) ________a baby son. One day when Lisa and her

parents are playing with the baby in the nursery, Rumpelstiltskin (b) __________. He

reminds them of the promise and wants to take the baby boy away.

2. The king takes Lisa to his palace and (c) ________her in a room high in a tower with

a spinning wheel and a big heap of straw. That night a strange little man with a long

pointed nose (d) _________ through the window. He laughs when Lisa tells him why

she is crying.

3. With help from her parents, Lisa (e) ___________able to give his correct name as

Rumpelstiltskin on the last day.

4. Rumpeltiltskin then spins all the straw in the tower into gold. The King is happy and

marries Lisa as promised. Her parents (f) __________with her in the palace.

5. He offers to help if she gives him the necklace she is wearing. Lisa (g) ________it to

him and goes to sleep.

6. Lisa offers him as much gold as he wants but Rumpelstiltskin (h) _________ gold.

However, he makes a deal with Lisa.

7. He even (i) ____________the king to ask Lisa to spin straw into gold. The king

(j) ____________that he will find out the truth as he needs gold for his kingdom.

8. When Rumpelstiltskin realises that he has lost the bargain, he stamps so hard on the

floor that his foot goes right through it. He is so angry that he (k) _____________in a

puff of smoke. Lisa thanks her parents.

9. In the morning, Lisa finds a heap of shining gold instead of the straw. The King

comes in and (l) __________that Lisa did it. 10.Lisa stays with her father and mother in a village cottage in a small country. Her

parents think that Lisa is brilliant and are always (m) ___________about her. 11. He tells her that if she could (n) ____________his name within three days, he will not take the baby. He gives her three guesses each day. Lisa (o) __________to get the name on the first two days.

12. She him (p) ____________to do it as she is desperate and also because she remembers her fathers advice.

13. Lisa is too frightened to speak. She (q) _________to go home but the King refuses to let her go. He wants her to spin straw into gold for another two nights.

14. However, her parents tell her that the problems she faced were caused by their boasting. They tell her that that they (r) ___________ learnt a lesson and that they will never boast again.

15. He also says that he will cut off Lisas head if she is unable to turn straw into gold. Lisa (s) ___________to cry and her mother gets worried.

16. On the second night, Lisa (t) ___________ her ring to Rumpelstiltskin but on the third night she (u) ___________ nothing to give him. Rumpelstiltskin says he will only help Lisa if he gets something in exchange.

17. On the second day, her parents (v) _____________the strange old man into the woods and find out his name as he sings and dances.

18. One day, the king stops by their cottage after he (w) ____________apple pie. Lisas parents boast that Lisa can bake the best pies in the world, (x) ______________the most beautiful cloth and spin the finest thread. Her father tells the king that Lisa is so clever that she can do anything.

19. He then wants Lisa to give her first-born to him when she (y) __________the Queen.

20. Both her parents tell the king that they are (z) _____________ but the King who is stern refuses to listen.

10

814

B.Continue to work in pairs. Rewrite the sequenced story in Past Tense forms in your exercise book.

RUMPELSTILTSKIN


Check your understanding by filling in the story elements below.

Adapted from: The Big Book of Reading Responses Activities by Michael Gravois (Scholastic)

RUMPELSTILTSKIN


Check your understanding of the characters in the drama by stating whether the following statements are true (T) or false (F).

1. Lisa can bake well.

2. Lisas mother and father are humble people.

3. The King is a kind man.

4. Rumpelstiltskin is sincere in helping Lisa.

5. Lisa is a dutiful daughter.

6. Lisas mother and father ignores her when she could not guess Rumpelstiltskins name.

7. The king is fair to Lisa.

8. Rumpelstiltskin is a cunning creature.

9. The king is a rational man.

10. Lisas father and mother want the best for her.

RUMPELSTILTSKIN

DRAMA

Worksheet 5

: A heap of words

Task A:

In the morning Lisa wakes to find a heap of shining gold instead of the heap of straw.

There is a big pile of gold in the middle of the floor.

Ive had people searching the countryside for every last wisp of straw.

He is so angry that he vanishes in a puff of smoke.

