OUR THEATRE PLAY! · 2015-06-17 · our$theatre$play!$ 4theso$ $ $ 1$ $ $ our theatre play! !! the fall of the house of usher by edgar allan poe ! name:& date:& group:&& $

OUR THEATRE PLAY! 4th ESO

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OUR THEATRE PLAY!

THE FALL OF THE HOUSE OF USHER

BY EDGAR ALLAN POE

NAME: DATE: GROUP:


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The English department has organized an English week in the school. The teachers have decided that the students of 4th ESO will be in charge of representing a play. So, this is your task for the next 2 months. Are you ready??

I. The author_ Edgar Allan Poe 1. Speaking activity. In pairs, try to answer the following questions: -‐Who is Edgar Allan Poe? _________ ____________ ____________ -‐Where is he from? _______________________________ -‐What type of books did he write?_______________________ -‐Do you know any book he wrote?______________________ 2. Listening activity. Watch the following video and try to answer the previous questions. Then, complete the questions from this exercise: https://www.youtube.com/watch?v=yIp4m_v9xGs -‐How was his childhood? -‐Who did he live with? -‐Apart from writing, what did he do when he was young? -‐When did he die? -‐Which genre did Edgar Allan Poe create? -‐Write down 3 or 4 books written by Edgar Allan Poe -‐ -‐ -‐ -‐ 3. Writing activity. Now, you know a little bit more of Edgar Allan Poe, but there are still some aspects you do not know. In pairs, try to fill up Edgar Allan Poe’s profile by searching information in the net.

Name: Surname: Date of birth: Place of birth: Date of death:

His childhood: His adult life: Books:

Genre:

Characteristics of his writing:

In this unit the students are going to read a story of Edgar Allan Poe, learn about the author, be in charge of designing a theatre adaptation from the famous writer of the same book, and finally the students are going to represent the play to the school community.


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II. The book_ The fall of the House of Usher 1.Speaking activity. In pairs, think of different adjectives and nouns that can describe the house and your feelings when you see this picture.

2. Whole class speaking. Read the questions and try to guess the answers:

-‐ What type of book do you think it is?

-‐ Why do you think so?

-‐ Who do you think can be the characters?

-‐ What would be the main action in the plot?

-‐ How do you think the story ends?

3. Writing activity. You can start reading the story. When you finish, complete the STORY

FILE.

STORY FILE FACTS 1. Title:________________________________________________________________ 2. Author: _____________________________________________________________ 3. Number of pages:_____________________________________________________ 4. Publisher: ___________________________________________________________ STORY 5. Description of the main characters (2 lines per character):

Mist

Gloom


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6. Describe briefly where the action takes place: 7. Short summary:

4. Comment in groups the aspect that has surprised you the most of the story.

III. The theatre 1. Warming-‐up. Have you ever been to a theatre? What are the parts of the theatre? 2. Vocabulary activity. Each student will be given different cards with information (words, definitions and pictures). You will have to match the three cards that go together. Then, you can complete the chart.

WORD DEFINITION


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3. Now, match the words of the table with the numbers of the pictures

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.


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4. Try to think of definitions for the different people working in the theatre.

WHO…? WHAT …? Playwright Actor/ actress Director Costume designer Set designer Lightning director Sound director Graphic designer Audience Props master 5. Listening activity. Now, we are going to talk about the PROP MASTER. Watch the following video (http://americantheatrewing.org/videos/) about different prop masters at work and then answer the questions: (till minute: 4:40)

1-‐Where does the first speaker learn the job?

2-‐According to the second speaker, what makes a good prop? Why?

-‐One characteristic of good props:

3-‐According to the third speaker, what is the first step to do when doing a musical?

-‐Why do they need to do this before the real musical?

4-‐What is the fourth speaker good at?

-‐Where does he normally shop?

-‐What is he looking for at this moment?

5. Reading activity. Read the following text about “The characteristics of Drama”. Underline the important information. Once you have the key information create a visual map with the tool bubbl.us. (https://bubbl.us/) *Remember that a visual map does not contain much letter and the information should be specific and focused.

Do you remember RELATIVE PRONOUNS?


