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FORM 2
Drama
Rumpelstiltskin Table of Contents
Introduction Synopsis
Elements Activities Assessment Answer Key Glossary Panel of writers
Curriculum Development Division. Ministry of Education Malaysia . 2010
DRAFT
1
Introduction RUMPELSTILTSKIN DRAMA
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 activities
Part 2 : Pre-production stage
Part 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 Teacher’s Guidebook: “Rumpelstiltskin”
2
Drama RUMPELSTILTSKIN DRAMA
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.html
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
3
What 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 resolution
The 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
4
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.
5
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-mâché 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.ppt
6
Rumpelstiltskin RUMPELSTILTSKIN DRAMA
Grimm‟s 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.
7
Angela Lanyon, the playwright
The melodrama, Rumpelstiltskin taken from Grimm‟s 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 Children‟s Theatre as Children‟s
writer in Residence Swan Theatre, Worcester. Later, she worked as the Assistant Manager
and Administrator for Children‟s 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 children‟s 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.
8
Synopsis RUMPELSTILTSKIN DRAMA
“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 Lisa‟s 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 man‟s name? What will happen if Lisa is
unable to guess the right name?
9
Plot RUMPELSTILTSKIN DRAMA
*Learners should be encouraged to read and discover the sequence in the plot by themselves.
10
11
Here are the plot components of „Rumpelstiltskin‟ for your reference.
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.
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.
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.
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 man‟s
name.
Resolution
Lisa‟s parents vow not to be boastful anymore.
12
Themes RUMPELSTILTSKIN DRAMA
These are some of the themes found in the drama:
THINK BEFORE YOU SPEAK
It is important to think before you speak. Lisa‟s 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. Lisa‟s 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. Lisa‟s 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
Lisa‟s 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 Lisa‟s 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 Lisa‟s first-born as he does not have a wife or family.
13
Values RUMPELSTILTSKIN DRAMA
Some of the values to be learnt from the drama are:
Be
h
um
ble
an
d
do
n
ot bo
ast
We must be humble. Lisa‟s 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 father‟s 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.
Ke
ep
to
you
r
pro
mise
s
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.
Do
n
ot be
gre
ed
y
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.
Be
ra
tio
na
l
We must think, speak and behave rationally at all times. Lisa‟s 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.
14
Setting RUMPELSTILTSKIN DRAMA
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 parents
ii. The tower
At the King‟s 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 King‟s palace
The place where Lisa nurses her baby son
There is a cot in the room. iv. The woods
Lisa‟s parents follow Rumpelstiltskin to the woods to discover his name.
Rumpelstiltskin reveals his name in the woods.
15
Characters RUMPELSTILTSKIN DRAMA
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 Rumpelstiltskin‟s bargains
Reluctant to give her baby to Rumpelstilskin as promised Father and Mother
Lisa‟s parents
Proud of Lisa
Boastful of Lisa‟s 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
16
The King
Loves apple pies
Impressed by Lisa‟s delicious apple pies
Irrational as he accepts the claim by Lisa‟s 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.
17
Warm -ups RUMPELSTILTSKIN DRAMA
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.html
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
18
RUMPELSTILTSKIN WARM-UP/HANDOUT 1
Let’s 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
19
Aims Materials
Steps
Notes
RUMPELSTILTSKIN WARM-UP/ACTIVITY 2
Getting Emotional!
1 To express the emotions in the play 2 To use imaginations to create the emotions
1 Drama script 2 Handout 2 (Situational
cards)
4
Time : 40 minutes
1 Divide 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.
2 Tell students to stand in a line or in a circle. 3 Point 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 student‟s 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.
4 Give students situational cards with the characters‟ emotions to each pair of students. For example, Lisa – sorrow (page 67), Lisa‟s father / mother - fear (page 65), Rumpelstiltskin - anger (page 87), Lisa and the baby - love (page 85) and Lisa - joy (page 87).
6 Let students take turns to act in front of the class.
20
RUMPELSTILTSKIN 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.
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.
Situation Card 2 Page : 65 Emotion : Fear Character : Lisa’s mother
Mother : Please Your Majesty, her father was only joking.