Worksheet 5

: A heap of words

Task B:

A company of actorsA class of pupilsA flock of birdsA gang of robbersA block of flatsA bunch of keys

A basket of fruit

A collection of stampsA school of fishA herd of cattleA hive of bees

An army of ants

Worksheet 6

: Same but differentWordMeaning in context

Brilliant (pg. 60)Splendid, causing admiration

Spin (pg. 63)Form thread by twisting wool, cotton, silk, etc.

Rage (pg. 85)Furious anger

Stern (pg.65)Demanding and enforcing obedience

Straw( pg.64)Dry cut stalks of wheat

Creep( pg. 83)Move along with body close to the ground

Fault (pg. 79)Responsibility for being wrong

Worksheet 7

: Character Traits

CharacterPhysical descriptionAttitudeBehaviour

Lisaa pretty, young girl with long hair and beautiful eyesa sensible and thoughtful girl who is dutiful to her parents and the Kinglikes to bake,

feels anxious and desperate when dealing with Rumpelstiltskin

Fatheran portly old man with unkempt hair and thick moustacheproud of Lisa,

hopeful that the King will take Lisa as queen

boasts Lisas cleverness

helps in investigating Rumpelstiltskins name

MotherA fat old woman with a wide smileproud of Lisa,

hopeful that the King will take Lisa as queen

boasts Lisas cleverness

helps in investigating Rumpelstiltskins name

KingA tall man with short bushy hair, high nose and thin eyebrowsCruel, greedy and irrational but kept his promise to marry Lisaloves apple pies

RumpelstiltskinLong, thin, crooked nose with a wide grinCunning and manipulativenoisy man,

can spin straw into gold,

plays tricks and solves riddles.

Worksheet 8

: What did you learn?1.Honour your promises

Be rational

2.Help others sincerely without expecting returns

3.Do not be greedy

4.Be humble

Be rational

5.Be humble

Be rational

6.Help others sincerely without expecting returns

7.Be kind and fair

8.Be rational

9.Be kind and fair

10.Help others sincerely without expecting returnsWorksheet 9

: Jumble TroubleThe Cottage

Lisas parents are very proud of her and think she is a clever girl who can do wonderful things.

Lisas parents boasts about her to the King. They even tell the king that she can spin straw to gold.

The Tower

The King takes Lisa to a tower where she is locked for 3 nights to spin a roomful of straw into gold.

Lisa is helped by a little man on her first and second night there. However, she has to reward the man with her necklace and ring. On her third night, when she could not reward the man, she promises her first-born child to the man.

The King is delighted with the straw of gold that he marries Lisa.The Nursery

A year later, the little man appears to claim Lisas son. However, he agrees to give Lisa three days to guess his name.

Lisa manages to identify the little mans name as Rumpelstiltskin. He is so angry that he vanishes in a cloud of smoke.

The Woods

Lisas parents spy upon the man in the woods and see him dancing around the fire and singing in rhyme.

Lisas parents learn the mans name.

Worksheet 18

: Who and why

Suggested questions for newspaper reporter.1. Sir, is it true that someone tried to kidnap the kings son?

2. When did it happen?

3. Where did it happen?

4. Who tried to kidnap the kings son?

5. Can you please give us more details or describe the incident?

6. Do you suspect anyone?

7. Whom do you suspect?

8. Why do you think he wants the kings son? Is it for ransom?

9. How did he help Queen Lisa?

10. What action are the police and king taking?Worksheet 19

: Hunt for strange man1. for

2. of

3. to

4. The

5. At

6. was

7. the

8. of

9. was

10. said

11. helped

12. was

13. in

14. and

15. parents

16. could

17. who

18. to

19. In

20. him,

21. On

22. agreed 23. for

24. came

25. the

26. that

27. if

28. correctly

29. find

30. reward

Worksheet 19

: Making sense with tensesTask A

AhaveJrepliesSstarts

BreappearsKvanishesTgives

CleavesLthinksUhas

DclimbsMboastingVfollow

EisNguessWsmells

FliveOfailsXweave

GhandsPpromisesYbecomes

HrefusesQwantsZjoking

ItellsRhave

Task B10

8715202591316191241611173814

Worksheet 20

: Story map1.Title

:Rumpelstiltskin2Playwright

:Angela Lanyon

3Characters:

i. Lisa

ii. Mother

iii. Father

iv. The King v. Rumplestiltskin4Setting

:

i)The cottage

ii)The tower

iii)The nursery

iv)The woods5Plot

:a)Lisas parents are always boasting about her ability and they intend to tell the king about her talent when he visits their village on that day.b)When the king stops by at their house, they boast that their daughter can spin straw into gold.

c) The greedy king takes Lisa back to his palace, and locks her in a tower with

straw and a spinning wheel. At night she is visited by a man who spins straw into

gold in return for a reward. On the third night, she promises her first-born child to

the man.d) A year later, the little man comes back to claim his prize but agrees to let Lisa

keep her child if she can guess his name. Lisa could not guess his name for the

first two nights.e) On the third night, with her parents help, Lisa correctly guesses the mans

name. The man vanishes in anger and Lisa gets to keep her son.

