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Form 2 Drama Rumpelstilskin PDF
Form 2 Drama Rumpelstilskin PDF
FORM 2
Drama
Rumpelstiltskin
Table of Contents
Introduction
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers
RUMPELSTILTSKIN
DRAMA
Introduction
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
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.
RUMPELSTILTSKIN
DRAMA
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 nonhuman 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
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.
Costume Design
A costume is whatever is worn by the performer. Costume designers are concerned
primarily with clothing and accessories, but are also often responsible for wigs, masks,
and makeup.
Costumes convey information about the character and aid in setting the tone or mood of
the production. Since most acting involves impersonation, most costuming is actual or
re-created historical or contemporary dress. As with scenery, however, costumes may
also be suggestive or abstract.
vi. Mask
A special element of costume is the mask. Masks prevent the use of the face for
expression and communication and thus render the performer more puppet-like;
expression depends solely on voice and gesture. As the mask's expression is
unchanging, the character's fate or final expression is known from the beginning,
thereby removing one aspect of suspense.
The mask shifts focus from the actor to the character and can thus clarify aspects of
theme and plot and give a character a greater universality. Like costumes, the colors
and features of the mask, especially in the Orient, indicate symbolically significant
aspects of the character. In large theaters, masks can also aid in visibility.
vii. Technical Production
The technical aspects of production may be divided into pre-production and run of
production. Preproduction technical work is supervised by the technical director in
collaboration with the designers. Sets, properties (props), and costumes are made
during this phase by crew members in the theater shops or in professional studios.
Props are the objects handled by actors or used in dressing the stage-all objects placed
or carried on the set that are not costumes or scenery. Like sets, props can be
illusionistic-they may be created from papier-mch or plastic for lightness, exaggerated
in size, irregularly shaped, or designed to appear level on a raked stage; they may also
be capable of being rolled, collapsed, or folded. The person in charge of props is called
the props master or mistress.
viii. Sound and Sound Effects
Sound, if required, is now generally recorded during the preproduction period. From
earliest times, most theatrical performances were accompanied by music that, until
recently, was produced by live musicians. Since the 1930s, however, use of recorded
sound has been a possibility in the theater.
Although music is still the most common sound effect, wind, rain, thunder, and animal
noises have been essential since the earliest Greek tragedies. Any sound that cannot
be created by a performer may be considered a sound effect (for example, animal
sounds in the woods), but they can also assist in the creation of mood or rhythm.
Source : http://literalno4.tripod.com//elements.html
http://www.readwriterthink.org//lesson_images//lesson802//conflict.ppt
5
RUMPELSTILTSKIN
DRAMA
Rumpelstiltskin
Grimms Fairy tales are a classical collection of folk tales and fairy tales such as Sleeping
Beauty, Rumpelstiltskin", "Snow White", "Rapunzel", "Cinderella", "Hansel and Gretel", and
"The Frog Prince" which had been retold countless times orally over many years. It was the
Grimm Brothers who wrote them down and published them.
The German brothers, Jacob Ludwig Karl Grimm (4 January 1785 20 September 1863)
and Wilhelm Karl Grimm (24 February 1786 16 December 1859 ) lived in Hanau, Germany
and were among a family of nine children. Their father, who was educated in law and worked
for the Prince of Hessen, died when they were young. Their mother struggled to pay for their
education. Jacob studied law and later worked as a librarian in Gottingen. Wilhelm worked
as an assistant librarian in the same library. They collected three volumes of folk tales and
made some extra money. These stories include magic, communication between animals and
men, moral values and teachings of social rights and wrongs.
The brothers worked very closely even after Wilhelm married in 1825. Jacob remained
unmarried. Some of the Grimms' stories (including Snow White, Sleeping Beauty, Cinderella
and The Princess and the Frog) were adapted as animated feature films by Walt Disney
Animation Studios.
RUMPELSTILTSKIN
DRAMA
Synopsis
Rumpelstiltskin is a story about a miller and his wife who lie to the king that their
daughter (Lisa) could spin straw into gold. The king takes Lisa to his castle and locks her in
a high tower room which has a big heap of straw and one spinning wheel. As suggested by
the father, the king instructs her to spin the straw into gold by morning, or be executed. She
has given up all hope when a strange little man appears in the room and spins straw into
gold for her in return for her necklace. The king is impressed, but he wants more gold. The
little man returns at night and spins gold for her in return for her ring. The greedy king wants
more gold. So on the third night, when she has nothing to reward him, the little man spins
straw into gold with one condition - that Lisas first-born child will be given to him.