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ELEMENTS OF DRAMA The major elements of a drama are as follows: 1. Characters: Characters are the people in the play's plot. The main characters have a bigger part to play. On the other hand, minor characters are less important. 2. Dialogue: The words uttered by characters in a play forms a dialogue. The dialogue reveals the plot and characters of the play. What is spoken must be suitable to the situation and the role of the character. 3. Plot: The plot is a group of events that occur in a story sequentially. Normally the introduction of the characters in the beginning of the play gives the audience an idea about the story. 4. Setting: The setting and time in a play tell us where the story happened and the time it occurred. The setting is very important because what usually happens in the play is influenced by it. Visual components of a setting may be limited to a painted tree, a bridge, or a hut, or it could be more elaborate. Shifts in time and space are often indicated by the actors through their speech and movements. In setting, the lighting plays an important role for it shows an illusion of time. Lighting also may be used to focus on an action or stress the importance of an event. Costumes and props are also involved in setting. Props are items used by actors on stage to create an atmosphere of the play. These can be simple writing materials, chairs and tables, flowers, thrones, blood-‐soaked clothes, blankets, and beds and so on. The effect created by the setting creates the mood for a theatrical spectacle. 5. Stage directions: An audience reacts to the movements or positions of the actors in a play. It can build up tension, trigger laughter, or shift the focus of the audience to a different part of the stage. To achieve this purpose, the writer communicates to the actors, director, and the rest of the crew in the play by means of stage directions. He does this by means of short phrases called stage prompts, usually printed in italics and enclosed in parentheses or brackets. These directions describe the appearance and actions of characters as well as the sets, costumes, props, sound and lighting effects. Stage prompts may also include the characters’ body language, facial expressions, and even the tone of voice. Comments or remarks about the surroundings and when a character enters or exits are also made in stage directions. Thus stage directions help us understand the feelings of the character and the mood of the story. Structure of Drama A traditional play thus came to be a Five Act Play. What was the structure followed here?

INTRODUCTION: Provides important background information about the characters, setting, and the conflict. RISING ACTION: The plot moves CLIMAX: The highest point of dramatic intensity FALLING ACTION: This is the part where conflicts are more or less resolved and the play moves on to its end. CONCLUSION: Conflicts are resolved


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MINDMAP: (stick the mind-‐map) IV. The adaptation Step 1: Elements of the play 1. Warming-‐up activity. In pairs, try to complete the chart of the elements of the play.

Elements of the play

Cast of characters

Script

Who

Who

Scenes

Act


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2. Listening activity. Watch the following video. Complete and check the schema presented. How many answer did you find out?________________ https://www.youtube.com/watch?v=SGmgLVHfaY4 Step 2: Analysing a film 1. Listening activity. Watch this fragment of the film House of Usher (1960). (From the beginning to minute 12:00.https://www.youtube.com/watch?v=byrCEhq7b5Y While you watch the film try to do the following exercise. These statements are true in the book. Are they also true in the film? Correct the false ones.

-‐ The landscape is gloomy -‐ The servant is happy to see him -‐ He is the friend of Mr Usher -‐ Mr Usher is waiting for him -‐ The narrator doesn’t know Madeleine -‐ Mr Usher asks him to stay

2. Writing activity. Write down the differences that you have found on the film compared with the book. You can base your answer with the basic elements of drama. You can include more items. CHARACTERS

SETTING

PLOT


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Step 3: Analysing a theatre play 1. Reading activity. Now, instead of comparing the book with a film, you will have to analyse one part of a THEATRE ACT. Before reading; In pairs, what differences can you see just by looking at the text structure?

Reading: Read the following text and mark the differences that you can find from the stories we have read. You can underline or circle them. Write the basic structure of a theatre play. Remember, you are going to follow these

A MIDSUMMER NIGHT’S DREAM by William Shakespeare ACT 1 SCENE ONE: THESEUS’ PALACE, ATHENS Theseus, Hippolyta and Philostrate are in the great hall of the palace. Theseus:We’re getting married in four days but the time is passing too slowly. I want to marry you today. Hippolyta:Don’t worry. The days will pass quickly. We’ll be husband and wife very soon. Theseus: You’re right, Hippolyta. I’ll try to be patient but everyone must start celebrating our wedding today. (He turns to Philostrate.) Go to the city and tell the citizens that the next four days will be festive days. There must be parties and celebrations every year. (Philostrate leaves the hall. Egeus, Hermia, Lysander and Demetrius enter.) Egeus: I hope that you are well, my lord. Theseus:I am. How are you? (…) (Theseus , Hippolyta, Demetrius and Egeus exit. Hermia starts crying) BURLINGTON BOOKS

1. You have to include ACT 1, 2, 3, 4, 5… 2. 3. 4. 5. 6. 7.


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Step 4: Dividing the acts 1. Writing/Speaking activity. Decide with all the class what the characters’ personality is and decide if you want to include another character.