Worksheet 21

: Characterisation1. TRUE

2. FALSE

3. FALSE

4. FALSE

5. TRUE

6. FALSE

7. FALSE

8. TRUE

9. FALSE

10. TRUE

RUMPELSTILTSKIN DRAMA

Coordinators

Diana Fatimah Bt Ahmad Sahani

Bahagian Pembangunan Kurikulum, KPM

Masreen Wirda Bt Mohammad Ali

Kementerian Pelajaran Malaysia

Tengku Ireneza Marina Tunku MazlanAras 4-8, Blok E9

Eileen Jessie Ah Guan

Kompleks Kerajaan Parcel E

Ng Yew Kee

Pusat Pentadbiran Kerajaan Persekutuan

62604 PutrajayaJimmy Then Choon Jing

SMK Bintulu, Peti Surat 97

97007 Bintulu, Sarawak.Panel of Writers

Khairul Anuar Yang Ahmad

SMK King Edward VII, Jalan Muzium Hulu(Panel Head)

34000 Taiping, Perak.Ingrid Sarina Rueh

SMK Bukit Indah

68000 Ampang, Selangor.Sathiavany a/p Madhavan

SMK Saint Paul, Jalan Manickavasagam,

70200 Seremban, Negeri Sembilan

Suhaila Ahmad Akhirudin

SMK Taman Sri Muda, Jalan Sabar 25/83

40400 Shah Alam, Selangor.

Curriculum Development Division.

Ministry of Education Malaysia

. 2010

Introduction

Drama

Drama is an encompassing learning medium, emerging from the spontaneous play of young children and utilizing the art of theatre to build and enhance the participants artistic sensitivity, awareness of self, others and the world

Patricia Pinciotti

Rumpelstiltskin

Synopsis

Plot

Climax

The little man comes to the

palace to take his prize. Lisa

begs and he relents with

one condition Lisa has to

guess his name. If she fails,

she will not see her son

again.

Rising Action

The greedy king brings Lisa back to his palace and forces her to spin straw into gold for three nights in a row. Lisa is helped by a little man. In return, she has to give her necklace and ring to the man. When she has nothing else to give, she promises to give her first-born child to the man.

Falling Action

Lisa fails to guess the name of the man for the first two nights. On the third day, her parents spy upon him. On that night, Lisa correctly guesses the mans name.

Resolution

Lisas parents vow not to be boastful anymore.

Exposition

The miller and his

wife boast to the

king about their

talented daughter,

Lisa, who could

do anything which

includes

spinning straw

into gold.

Themes

THINK BEFORE YOU SPEAK

It is important to think before you speak. Lisas parents speak without thinking as they want the king to take notice of their daughter. They boast that Lisa can spin straw into gold although it goes against logic. This causes problems for Lisa as she is kept in a high room in a tower all by herself. She is told that she will be beheaded if she does not spin the straw into gold by morning.

Lisa replies without thinking deeply when Rumpelstiltskin asks her if she is willing to give her first-born in exchange for spinning the straw into gold. She promises to do so without thinking rationally.

IMPORTANCE OF SPEAKING THE TRUTH

Another theme of this drama is the importance of speaking the truth. Lisas parents do not speak the truth when they boast about her. They cross the limit by exaggerating, which is also a form of telling lies. Her father says that Lisa is so clever that she can do anything. He tells the king to ask Lisa to spin straw into gold. Lisas mother tells Lisa that she could probably spin straw into gold if she tried. Due to their mistake, they risk losing Lisa.