Father : Yes, yes, I was only joking.
Situation Card 3 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.
21
Situation Card 4 Page : 85 Emotion : Love Character : Lisa
Narrator : The following day, in the nursery, Lisa holds the Baby.
* One student narrates, while the other acts.
Situation Card 5
Page : 87 Emotion : Joy Character : Lisa
Lisa : And now my baby‟s safe. Oh, Mother, Father, how can I ever thank you? Mother : You don‟t need to thank us. If it wasn‟t for us, you wouldn‟t have been in this mess.
22
Aims Materials
Steps
Notes
RUMPELSTILTSKIN WARM-UP/ACTIVITY 3
Vocal Adrenaline
1 To relax and relieve tension before performance 2 To prepare the voice for speaking 3 To get students to focus on pronunciation and
enunciation
1 Handout 3
2 Drama script
Time : 40 minutes
1 Get students to stand in a big circle. 2 Let everyone takes a deep breath, then go „hmmmmmmmmm‟ and
„maaaaaahhhhh‟. 3 Tell students to continue producing vowel sounds ; „a‟, „e‟, „i‟, „o‟, „u‟. 4 Allow them to merge the vowel sounds into „aaaaaeeeeeiiiiiiiooooouuuuuuuu‟. 5 Tell students to produce consonant sounds e.g. „bbccddfffggghhhjjkkklllmmmnnn‟. 6 Read the tongue twisters (Handout 3 to the students before reading it together. 7 Read Rumpelstiltskin‟s rhyming riddles on pages 81 and 83. 8 Let students practise the rhyming riddles in pairs or in groups.
23
RUMPELSTILTSKIN WARM-UP/HANDOUT 3
Focus on pronunciation and enunciation
Vocal Adrenaline
A big blue badly bleeding
blister.
What a to-do to die today at a minute or two to two
A thing distinctly hard to say but harder still to do
For they'll beat a tattoo at twenty to two with a
rat-ta-ta, tat-ta-ta,tat-ta-ta, too
And the dragon will come when he hears the drum
At a minute or two to two today, at a minute or two to two.
The shifty snake selling
snake skin appears.
Rubber baby
buggy bumpers.
24
Aims Materials
Steps
Notes
RUMPELSTILTSKIN 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)?
Guessing Games
1 To improve group dynamics 2 To identify a character through a set of
questions
1 Handout 4
Time : 40 minutes
1 Choose a student (Student A) and tape a picture of a character from a fairy tale (Handout 4) on his or her back.
2 Student 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.
3 If 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)
7
8
25
RUMPELSTILTSKIN WARM-UP/HANDOUT 4
Pictures of characters from fairy tales.
Snow White Peter Pan
Cinderella Pinocchio
Guessing Game
26
Pre-production RUMPELSTILTSKIN DRAMA
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
Pre-production is the process of preparing
all the elements involved in a film, play, or other performance.
27
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 5
A Heap of Words
1 To identify collective nouns from the script 2 To match words with their collective nouns
1 A pile of books 2 Worksheet 5a and 5b 3 The Internet 4 Drama script
Time : 40 minutes
1 Show students a pile of books on the teacher‟s desk and ask them what it is. 2 Tell them that it is a pile of books and reinforce the phrase by writing „a pile of
books’ on the board.
3 Ask students what phrase (from page 66) the author uses to describe the amount of straw Lisa produces.
4 Tell students to identify the phrase in the text (i.e. a heap of straw). 5 Distribute Worksheet 5a (Task A) and instruct students to complete the phrases. 6 Tell them to locate their answers from the text. 7 Ask students to check their answers. 8 Explain what collective nouns are to the students ( see notes below). 9 Distribute Worksheet 5b (Task B) and instruct students to do the matching exercise. 10 The students may use the Internet to check for answers.
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
28
RUMPELSTILTSKIN 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. I’ve had people searching the countryside for every last
.......................... of straw.
4. He is so angry that he vanishes in a ......................
of smoke.