The king is so impressed that he marries Lisa. However, when their first child is born, the
little man returns to claim his reward.
Lisa is frightened and offers him all the gold he wants if she can keep the child. The little
man refuses but finally agrees to give up his claim to the child if Lisa can guess his name in
three days. Will Lisa manage to guess the little mans name? What will happen if Lisa is
unable to guess the right name?
RUMPELSTILTSKIN
DRAMA
Plot
*Learners should be encouraged to read and discover the sequence in the plot by
themselves.
10
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 mans
name.
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.
Resolution
Lisas parents vow not to be
boastful anymore.
11
RUMPELSTILTSKIN
DRAMA
Themes
These are some of the themes found in the drama:
RUMPELSTILTSKIN
DRAMA
Values
Be humble and
do not boast
We must be humble. Lisas father realises his mistake at the end of the
drama and says that he and her mother will never boast again. Everyone in
the family is affected due to her fathers boasting. Lisa is taken away and
left in a tower of the palace all alone. Boasting can have negative
consequences. For example, the king tells her that he would cut off her
head if she is unable to spin straw into gold.
Keep to your
promises
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 not be
greedy
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 rational
We must think, speak and behave rationally at all times. Lisas parents
speak irrationally when boasting about their daughter whom they are proud
of. Lisa becomes irrational when she is desperate to save herself. She
makes a promise knowing well that she will be unable to keep to it.
13
RUMPELSTILTSKIN
DRAMA
Setting
Time, People and culture:
i.
ii.
Rumpelstiltskin
i.
The cottage
ii.
The tower
Places:
RUMPELSTILTSKIN
DRAMA
Characters
The Casts:
The Narrator
The story teller who narrates the story to the audience.
Lisa
A young girl
Has excellent baking skills
Sensible as she tries to stop her parents from boasting
about her to the King
Anxious when the parents boast to the King that she can
spin straw into gold
Dutiful as she obeys her parents and the King
Desperate when she agrees to Rumpelstiltskins bargains
Reluctant to give her baby to Rumpelstilskin as promised
Lisas parents
Proud of Lisa
Boastful of Lisas abilities
Hopeful for the King to take Lisa as the Queen
Worried for Lisa after boasting that she can spin straw into
gold.
Helpful as they secretly follow Rumpelstiltskin to find out his
name
15
The King
Loves apple pies
Impressed by Lisas delicious apple pies
Irrational as he accepts the claim by Lisas parents that Lisa
can spin straw into gold
Cruel because he threatens to behead Lisa if she fails to
spin straw into gold
Greedy when he orders Lisa to spin more straw into gold
Trustworthy as he keeps his promise to marry Lisa
Rumpelstiltskin
16
RUMPELSTILTSKIN
DRAMA
Warm -ups
Drama is a performing art.
The essence of drama is live performance in front of an audience.
Sources
: http://www.childdrama.com/warmups.html
http://wilderdom.com/games/Icebreakers.html
17
RUMPELSTILTSKIN
WARM-UP/HANDOUT 1
18
RUMPELSTILTSKIN
WARM-UP/ACTIVITY 2
Getting Emotional!
Time :
40 minutes
Aims
1
2
Materials
1
2
Drama script
Handout 2 (Situational
cards)
Steps
2
3
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.
Tell students to stand in a line or in a circle.
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 students performance is unsatisfactory, he can be asked to
return to the line or circle. He can then be asked to act again in a more convincing
manner.
Give students situational cards with the characters emotions to each pair of
students. For example, Lisa sorrow (page 67), Lisas father / mother - fear (page
65), Rumpelstiltskin - anger (page 87), Lisa and the baby - love (page 85) and Lisa
- joy (page 87).
Let students take turns to act in front of the class.
Notes
19
RUMPELSTILTSKIN
WARM-UP/HANDOUT 2
Getting Emotional!
The cards should be cut out and given to each pair. The same situational card may be
given to more than one pair.
Situation Card 1
Page
Emotion
Character
: 67
: Sorrow
: Lisa
Rumpelstiltskin
Lisa
Situation Card 2
Page
Emotion
Character
: 65
: Fear
: Lisas mother
Mother
Father
Situation Card 3
Page
Emotion
Character
Narrator
: 87
: Anger
: Rumpelstiltskin
: 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.