Lisa also does not speak the truth when she promises to give Rumpelstiltskin her first-born child. Lisa listens to her worried father who tells her to promise Rumpelstiltskin whatever he wants. Her father tells Lisa that she could forget her promise later as she would be miles away from Rumpelstiltskin. This is dishonesty. She does not tell the truth to the king either. Due to her insincere promise in desperation, Lisa gets into another serious problem. Rumpelstiltskin comes back after a year to take her baby son.

THERE IS A PRICE FOR ALMOST EVERY DESIRE

Lisas parents boast about Lisa because of their desire to get the king to marry Lisa. They almost lose their daughter because of this desire. The king agrees to marry Lisa although she is from a poor family due to his desire for gold. He does not marry her for love. Lisa has to save her life for which she is willing to give anything. Rumpelstiltskin desires Lisas necklace first and then her ring in return for spinning the straw into gold. Later, Lisa agrees to give her first-born to Rumpelstiltskin in exchange for spinning more straw into gold. He refuses to work for free. He wants Lisas first-born as he does not have a wife or family.

Values

We must be humble. Lisas father realises his mistake at the end of the drama and says that he and her mother will never boast again. Everyone in the family is affected due to her fathers boasting. Lisa is taken away and left in a tower of the palace all alone. Boasting can have negative consequences. For example, the king tells her that he would cut off her head if she is unable to spin straw into gold.

Be humble and do not boast

We must honour our promises. Lisa makes a promise which she knows she will not be able to keep as no mother can part with her child.

Keep to your promises

We must not be greedy like the king. The king becomes cruel because of his greed for gold. He shuts Lisa up in a tower alone for three days. Each day he threatens to cut off her head if she is unable to spin the straw into gold. He also shows greed as he tells his people to search for the last wisp of straw in the countryside to be spun into gold.

Do not be greedy

Be rational

We must think, speak and behave rationally at all times. Lisas parents speak irrationally when boasting about their daughter whom they are proud of. Lisa becomes irrational when she is desperate to save herself. She makes a promise knowing well that she will be unable to keep to it.

Setting

Characters

Warm -ups

Drama is a performing art.

The essence of drama is live performance in front of an audience.

Shiach, D. (1987) From Page to Performance (CUP), p.1

Lets Get Physical

The king smelling and eating his favourite apple pie

Lisa spinning the straw in the tower room

Lisa cuddling her son in the nursery

Rumpelstiltskin dancing in the woods

Rumpelstiltskin is angry that Lisa has discovered

his real name

Getting Emotional!

Time : 40 minutes

Materials

Aims

1Drama script2Handout 2 (Situational cards)4

1To express the emotions in the play2To use imaginations to create the emotions

Steps

1Divide the class into groups of 4. Instruct each group to practise on one type of emotion (joy, sorrow, anger, love, fear). They have to imagine and practise the facial expression and body language of that emotion.2Tell students to stand in a line or in a circle. 3Point to a student and shout out an emotion e.g. anger. The student has to show that emotion with a facial expression and body language. He or she has to hold it for five seconds. If the students performance is unsatisfactory, he can be asked to return to the line or circle. He can then be asked to act again in a more convincing manner.4Give students situational cards with the characters emotions to each pair of students. For example, Lisa sorrow (page 67), Lisas father / mother - fear (page 65), Rumpelstiltskin - anger (page 87), Lisa and the baby - love (page 85) and Lisa - joy (page 87).6Let students take turns to act in front of the class.

Notes

Getting Emotional!

( Situation Card 1 (

Page: 67

Emotion: Sorrow

Character: Lisa

Rumpelstiltskin: Why are you crying?

Lisa: Because my father told the King I could spin straw into

gold. Now the king will cut off my head.


Page: 65

Emotion: Fear

Character: Lisas mother

Mother : Please Your Majesty, her father was only joking.

Father: Yes, yes, I was only joking.


Page: 87

Emotion: Anger

Character: Rumpelstiltskin

Narrator : Rumpelstiltskin looks at Lisa and Mother. Then he looks at Father.

Then he stamps so hard on the floor that his foot goes right

through it. He is so angry that he vanishes in a puff of smoke.

* One student narrates, while the other acts.


Page: 85

Emotion: Love

Character: Lisa

Narrator : The following day, in the nursery, Lisa holds the Baby.

* One student narrates, while the other acts.


Page: 87

Emotion: Joy

Character: Lisa

Lisa : And now my babys safe. Oh, Mother, Father, how can I ever

thank you?