A Heap of Words
29
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
A heap of words
30
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 6
Same yet Different
1 To choose the correct meaning of words according to the context
1 Drama script
2 Worksheet 6
3 Dictionary
Time : 40 minutes
1 Write the word „mouse‟ on the board and elicit the meanings of the word from the
students.
2 Explain that some words have more than one meaning. (See notes)
3 Give 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.
4 Distribute Worksheet 6. Ask students to work in pairs to complete the task.
5 Discuss the answers with the class.
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
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RUMPELSTILTSKIN 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:
Same yet Different
s
BRILLIANT
You’re really
brilliant.
Meaning 1
Splendid, causing
admiration
Meaning 2:
Very bright, sparkling
32
SPIN
Meaning 1
Meaning 2:
RAGE
Meaning 1
Meaning 2:
STERN
Meaning 1
Meaning 2:
33
STRAW
Meaning 1
Meaning 2:
CREEP
Meaning 1
Meaning 2:
FAULT
Meaning 1
Meaning 2:
34
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 7
Character Traits
1 To describe the attitude and behaviour of the characters
1 Drama script 2 Worksheet 7
Time : 80 minutes
1 Divide the students into 5 groups. Each group chooses or is assigned a different character.
2 Distribute worksheet 7a to each group. 3 Ask students to draw a portrait of the character and write a short physical
description. 4 Distribute worksheet 7b to each group. 5 Tell students to note down the different attitudes and behaviour of the character. 6 Allow students to practise describing the character to each other. 7 Instruct students choose a group member to present a description of their
character‟s physical attributes, attitudes and behaviour to the class. 8 Allow students from other groups to ask questions to understand the description
better. 9 At the end of the presentations, the teacher may ask students whether they like or
dislike the characters and the reasons.
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.
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Character _________________________________
Physical description
_________________________________ _________________________________ _________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
RUMPELSTILTSKIN 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.
Character Traits
s
Group :
36
RUMPELSTILTSKIN 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:
Character
Lisa
Character Traits
s
Sensible
Tells her father
not to be silly
when he says that
Lisa is so clever
that she can do
anything
Attitude Behaviour
37
Character ________________________________
Attitude Behaviour
Character Traits
38
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 8
What did you learn?
1 To read and understand the lessons learned from the story
4
1 Drama script
2 Worksheet 8
Time : 80 minutes
1 Elicit one lesson students can learn from the play. 2 Distribute Worksheet 8. 3 Ask students to match the character and action to the lesson(s) learned. 4 Let students volunteer to share their answers with the class. 5 Discuss with the students any answer which is not correct.
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.
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RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 8
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.
What did you learn?
s
Help others sincerely without expecting returns
We must not be manipulative or calculating.
Honour your promises We must not make promises
we cannot keep.
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 kind and fair We must not be cruel to people
who are weak and helpless.
Be humble We must not be boastful.
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No
Character(s)
Action
Lesson(s) learnt
1
Lisa
Lisa promises Rumpelstiltskin to give him her first-born son.
Honour your promises
Be rational
2
Rumpelstiltskin
He tells her that he will never work for nothing
3
King
He tells his people to search for the last wisp of straw in the countryside to be spun into gold.
4
Lisa‟s father and mother
They say that Lisa could spin straw into gold
5
Lisa‟s father
He says that Lisa is a wonderful weaver and baker
6
Rumpelstiltskin
Although he knows it will break her heart, he wants Lisa‟s first-born.
7
King
He shuts Lisa up in a tower alone for three days
8
Lisa‟s father
He tells her that it is alright if she is unable to keep to her promise because she will be far away from Rumpelstiltskin
9
King
Each day he threatens to cut off her head if she is unable to spin the straw into gold
10
Rumpelstiltskin
He only helps people in distress if he can get something in return
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 9
Jumble Trouble
1 To match the events to the settings in the story
1 Worksheet 9 2 Drama script 3 4
Glue & scissors A4 papers
Time : 40 minutes
1 Distribute the worksheet to the groups of students. 2 Tell the students to match the events to the settings given. 3 4
Instruct 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.
Refer to notes on Setting and Synopsis as a guide.
