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 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”

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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.html

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 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-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

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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.

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.

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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 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?

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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 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.

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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 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

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.

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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.html

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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)?

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WARM-UP/HANDOUT 4

Pictures of characters from fairy tales.

Snow White Peter Pan

Cinderella Pinocchio

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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. I’ve had people searching the countryside for every last .......................... of straw.

4. He is so angry that he vanishes in a ......................

of smoke.

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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/ACTIVITY 6

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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/ACTIVITY 7

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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:

Character

Lisa

Character

________________________________

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PRE-PRODUCTION/ACTIVITY 8

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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.

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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PRE-PRODUCTION/ACTIVITY 9

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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.

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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.

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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. 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.

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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PRODUCTION/ACTIVITY 11

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PRODUCTION/ACTIVITY 12

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PRODUCTION/WORKSHEET 12

Samples of shadow puppets.

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PRODUCTION/ACTIVITY 13

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PRODUCTION/HANDOUT 13

Samples of paper masks

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PRODUCTION/ACTIVITY 14

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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 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

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PRODUCTION/WORKSHEET 15

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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.

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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.

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)

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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)

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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:

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

RUMPELSTILTSKIN

BEYOND THE TEXT/ACTIVITY 17

RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 18

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

RUMPELSTILTSKIN

BEYOND THE TEXT/ACTIVITY 19

RUMPELSTILTSKIN

BEYOND THE TEXT/HANDOUT 19

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

DRAMA

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.

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.

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)

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.

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

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

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?

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

2Playwright

:Angela Lanyon

3Characters:

i. Lisa

ii. Mother

iii. Father

iv. The King

v. Rumplestiltskin

4Setting

:

i)The cottage

ii)The tower

iii)The nursery

iv)The woods

5Plot

:

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

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 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.

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 man’s name.

Resolution

Lisa’s 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. 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.

Values

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.

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. 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.

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

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

Getting Emotional!

Time : 40 minutes

Materials

Aims

1�

Drama script�

�

2�

Handout 2 (Situational cards)�

�

�

�

�

4�

�

�

1�

To express the emotions in the play�

�

2�

To use imaginations to create the emotions�

�

Steps

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.�

�

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.

( 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.

( 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.

Vocal Adrenaline

Time : 40 minutes

Materials

Aims

1�

Handout 3�

�

2�

Drama script�

�

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�

�

Steps

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.�

�

Notes

Vocal Adrenaline

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.

A big blue badly bleeding blister.

Rubber baby buggy bumpers.

Guessing Games

Time : 40 minutes

Materials

Aims

1�

Handout 4�

�

1�

To improve group dynamics�

�

2�

To identify a character through a set of questions�

�

Steps

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�

�

�

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

1�

A pile of books�

�

2�

Worksheet 5a and 5b�

�

3�

The Internet�

�

4�

Drama script�

�

1�

To identify collective nouns from the script�

�

2�

To match words with their collective nouns�

�

Steps

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.�

�

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

1�

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

�

�

�

�

�

�

�

1�

Drama script�

�

2�

Worksheet 6�

�

3�

Dictionary�

�

�

�

�

Steps

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. �

�

�

�

�

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

You’re 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

1�

Drama script�

�

2�

Worksheet 7�

�

�

�

�

�

�

�

1�

To describe the attitude and behaviour of the characters�

�

�

�

�

Steps

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.�

�

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

1�

Drama script�

�

2�

Worksheet 8�

�

�

�

�

�

�

�

1�

To read and understand the lessons learned from the story�

�

�

�

�

�

�

�

4�

�

�

Steps

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.�

�

�

�

�

�

�

�

�

�

�

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

1�

Worksheet 9�

�

2�

Drama script�

�

3

4�

Glue & scissors

A4 papers�

�

�

�

�

�

�

�

�

�

�

4�

�

�

1�

To match the events to the settings in the story�

�

Steps

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.�

�

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 Lisa’s 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.

(

(

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 about the man’s name.

(

(

Lisa’s 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 man’s name as Rumpelstiltskin. He gets so angry that he stamps hard on the floor and vanishes in a cloud of smoke.

(

(

Lisa’s 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

2�

Role play strips

Scissors�

�

3 Worksheet 10

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�

�

�

�

�

Steps

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.�

�

�

�

�

�

�

�

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

1�

Rumpelstiltskin’s riddles(pages 81 and 83 of the textbook)�

�

�

�

�

�

�

�

�

�

�

1�

To act as Rumpelstilskin�

�

2�

To recite Rumpelstilskin’s riddle in rhythm�

�

3�

To move accordingly while reciting the riddle�

�

�

�

�

Steps

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.�

�

�

�

�

�

�

�

�

�

�

�

�

�

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

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�

�

Steps

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.�

�

�

�

�

�

�

�

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

1�

Coloured paper�

�

2�

Marker pens�

�

3�

Stapler�

�

4�

Scissors�

�

1�

To create paper masks for drama production�

�

Steps

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.�

�

�

�

�

�

�

�

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

1�

To prepare for a theatrical performance�

�

�

�

�

Steps

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.�

�

�

�

�

�

�

�

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

1�

Situation cards (A, B, C)�

�

�

�

�

�

�

�

�

�

�

1�

To explore the use of various tones�

�

Steps

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.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

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

1�

Drama script in 6 parts�

�

2�

Handout 16a, 16b, 16c and 16d�

�

�

�

�

�

�

�

�

�

�

�

�

�

1�

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

�

Steps

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.�

�

�

�

�

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

That’s not my name

Time : 80 minutes

Materials

Aims

1. Drawing paper

2�

Markers�

�

3�

Blue tack�

�

�

�

�

�

�

�

1�

To write an essay creatively�

�

�

�

�

�

�

�

�

�

�

Steps

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.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

Notes

Who and why?

Time : 80 minutes

Materials

Aims

1. Worksheet 18

�

�

�

�

�

�

�

�

�

�

�

�

1�

To formulate structurally correct questions�

�

2�

To 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.�

�

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.�

�

�

�

�

�

�

�

�

�

�

Notes

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

Who and why?

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

Hunt for strange man

Time : 80 minutes

Materials

Aims

1 Worksheet 19

2�

Copies of the same newspapers�

�

�

�

�

�

�

�

�

�

�

1�

To write a newspaper report�

�

�

�

�

�

�

�

�

�

�

Steps

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’.�

�

�

�

�

�

�

�

�

�

�

�

�

�

Notes

Worksheet 19 can be used for low English proficiency students.

Hunt for strange man

Hunt for strange little man

By Chan Hock Chai

chchai@thestar.com

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.

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

76