Mother: You dont need to thank us. If it wasnt for us, you wouldnt have

been in this mess.

Vocal Adrenaline

Time : 40 minutes

Materials

Aims

1Handout 32Drama script

1To relax and relieve tension before performance2To prepare the voice for speaking3To get students to focus on pronunciation and enunciation

Steps

1Get students to stand in a big circle. 2Let everyone takes a deep breath, then go hmmmmmmmmm and maaaaaahhhhh.3Tell students to continue producing vowel sounds ; a, e, i, o, u.4Allow them to merge the vowel sounds into aaaaaeeeeeiiiiiiiooooouuuuuuuu.5Tell students to produce consonant sounds e.g. bbccddfffggghhhjjkkklllmmmnnn.6Read the tongue twisters (Handout 3 to the students before reading it together.7Read Rumpelstiltskins rhyming riddles on pages 81 and 83.8Let students practise the rhyming riddles in pairs or in groups.

Notes

Vocal Adrenaline

What a to-do to die today at a minute or two to twoA thing distinctly hard to say but harder still to doFor they'll beat a tattoo at twenty to two with a rat-ta-ta, tat-ta-ta,tat-ta-ta, tooAnd the dragon will come when he hears the drumAt a minute or two to two today, at a minute or two to two.

The shifty snake selling snake skin appears.

A big blue badly bleeding blister.

Rubber baby buggy bumpers.

Guessing Games

Time : 40 minutes

Materials

Aims

1Handout 4

1To improve group dynamics2To identify a character through a set of questions

Steps

1Choose a student (Student A) and tape a picture of a character from a fairy tale (Handout 4) on his or her back.2Student A asks other students a maximum of six questions to help to find out his or her identity. The question can only be answered with a Yes or No. When the student has figured out the identity, start over with another student.3If the student fails to guess the identity of the fairy tale character, he or she has to mime the character based on the actual fairy tale (e.g. Snow White eats apple and then faints, or Pinocchio becomes shocked when the nose grows longer)78

Notes

Guessing Game

Pre-production

Pre-production is the process of preparing

all the elements involved in a film, play, or other performance.

A Heap of Words

Time : 40 minutes

Materials

Aims

1A pile of books2Worksheet 5a and 5b3The Internet4Drama script

1To identify collective nouns from the script2To match words with their collective nouns

Steps

1Show students a pile of books on the teachers desk and ask them what it is.2Tell them that it is a pile of books and reinforce the phrase by writing a pile of books on the board.3Ask students what phrase (from page 66) the author uses to describe the amount of straw Lisa produces.4Tell students to identify the phrase in the text (i.e. a heap of straw).5Distribute Worksheet 5a (Task A) and instruct students to complete the phrases.6Tell them to locate their answers from the text.7Ask students to check their answers.8Explain what collective nouns are to the students ( see notes below).9Distribute Worksheet 5b (Task B) and instruct students to do the matching exercise.10The students may use the Internet to check for answers.

Notes

A collective noun is a noun that is singular in form but refers to a group of people or things. (Examples: people a cast of actors, a babble of barbers etc.; animals a gaggle of geese, a flock of birds etc; things a ream of paper, a flight of stairs etc.

Source: http//www.learnenglish.de/grammar/nouncollective.htm

http//myenglishgrammar.com

w

A Heap of Words

A heap of words

Same yet Different

Time : 40 minutes

Materials

Aims

1To choose the correct meaning of words according to the context

1Drama script2Worksheet 63Dictionary

Steps

1Write the word mouse on the board and elicit the meanings of the word from the students.2Explain that some words have more than one meaning. (See notes)3Give students an example from the script (eg. brilliant pg 60) to explain what a homonym is. Explain that the meaning depends on the context or situation. 4Distribute Worksheet 6. Ask students to work in pairs to complete the task.5Discuss the answers with the class.

Notes

A homonym is a word that is spelled the same or sounds the same as another word but has a different meaning

Source: http//www.macmillandictionary.com

w

Same yet Different

s

Meaning 1

Splendid, causing admiration

(

BRILLIANT

Youre really brilliant.