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RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 9
Your group’s task is to cut and paste the strips on events given according to the four settings. Use an A4 paper for each setting below.
Jumble Trouble
The Cottage The Tower
The Woods The Nursery
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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.
A year later, the little man appears to
claim Lisa‟s son. However, he agrees
to give Lisa 3 days to guess his name.
Lisa‟s parents learn about the man‟s
name.
Lisa‟s parents spy upon the man in the
woods and see him dancing around
the fire and singing in rhyme.
Lisa manages to identify the little
man‟s name as Rumpelstiltskin. He
gets so angry that he stamps hard on
the floor and vanishes in a cloud of
smoke.
The King is delighted with the straw of
gold that he made Lisa his Queen.
Lisa‟s parents are very proud of her
and think she is a clever girl who can
do wonderful things.
The King takes Lisa to a tower where
she is locked for 3 nights to spin a
roomful of straw into gold.
Lisa‟s parents boasts about her to the
King. They even tell the king that she
can spin straw to gold.
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Production RUMPELSTILTSKIN DRAMA
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.
"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."
45
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 10
3-2-1 Melodramaction!
1 To act based on the narration with exaggerated demeanour
2 To act and hold each pose for at least 3 seconds
3 To express various emotions and actions of the characters
1
2
Role play strips
Scissors
3 Worksheet 10
Time : 80 minutes
1 Photocopy and cut out the role play strips given. 2 Select one student to be the narrator. 3 Each student gets a role play strip. Give students five minutes to prepare for their
roles. 4 The narrator reads the role play strips in sequence. 5 Ask students to act according to the sequence read by the narrator. They have to
exaggerate the emotions or movements. 6 7
Tell them to act and hold the pose for at least 3 seconds. Discuss and get students to show other ways of acting the roles.
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
46
RUMPELSTILTSKIN 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. Lisa‟s mother takes hold of the King‟s arm.
21. Mother is thinking.
22. Lisa‟s mother looks worried.
23. Mother hides behind the bush.
3-2-1 Melodramaction!
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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 Lisa‟s 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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Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 11
Sing The Riddle
1 To act as Rumpelstilskin 2 To recite Rumpelstilskin‟s riddle in rhythm 3 To move accordingly while reciting the riddle
1 Rumpelstiltskin‟s riddles(pages 81 and 83 of the textbook)
Time : 80 minutes
1 Teachers divide students in groups of four.
2 Each group selects any tune to sing the riddle.
3 Instruct students to choreograph a dance to enhance the meaning of the riddle.
4 Each group presents their song and dance.
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.
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 12
Shadowstiltskin
1 To make shadow puppets for a drama
production
1 Black sugar paper and drawing paper
2 Used box 3 Puncher, scissors,
cellotape 4 Skewers
Time : 40 minutes
1 Draw a character from the drama on the black sugar paper. 2 Ask students to cut and make holes on the paper using scissors and puncher. 3 Instruct students to attach skewers to the puppet with cellotape. 4 Tell students to build a shadow puppet theatre by using the drawing paper as the
screen and the used box as the frame. 5 Instruct students to project a bright light behind the screen and move the puppets
so that the shadows are portrayed on the screen.
Sources: http://www.google.com.my/images
http://www.youtube.com/watch?v=iPRjIIQsSAk
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RUMPELSTILTSKIN PRODUCTION/WORKSHEET 12
Samples of shadow puppets.
Shadowstiltskin
51
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 13
The Mask
1 To create paper masks for drama production
1 Coloured paper 2 Marker pens 3 Stapler 4 Scissors
Time : 40 minutes
1 Ask students to place the coloured paper on their faces. 2 Instruct students to identify and mark their eyes, nose and mouth on the paper. 3 Get students to draw the outline of the face, eyes, nose and mouth of their chosen
character on the paper. 4 Tell students to cut the outline of the face, eyes, nose and mouth of their chosen
character on the paper. 5 Allow students to decorate the mask with accessories such as glittering glue on the
paper to enhance the appearance of the mask.