20
Situation Card 4
Page
Emotion
Character
Narrator
: 85
: Love
: Lisa
Situation Card 5
Page
Emotion
Character
: 87
: Joy
: Lisa
Lisa
: And now my babys safe. Oh, Mother, Father, how can I ever
thank you?
Mother
: You dont need to thank us. If it wasnt for us, you wouldnt have
been in this mess.
21
RUMPELSTILTSKIN
WARM-UP/ACTIVITY 3
Vocal Adrenaline
Time :
40 minutes
Aims
1
2
3
Materials
Handout 3
Drama script
Steps
1
2
3
4
5
6
7
8
Notes
22
RUMPELSTILTSKIN
WARM-UP/HANDOUT 3
Vocal Adrenaline
Focus on pronunciation and enunciation
23
RUMPELSTILTSKIN
WARM-UP/ACTIVITY 4
Guessing Games
Time :
40 minutes
Aims
1
2
Materials
1
Handout 4
Steps
1
2
Choose a student (Student A) and tape a picture of a character from a fairy tale
(Handout 4) on his or her back.
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.
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)
Notes
8
Examples of questions to ask :
1.
2.
3.
4.
5.
6.
Do I sing?
Am I strong?
Am I a male?
Am I poor?
Am I a royalty?
Am I ............................. ( the name of the personality)?
24
RUMPELSTILTSKIN
WARM-UP/HANDOUT 4
Guessing Game
Pictures of characters from fairy tales.
Snow White
Peter Pan
Cinderella
Pinocchio
25
RUMPELSTILTSKIN
DRAMA
Pre-production
Pre-production is the process of preparing
all the elements involved in a film, play, or other performance.
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
26
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 5
A Heap of Words
Time :
40 minutes
Aims
1
2
Materials
1
2
3
4
A pile of books
Worksheet 5a and 5b
The Internet
Drama script
Steps
1
2
3
4
5
6
7
8
9
10
Show students a pile of books on the teachers desk and ask them what it is.
Tell them that it is a pile of books and reinforce the phrase by writing a pile of
books on the board.
Ask students what phrase (from page 66) the author uses to describe the amount of
straw Lisa produces.
Tell students to identify the phrase in the text (i.e. a heap of straw).
Distribute Worksheet 5a (Task A) and instruct students to complete the phrases.
Tell them to locate their answers from the text.
Ask students to check their answers.
Explain what collective nouns are to the students ( see notes below).
Distribute Worksheet 5b (Task B) and instruct students to do the matching exercise.
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
27
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 5a
A Heap of Words
Task A: Complete the sentences below with the correct collective nouns. You
may find the answers from the drama text.
1.
2.
3.
4.
28
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 5b
A heap of words
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
29
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 6
40 minutes
Aims
Materials
Drama script
Worksheet 6
Dictionary
Steps
Write the word mouse on the board and elicit the meanings of the word from the
students.
Explain that some words have more than one meaning. (See notes)
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.
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
30
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:
Meaning 1
Splendid, causing
admiration
BRILLIANT
Youre really
brilliant.
Meaning 2:
Very bright, sparkling
31
Meaning 1
SPIN
Meaning 2:
Meaning 1
RAGE
Meaning 2:
Meaning 1
STERN
Meaning 2:
32
Meaning 1
STRAW
Meaning 2:
Meaning 1
CREEP
Meaning 2:
Meaning 1
FAULT
Meaning 2:
33
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 7
Character Traits
Time :
80 minutes
Aims
Materials
1
2
Drama script
Worksheet 7
Steps
1
2
3
4
5
6
7
8
9
Divide the students into 5 groups. Each group chooses or is assigned a different
character.
Distribute worksheet 7a to each group.
Ask students to draw a portrait of the character and write a short physical
description.
Distribute worksheet 7b to each group.
Tell students to note down the different attitudes and behaviour of the character.
Allow students to practise describing the character to each other.
Instruct students choose a group member to present a description of their
characters physical attributes, attitudes and behaviour to the class.
Allow students from other groups to ask questions to understand the description
better.
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.
34
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 7a
Character Traits
s
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.