Meaning 2:

Very bright, sparkling

Meaning 1

SPIN

Meaning 2:

Meaning 1

RAGE

Meaning 2:

Meaning 1

STERN

Meaning 2:

Meaning 1

STRAW

Meaning 2:

Meaning 1

CREEP

Meaning 2:

Meaning 1

FAULT

Meaning 2:

Character Traits

Time : 80 minutes

Materials

Aims

1Drama script2Worksheet 7

1To describe the attitude and behaviour of the characters

Steps

1Divide the students into 5 groups. Each group chooses or is assigned a different character.2Distribute worksheet 7a to each group. 3Ask students to draw a portrait of the character and write a short physical description.4Distribute worksheet 7b to each group.5Tell students to note down the different attitudes and behaviour of the character.6Allow students to practise describing the character to each other.7Instruct students choose a group member to present a description of their characters physical attributes, attitudes and behaviour to the class.8Allow students from other groups to ask questions to understand the description better.9At the end of the presentations, the teacher may ask students whether they like or dislike the characters and the reasons.

Notes

The teacher may have this lesson as a competition between the groups to see which group does the best presentation.

Use the notes given on characters to help in assessing students work.

Advanced students can do this presentation on drawing paper or Power Point.

w

Character Traits

s

Group :

Character

_________________________________

Physical description

_________________________________

_________________________________

_________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Character Traits

s

Attitude

Behaviour

Sensible

Tells her father not to be silly when he says that Lisa is so clever that she can do anything

Character Traits

Attitude

Behaviour

What did you learn?

Time : 80 minutes

Materials

Aims

1Drama script2Worksheet 8

1To read and understand the lessons learned from the story4

Steps

1Elicit one lesson students can learn from the play.2Distribute Worksheet 8.3Ask students to match the character and action to the lesson(s) learned.4Let students volunteer to share their answers with the class.5Discuss with the students any answer which is not correct.

Notes

This lesson can only be carried out if the students have read and understood the story.

Use the notes given on Values and Plot to help in assessing students work.

w

What did you learn?

s

(

Honour your promises

We must not make promises we cannot keep.

(

Help others sincerely without expecting returns

We must not be manipulative or calculating.

(

Do not be greedy

We must not take advantage of others due to greed.

(

Be rational

We must think, speak and behave rationally at all times.

(

Be humble

We must not be boastful.

(

Be kind and fair

We must not be cruel to people who are weak and helpless.

Jumble Trouble

Time : 40 minutes

Materials

Aims

1Worksheet 92Drama script3

4Glue & scissors

A4 papers4

1To match the events to the settings in the story

Steps

1Distribute the worksheet to the groups of students.2Tell the students to match the events to the settings given.3

4Instruct students to cut the strips and paste them in the correct boxes.

Get one or two groups to present the answers to the class.5

Instruct students to write the synopsis of the story using the answers as a guide.

Notes

Refer to notes on Setting and Synopsis as a guide.

w

Jumble Trouble

The Tower

The Cottage

The Woods

The Nursery

A year later, the little man appears to claim Lisas son. However, he agrees to give Lisa 3 days to guess his name.

Lisa is helped by a little man on her first and second night there. However, she has to reward the man with her necklace and ring. On her third night, when she could not reward the man, she promises her first-born child to the man.

(

(

Lisas parents spy upon the man in the woods and see him dancing around the fire and singing in rhyme.

Lisas parents learn about the mans name.

(

(

Lisas parents boasts about her to the King. They even tell the king that she can spin straw to gold.

Lisa manages to identify the little mans name as Rumpelstiltskin. He gets so angry that he stamps hard on the floor and vanishes in a cloud of smoke.

(

(

Lisas parents are very proud of her and think she is a clever girl who can do wonderful things.

The King is delighted with the straw of gold that he made Lisa his Queen.

(

(

The King takes Lisa to a tower where she is locked for 3 nights to spin a roomful of straw into gold.

(

Production

"The future of our nation depends on

our ability to create-and to be creative.

During the coming decades our most important

national resources will be human resources.

If our nation is to continue to meet the challenges of the future,

today's schools need to develop creative leaders."

3-2-1 Melodramaction!

Time : 80 minutes

Materials

Aims

1

2Role play strips

Scissors3 Worksheet 10

1To act based on the narration with exaggerated demeanour2To act and hold each pose for at least 3 seconds3To express various emotions and actions of the characters

Steps

1Photocopy and cut out the role play strips given.2Select one student to be the narrator.3Each student gets a role play strip. Give students five minutes to prepare for their roles.4The narrator reads the role play strips in sequence.5Ask students to act according to the sequence read by the narrator. They have to exaggerate the emotions or movements.6

7Tell them to act and hold the pose for at least 3 seconds.