Sources: 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
52
RUMPELSTILTSKIN PRODUCTION/HANDOUT 13
Samples of paper masks
The Mask
53
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 14
Behind the Scene
1 To prepare for a theatrical performance
1 Handout 14
Time : minutes
1 Explain to the students the various roles needed in a drama production (see
handout 14) and appoint a producer.
2 The producer will identify the casts and the crew for the production.
3 Every student has a role to play and they should work collectively in producing the
drama.
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.
54
RUMPELSTILTSKIN 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 drama
6. 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
Behind the Scene
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 15
Tone Tuning
1 To explore the use of various tones
1 Situation cards (A, B, C)
Time : 40 minutes
1 Show the students a movie clip in which the characters use various tones.
2 Ask students to relate the tones used to emotions felt by the characters.
3 Give situation cards to the students.
4 Ask students to dramatise the parts in pairs.
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
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RUMPELSTILTSKIN PRODUCTION/WORKSHEET 15
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 : That‟s nothing to cry about. I‟ll help you if you give me something in
exchange. Lisa : But I haven‟t got anything. Rumpelstiltskin : What about that pretty necklace you‟re wearing? Lisa : This? Rumpelstiltskin : That‟s 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 you‟re wearing? Lisa : This? Rumpelstiltskin : What about that pretty necklace you‟re wearing? Lisa : This? Rumpelstiltskin : It‟ll do. It‟ll do. Now go to sleep and in the morning there‟ll 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 can‟t pay you. I‟ve nothing left. Rumpelstiltskin : Now that‟s a pity. I don‟t 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 he‟ll make me the
Queen if I turn this straw into gold but if I don‟t, he‟ll cut off my head. Rumpelstiltskin : Perhaps we could make a bargain. Are you any good at keeping
promises? Then, let‟s shake hands on it. Lisa : But what do you want? Rumpelstiltskin : When you‟re the Queen, you must give me your first-born child. Is it a
bargain? Lisa : Yes, I promise.
Tone Tuning
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY16
Staging theDrama
1 To ensure full participation of students in staging the drama.
1 Drama script in 6 parts 2 Handout 16a, 16b, 16c and
16d
Time : 1 to 3 weeks
1 Divide the class into 3 groups. Distribute handout 16a. 2 Each group is assigned one part of the drama based on the setting (see handout). 3 Explain that each group is to stage their part one after another in sequence. 4 Discuss the deadline for the drama and the necessary preparations. 5 Each 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‟)
6 If the class decides to stage a shadow puppet show, each group decides on the directors, puppeteers, craftsmen, etc.
7 Once the stage preparation and rehearsals are completed, stage the drama at the agreed time in the classroom or any other suitable venue
8 Judge 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.
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.
58
RUMPELSTILTSKIN 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.
PART
SETTING:
PAGES:
LENGTH
(Illustrated pages not included)
1
The Cottage
Page 60 – 65
(4 pages)
The Tower Room 1
Page 66 – 68
(2 pages)
2
The Tower Room 2
Page 69 – 76
(6 pages)
3
The Nursery
Page 77 – 81
(3 ½ pages)
The Woods
Page 83
(1/2 a page)
The Nursery
Page 85 – 87
(2 pages)
Staging theDrama
59
RUMPELSTILTSKIN PRODUCTION/HANDOUT 16b
Suggested Score Sheet
1. Best Director: ……………………
GROUP: ………………
Marks: Criteria:
Weak Poor Satisfactory Good Excellent TOTAL 0 - 2 3 - 4 5 - 6 7 - 8 9 - 10
1.The actors performance
2.The set design
3.The overall direction of the show
2. Best Actor : ……………………. GROUP: ………………
Marks: Criteria:
Weak Poor Satisfactory Good Excellent TOTAL 0 - 2 3 - 4 5 - 6 7 - 8 9 - 10
1.Language Delivery (Enunciation, intonation & pronunciation)
2.Language Accuracy
3.Physical Expression (Movements, gestures & expressions)
3. Best Actress: ……………………
GROUP: ………………
Marks: Criteria:
Weak Poor Satisfactory Good Excellent TOTAL 0 - 2 3 - 4 5 - 6 7 - 8 9 - 10
1.Language Delivery (Enunciation, intonation & pronunciation)
2.Language Accuracy
3.Physical Expression (Movements, gestures & expressions)
Staging theDrama
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RUMPELSTILTSKIN PRODUCTION/HANDOUT 16c
Suggested Score Sheet
4. Best Stage Production
(Set, props, costumes & makeup)
GROUP: ………………
Marks: Criteria:
Weak Poor Satisfactory Good Excellent TOTAL 0 - 2 4 - 5 5 - 6 7 - 8 8 - 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:
Staging theDrama
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RUMPELSTILTSKIN PRODUCTION/HANDOUT 16d
Suggested Score Sheet for Judging the Drama
Best Director
Score Winner
Group 1
Group 2
Group 3
Best Actor
Score Winner
Group 1
Group 2
Group 3