Group :
Character
_________________________________
Physical description
_________________________________
_________________________________
_________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
35
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 7b
Character Traits
s
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
Attitude
Behaviour
Sensible
36
Character Traits
Character
________________________________
Attitude
Behaviour
37
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 8
80 minutes
Aims
Materials
Drama script
Worksheet 8
Steps
1
2
3
4
5
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.
38
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 8
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.
39
No
Character(s)
Lisa
Lesson(s) learnt
Action
Rumpelstiltskin
King
Lisas father
Rumpelstiltskin
King
Lisas father
King
10
Rumpelstiltskin
40
Honour your
promises
Be rational
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 9
Jumble Trouble
Time :
40 minutes
Aims
Materials
1
2
3
4
Worksheet 9
Drama script
Glue & scissors
A4 papers
Steps
1
2
3
4
5
Notes
Refer to notes on Setting and Synopsis as a guide.
41
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 9
Jumble Trouble
Your groups task is to cut and paste the strips on events given according to the four
settings. Use an A4 paper for each setting below.
The Cottage
The Tower
The Nursery
The Woods
42
43
RUMPELSTILTSKIN
DRAMA
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."
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.
44
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 10
3-2-1 Melodramaction!
Time :
80 minutes
Aims
1
2
3
Materials
Scissors
Worksheet 10
Steps
1
2
3
4
5
6
7
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
45
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 10
3-2-1 Melodramaction!
Role play strips.
46
47
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 11
minutes
Aims
1
2
3
Materials
To act as Rumpelstilskin
To recite Rumpelstilskins riddle in rhythm
To move accordingly while reciting the riddle
Rumpelstiltskins
riddles(pages 81 and 83 of
the textbook)
Steps
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.
48
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 12
Shadowstiltskin
Time : 40 minutes
Aims
Materials
production
2
3
4
Steps
1
2
3
4
5
Notes
Sources: http://www.google.com.my/images
http://www.youtube.com/watch?v=iPRjIIQsSAk
49
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 12
Shadowstiltskin
Samples of shadow puppets.
50
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 13
The Mask
Time : 40 minutes
Aims
Materials
1
2
3
4
Coloured paper
Marker pens
Stapler
Scissors
Steps
1
2
3
4
5
Notes
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
51
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 13
The Mask
Samples of paper masks
52
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 14
minutes
Aims
Materials
1
Handout 14
Steps
Explain to the students the various roles needed in a drama production (see
handout 14) and appoint a producer.
The producer will identify the casts and the crew for the production.
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.
53
RUMPELSTILTSKIN
PRODUCTION/HANDOUTT 14
2.
Stage manager manages set design, prop design, lighting and sound
3.
4.
Prop designer designs the props used by the actors and actresses
5.
6.
7.
Stage crew changes the set on the stage and handle the props for the casts
8.
9.
10. Prompter remind the casts lines when they forget their words during rehearsals and
actual production
54
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 15
Tone Tuning
Time : 40 minutes
Aims
Materials
1
Steps
Show the students a movie clip in which the characters use various tones.
Ask students to relate the tones used to emotions felt by the characters.
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
55
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 15
Tone Tuning
Situation card A
Rumpelstiltskin : Why are you crying?
Lisa
: Because my father told the King I could spin straw into gold. Now the
King will cut off my head.
Rumpelstiltskin : Thats nothing to cry about. Ill help you if you give me something in
exchange.
Lisa
: But I havent got anything.
Rumpelstiltskin : What about that pretty necklace youre wearing?
Lisa
: This?
Rumpelstiltskin : Thats right. Now you go to sleep. By the time you wake up all your
troubles will be over.
Situation card B
Rumpelstiltskin
Lisa
Rumpelstiltskin
Lisa
Rumpelstiltskin
Lisa
Rumpelstiltskin
:
:
:
:
:
:
:
Situation card C
Rumpelstiltskin
Lisa
Rumpelstiltskin
Lisa
Rumpelstiltskin
Lisa
:
:
:
:
:
:
Rumpelstiltskin :
Lisa
:
Rumpelstiltskin :
Lisa
Dry your tears, Lisa. I will help you, but this will be the last time.
But I cant pay you. Ive nothing left.
Now thats a pity. I dont work for nothing.
Perhaps I could pay you after I get home.
Perhaps, perhaps.
Please help me this one last time. The king said hell make me the
Queen if I turn this straw into gold but if I dont, hell cut off my head.