2.Writing/Speaking activity: Now, it is time you divide the book in different acts. You will have to talk about the setting, the characters and the main plot of each part. Complete the table with the appropriate information.

ACT 1 page ________to__________ Setting

Characters

Plot

ACT 2 page___________to____________

Setting

Characters

Plot

ACT 3 page_____________to_____________

NAMES DESCRIPTION


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Setting

Characters

Plot

Act 4 page______________to_____________ Setting

Characters

Plot

Step 5: Preparing the script 1. Writing-‐activity: Now, you are divided in groups and you are in charge of a different act. You have to create the script for each act. REMEMBER the structure of a theatre act. It is quite different!

ACT ______ From page______________ to page__________________ Chapters:


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-‐Speaking activity: Once you have created the script of your part PERFORM it in front of the class. The other groups are going to comment on the things that could be improved.

Remember REPORTED

SPEECH and all the grammatical tenses. If not, ask the teacher!


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V. The representation 1. Speaking activity. Complete the mind-‐map with the different settings that appear in the story. Once, we have this, we will be able to decide the material we need for each space.

-‐Now, you can create the PROPS!!!!. Divide the material and the objects you have to create in groups, and you can start designing in the ARTS AND CRAFTS subject. The teacher is going to help you!!! 2. Writing /whole class activity. You cannot forget the COSTUMES. Brainstorm all the ideas you have for each character. At the end, we are going to help each student decide on the costumes for each character. NAME OF CHARACTER

CLOTHING

Settings and props


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3. What about the music of the play? You have to think and select some songs to use in the play. Next session, the whole class is going to decide which songs will be used. LIST OF MUSIC SELECTED:

ACTS SONGS

ACT 1

ACT 2

ACT 3

ACT 4

ACT 5

-‐Now, we are going to decide who is who in the theatre play!!!!!! Ready to study your script????? -‐Listening activity. Now, you are ready to start rehearsing your own theatre play! You have become a real actor or actress. But, do you know what real actors/actresses say before starting the play? Any idea??___________________________________ -‐What the following video and you will discover it. https://www.youtube.com/watch?v=tKxcSrhk8bg&index=30&list=PL2KvJLBIQQrczwTfXiQkK6HiIihU1Dg6l What is the sentence that you should say?


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VI. Brochure of our theatre play It is time you advertise your theatre play to all the school community. In order to do this, you are going to design a BROCHURE and you will give one to each Primary student as well as you are going to offer it to the different families and teachers. 1. But first, what is a brochure? According to the Word reference dictionary a brochure… is a pamphlet or booklet, especially one containing summarized or introductory information or advertising about a topic. 2. Here you have the structure of a brochure. You can use it as an example or model for your own brochure.

Group work 3. Writing activity. Look at the six different parts and decide what you want to show in each part. Then, when you know the information, you are going to divide in groups and create different brochures. Cover: Back: Inside flap: Content 1: Content 2: Content 3: 4. Online writing activity. You can use the following tool to create the brochure. It is very simple to use, just follow the rules. http://www.readwritethink.org/classroom-‐resources/student-‐interactives/printing-‐press-‐30036.html

BE CREATIVE AND ORIGINAL!!!!! YOU HAVE TO CREATE EXPECTATIONS TO EVERYBODY


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SELF-‐EVALUATION Answer the following questions according to your opinion and assessment on the theatre project. You can mark each question from 1-‐5, being 5 the best mark.

1. I prefer working with the whole class

2. I prefer working in pairs than in big groups

3. I have worked hard all the project

4. I have participated with my group members

5. I have learned vocabulary related with theatre.

Such as:

6. I have learned how to create a theatre script

7. It has been difficult when performing in front of people

Why?

8. I have learned a lot from my classmates

Such as:

9. I have learned different English expressions:

Such as:

10. I would repeat this experience

If you had to mark the whole project, which mark would you give?

_______________________

You can write a comment if you want:

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OUR THEATRE PLAY! · 2015-06-17 · our$theatre$play!$ 4theso$ $ $ 1$ $ $ our theatre play! !! the fall of the house of usher by edgar allan poe ! name:& date:& group:&& $