Best Actress
Score Winner
Group 1
Group 2
Group 3
Best Stage Production
Score Winner
Group 1
Group 2
Group 3
Best Drama
Score Winner
Group 1
Group 2
Group 3
Staging theDrama
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 17
That’s not my name
1 To write an essay creatively
1. Drawing paper 2 Markers 3 Blue tack
Time : 80 minutes
1 Get students to discuss in groups of four on what would have happened if Lisa had not found out the little man‟s name.
2 Ask students to write a short essay entitled “That‟s 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.
3 Select some groups to present their essays or have a gallery walk to highlight creativity.
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 18
Who and why?
1 To formulate structurally correct questions 2 To ask and answer questions using the correct
intonation and stress
1. Worksheet 18
Time : 80 minutes
1 Get the students to work in groups of four on the situation given in Worksheet 18. 2 Tell them to formulate a minimum of ten relevant questions. 3 Instruct students to role play in pairs. One student acts as the reporter and another
student answers the questions as the king‟s press secretary. 4 Select a few pairs to present in front of the class.
Students have to be made aware that we use various stress and intonation when asking and answering questions.
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RUMPELSTILTSKIN BEYOND THE TEXT/WORKSHEET 18
Imagine you are a newspaper reporter. You have heard that a man almost succeeded in kidnapping the king‟s son. Prepare a minimum of ten questions to ask the king‟s press secretary on what happened. Write your questions below.
RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 19
Who and why?
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
4. _________________________________________________________________________
_________________________________________________________________________
5. _________________________________________________________________________
_________________________________________________________________________
6. _________________________________________________________________________
_________________________________________________________________________
7. _________________________________________________________________________
_________________________________________________________________________
8. _________________________________________________________________________
_________________________________________________________________________
9. _________________________________________________________________________
_________________________________________________________________________
10. _________________________________________________________________________
_________________________________________________________________________
11. _________________________________________________________________________
_________________________________________________________________________
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Aims Materials
Steps
Notes
RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 19
Hunt for strange man
1 To write a newspaper report
1 Worksheet 19
2 Copies of the same
newspapers
Time : 80 minutes
1 Get students to work in groups of four. 2 Distribute newspapers to each group. 3 Select one or two newspaper reports to highlight the format. Discuss. 4 Guide groups to write a newspaper report based on the drama entitled „Hunt for
strange little man‟.
Worksheet 19 can be used for low English proficiency students.
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RUMPELSTILTSKIN BEYOND THE TEXT/HANDOUT 19
Complete the newspaper report by filling in the blanks with suitable words.
DRAMA
Hunt for strange man
Hunt for strange little man
By Chan Hock Chai
FAIRY LAND: Police are looking _____1_____a little man who is suspected
______2______being involved in the attempt ______3______kidnap the king‟s 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 Rumpelstiltskin‟s 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.
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RUMPELSTILTSKIN 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 father‟s advice.
Making sense with tenses
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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 Lisa‟s 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. Lisa‟s
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
8
14
B. Continue to work in pairs. Rewrite the sequenced story in Past Tense forms in
your exercise book.
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RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 21
Check your understanding by filling in the story elements below.
Adapted from: The Big Book of Reading Responses Activities by Michael Gravois (Scholastic)
Story Map
TITLE : ___________________________ PLAYWRIGHT : ____________________
SETTING :
CHARACTERS :
1. ____________________________ 4.________________________
2. _____________________________ 5. ________________________
3. _____________________________
PLOT :
1.