Discuss and get students to show other ways of acting the roles.

Notes

Rumpelstiltskin is a melodramatic drama and thus the emotions and actions would be best exaggerated.

Allow students to be creative in their presentations

Source: http://www.thefreedictionary.com/melodrama

3-2-1 Melodramaction!

Sing The Riddle

Time : 80 minutes

Materials

Aims

1Rumpelstiltskins riddles(pages 81 and 83 of the textbook)

1To act as Rumpelstilskin2To recite Rumpelstilskins riddle in rhythm3To move accordingly while reciting the riddle

Steps

1Teachers divide students in groups of four.2Each group selects any tune to sing the riddle.3Instruct students to choreograph a dance to enhance the meaning of the riddle.4Each group presents their song and dance.

Notes

In the drama, Rumpelstilskin sings out the riddle while dancing around a fire in the woods.

Students can use popular tunes to sing their riddle.

Shadowstiltskin

Time : 40 minutes

Materials

Aims

1To make shadow puppets for a drama production

1Black sugar paper and drawing paper2Used box3Puncher, scissors, cellotape4Skewers

Steps

1Draw a character from the drama on the black sugar paper.2Ask students to cut and make holes on the paper using scissors and puncher.3Instruct students to attach skewers to the puppet with cellotape.4Tell students to build a shadow puppet theatre by using the drawing paper as the screen and the used box as the frame.5Instruct students to project a bright light behind the screen and move the puppets so that the shadows are portrayed on the screen.

Notes

Sources: HYPERLINK "http://www.google.com.my/images"http://www.google.com.my/images

http://www.youtube.com/watch?v=iPRjIIQsSAk

Shadowstiltskin

The Mask

Time : 40 minutes

Materials

Aims

1Coloured paper2Marker pens3Stapler4Scissors

1To create paper masks for drama production

Steps

1Ask students to place the coloured paper on their faces.2Instruct students to identify and mark their eyes, nose and mouth on the paper.3Get students to draw the outline of the face, eyes, nose and mouth of their chosen character on the paper.4Tell students to cut the outline of the face, eyes, nose and mouth of their chosen character on the paper.5Allow students to decorate the mask with accessories such as glittering glue on the paper to enhance the appearance of the mask.

Notes

Sources: HYPERLINK "http://www.youtube.com/watch?v=CmK0OcHbbRs"http://www.youtube.com/watch?v=CmK0OcHbbRs

http://www.google.com.my/images

The mask should not hinder the students from being melodramatic. The students can still exaggerate their emotions and actions through their movements

The Mask

Behind the Scene

Time : minutes

Materials

Aims

1 Handout 14

1To prepare for a theatrical performance

Steps

1Explain to the students the various roles needed in a drama production (see handout 14) and appoint a producer.2The producer will identify the casts and the crew for the production.3Every student has a role to play and they should work collectively in producing the drama.

Notes

Possible roles: director, prompter, stage manager, set designer, prop designer, lighting engineer, costume designer, make-up artist, stage crew and sound engineer.

Teacher can assign the role of producer for low-proficiency students.

Behind the Scene

Tone Tuning

Time : 40 minutes

Materials

Aims

1Situation cards (A, B, C)

1To explore the use of various tones

Steps

1Show the students a movie clip in which the characters use various tones.2Ask students to relate the tones used to emotions felt by the characters.

3Give situation cards to the students.4Ask students to dramatise the parts in pairs.

Notes

You may show the trailer of Shrek 3 (Meet Rumpelstilskin Featurette) in which a character by the name of Rumpelstiltskin and other characters appear.

Source : http://www.youtube.com/watch?v=C4

Tone Tuning

Staging theDrama

Time : 1 to 3 weeks

Materials

Aims

1Drama script in 6 parts2Handout 16a, 16b, 16c and 16d

1To ensure full participation of students in staging the drama.

Steps

1Divide the class into 3 groups. Distribute handout 16a.2Each group is assigned one part of the drama based on the setting (see handout).3Explain that each group is to stage their part one after another in sequence.4Discuss the deadline for the drama and the necessary preparations.5Each group decides on the director, actors, script prompters, set designer, prop & stage crew, costume designers and makeup artists, etc.(see notes on Behind the Scene)6If the class decides to stage a shadow puppet show, each group decides on the directors, puppeteers, craftsmen, etc.7Once the stage preparation and rehearsals are completed, stage the drama at the agreed time in the classroom or any other suitable venue8Judge the drama and decide on the best drama, actor, stage, director, etc. Use the suggested score sheet for judging in handouts 16b, c and d.

Notes

In producing the play, teachers need to review the notes on designing the production (see notes on pages 5 6 in this guidebook). For students of higher proficiency levels, it would not be necessary to divide the drama into parts. The teacher could invite a few other English language teachers to help judge the competition. A special ceremony could be held to award the winners. Shadow puppets, masks, puppets or students can stand as actors.

Staging theDrama

Staging theDrama

Staging theDrama

Staging theDrama

Thats not my name

Time : 80 minutes

Materials

Aims

1. Drawing paper

2Markers3Blue tack

1To write an essay creatively

Steps

1Get students to discuss in groups of four on what would have happened if Lisa had not found out the little mans name.2Ask students to write a short essay entitled Thats not my name on drawing papers with markers. They have to describe what happens to all the main characters if Lisa had not found out the name. They may include new characters. 3Select some groups to present their essays or have a gallery walk to highlight creativity.

Notes

Who and why?

Time : 80 minutes

Materials

Aims

1. Worksheet 18

1To formulate structurally correct questions2To ask and answer questions using the correct intonation and stress

Steps

1 Get the students to work in groups of four on the situation given in Worksheet 18.2Tell them to formulate a minimum of ten relevant questions.3Instruct students to role play in pairs. One student acts as the reporter and another student answers the questions as the kings press secretary.4Select a few pairs to present in front of the class.

Notes

Students have to be made aware that we use various stress and intonation when asking and answering questions.

Who and why?

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Hunt for strange man

Time : 80 minutes

Materials

Aims

1 Worksheet 19

2Copies of the same newspapers

1To write a newspaper report

Steps

1 Get students to work in groups of four. 2Distribute newspapers to each group. 3Select one or two newspaper reports to highlight the format. Discuss.4Guide groups to write a newspaper report based on the drama entitled Hunt for strange little man.

Notes

Worksheet 19 can be used for low English proficiency students.

Hunt for strange man

Hunt for strange little man

By Chan Hock Chai

[email protected]

FAIRY LAND: Police are looking _____1_____a little man who is suspected ______2______being involved in the attempt ______3______kidnap the kings infant son.

_____4_______suspect made the attempt _____5_____8.20am yesterday when the child _____6______with his grandparents in ______7______palace. Due to the quick response _____8_______palace guards, the kidnap attempt _____9______thwarted.

The palace press secretary, Mr. Jason ____10_______that the suspect Rumpelstiltskin had ______11_______Queen Lisa in the past. Queen Lisa ____12______taken by the king and left ______13______a tower room with straw _____14______a spinning wheel as her ______15_______had told him that she _____16_____spin straw into gold. Rumpelstiltskin ____17______is said to have special powers helped _____18_____spin the straw into gold. ____19______return, Queen Lisa had given ____20_____her necklace and her ring. ____21______the third day, Queen Lisa had _____22______to give her first-born in exchange _____23_______his help.

After a year, Rumpelstiltskin ____24________ back for her first-born. When _____25_______Queen pleaded, Rumpelstiltskin told her ____26______he would not take the child _____27______she could guess his name_____28_______. The Queen was able to _____29______out Rumpelstiltskins name. However, Rumpelstiltskin refuses to accept defeat and is still trying to get her son.

The king is offering a _____30______for the capture of Rumpelstiltskin. Those with information are requested to contact Inspector Goliath at 03-811223344.

Making sense with tenses

Story Map

TITLE : ___________________________ PLAYWRIGHT : ____________________

SETTING :

CHARACTERS :

1. ____________________________ 4.________________________

2. _____________________________5. ________________________

3. _____________________________

PLOT :

1.

2.

3.

4.

b)

c)

a)

d)

e)

Characterisation

Answer key

Panel of Writers

DRAFT

PAGE 39

Form 2 - Drama - Rumpelstilskin

Documents

enormous potential drama

teachers guidebook

busy teachers

treatment of character

minor characters

text activities

learning tool

modern dramas