2.
3.
4.
b) a) c)
e) d)
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RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 21
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. Lisa’s 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. Lisa’s mother and father ignores her when she could not guess
Rumpelstiltskin’s name.
7. The king is fair to Lisa.
8. Rumpelstiltskin is a cunning creature.
9. The king is a rational man.
10. Lisa’s father and mother want the best for her.
Characterisation
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Answer key 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. I‟ve 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 actors A class of pupils A flock of birds A gang of robbers A block of flats A bunch of keys
A basket of fruit A collection of stamps A school of fish A herd of cattle A hive of bees An army of ants
Worksheet 6 : Same but different
Word Meaning 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
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Worksheet 7 : Character Traits
Character Physical
description
Attitude
Behaviour
Lisa a pretty, young girl with long hair and beautiful eyes
a sensible and thoughtful girl who is dutiful to her parents and the King
likes to bake, feels anxious and desperate when dealing with Rumpelstiltskin
Father an portly old man with unkempt hair and thick moustache
proud of Lisa, hopeful that the King will take Lisa as queen
boasts Lisa‟s cleverness helps in investigating Rumpelstiltskin‟s name
Mother A fat old woman with a wide smile
proud of Lisa, hopeful that the King will take Lisa as queen
boasts Lisa‟s cleverness helps in investigating Rumpelstiltskin‟s name
King A tall man with short bushy hair, high nose and thin eyebrows
Cruel, greedy and irrational but kept his promise to marry Lisa
loves apple pies
Rumpelstiltskin Long, thin, crooked nose with a wide grin
Cunning and manipulative
noisy 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 returns
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Worksheet 9 : Jumble Trouble The Cottage Lisa‟s parents are very proud of her and think she is a clever girl who can do wonderful things. Lisa‟s 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 Lisa‟s son. However, he agrees to give Lisa three days to guess his name. Lisa manages to identify the little man‟s name as Rumpelstiltskin. He is so angry that he vanishes in a cloud of smoke. The Woods Lisa‟s parents spy upon the man in the woods and see him dancing around the fire and singing in rhyme. Lisa‟s parents learn the man‟s name.
Worksheet 18 : Who and why Suggested questions for newspaper reporter.
1. Sir, is it true that someone tried to kidnap the king‟s son?
2. When did it happen?
3. Where did it happen?
4. Who tried to kidnap the king‟s 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 king‟s son? Is it for ransom?
9. How did he help Queen Lisa?
10. What action are the police and king taking?
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Worksheet 19 : Hunt for strange man 1. 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 tenses Task A
A have J replies S starts B reappears K vanishes T gives C leaves L thinks U has D climbs M boasting V follow E is N guess W smells F live O fails X weave G hands P promises Y becomes H refuses Q wants Z joking I tells R have Task B
10
8
7
15
20
2
5
9
13
16
19
12
4
1
6
11
17
3
8
14
Worksheet 20 : Story map
1. Title : Rumpelstiltskin
2 Playwright : Angela Lanyon
3 Characters :
i. Lisa
ii. Mother
iii. Father
iv. The King
v. Rumplestiltskin
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4 Setting :
i) The cottage
ii) The tower
iii) The nursery
iv) The woods
5 Plot :
a) Lisa‟s 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 man‟s
name. The man vanishes in anger and Lisa gets to keep her son.
Worksheet 21 : Characterisation
1. TRUE 2. FALSE 3. FALSE 4. FALSE 5. TRUE 6. FALSE 7. FALSE 8. TRUE 9. FALSE 10. TRUE
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Panel of Writers RUMPELSTILTSKIN DRAMA
Coordinators
Diana Fatimah Bt Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM Masreen Wirda Bt Mohammad Ali Kementerian Pelajaran Malaysia Tengku Ireneza Marina Tunku Mazlan Aras 4-8, Blok E9 Eileen Jessie Ah Guan Kompleks Kerajaan Parcel E Ng Yew Kee Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya Jimmy 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.