Perhaps we could make a bargain. Are you any good at keeping
promises? Then, lets shake hands on it.
But what do you want?
When youre the Queen, you must give me your first-born child. Is it a
bargain?
Yes, I promise.
56
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY16
Staging theDrama
Time : 1 to 3 weeks
Aims
Materials
1
2
Steps
1
2
3
4
5
6
7
8
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.
57
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 16a
Staging theDrama
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)
The Cottage
Page 60 65
(4 pages)
Page 66 68
(2 pages)
Page 69 76
(6 pages)
The Nursery
Page 77 81
(3 pages)
The Woods
Page 83
(1/2 a page)
The Nursery
Page 85 87
(2 pages)
58
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 16b
Staging theDrama
Suggested Score Sheet
1. Best Director:
Marks:
Criteria:
GROUP:
Weak
Poor
Satisfactory
Good
Excellent
0-2
3-4
5-6
7-8
9 - 10
TOTAL
2. Best Actor
: .
Marks:
Criteria:
GROUP:
Weak
Poor
Satisfactory
Good
Excellent
0-2
3-4
5-6
7-8
9 - 10
TOTAL
1.Language Delivery
(Enunciation, intonation &
pronunciation)
2.Language Accuracy
3.Physical Expression
(Movements, gestures &
expressions)
3. Best Actress:
Marks:
Criteria:
GROUP:
Weak
Poor
Satisfactory
Good
Excellent
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)
59
TOTAL
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 16c
Staging theDrama
Suggested Score Sheet
4. Best Stage Production
(Set, props, costumes & makeup)
Marks:
Criteria:
GROUP:
Weak
Poor
Satisfactory
Good
Excellent
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
GROUP:
5. Best Drama
Criteria:
1.
Best Director
2.
Best Actor
3.
Best Actress
4.
TOTAL SCORE:
60
TOTAL
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 16d
Staging theDrama
Suggested Score Sheet for Judging the Drama
Best Director
Score
Winner
Score
Winner
Score
Winner
Score
Winner
Score
Winner
Group 1
Group 2
Group 3
Best Actor
Group 1
Group 2
Group 3
Best Actress
Group 1
Group 2
Group 3
Best Stage Production
Group 1
Group 2
Group 3
Best Drama
Group 1
Group 2
Group 3
61
RUMPELSTILTSKIN
80 minutes
Aims
Materials
1. Drawing paper
2 Markers
3 Blue tack
Steps
1
2
Get students to discuss in groups of four on what would have happened if Lisa had
not found out the little mans name.
Ask students to write a short essay entitled Thats not my name on drawing
papers with markers. They have to describe what happens to all the main
characters if Lisa had not found out the name. They may include new characters.
Select some groups to present their essays or have a gallery walk to highlight
creativity.
Notes
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RUMPELSTILTSKIN
80 minutes
Aims
1
2
Materials
1. Worksheet 18
Steps
1
2
3
4
Get the students to work in groups of four on the situation given in Worksheet 18.
Tell them to formulate a minimum of ten relevant questions.
Instruct students to role play in pairs. One student acts as the reporter and another
student answers the questions as the kings press secretary.
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.
63
RUMPELSTILTSKIN
1.
_________________________________________________________________________
_________________________________________________________________________
2.
_________________________________________________________________________
_________________________________________________________________________
3.
_________________________________________________________________________
_________________________________________________________________________
4.
_________________________________________________________________________
_________________________________________________________________________
5.
_________________________________________________________________________
_________________________________________________________________________
6.
_________________________________________________________________________
_________________________________________________________________________
7.
_________________________________________________________________________
_________________________________________________________________________
8.
_________________________________________________________________________
_________________________________________________________________________
9.
_________________________________________________________________________
_________________________________________________________________________
10.
_________________________________________________________________________
_________________________________________________________________________
11.
_________________________________________________________________________
RUMPELSTILTSKIN
_________________________________________________________________________
64
RUMPELSTILTSKIN
80 minutes
Aims
Materials
Worksheet 19
Steps
1
2
3
4
Notes
Worksheet 19 can be used for low English proficiency students.
65
RUMPELSTILTSKIN
DRAMA
66
RUMPELSTILTSKIN
ASSESSMENT/ACTIVITY 20
With close reference to the text, fill in the blanks with verbs in the Present
Tense forms. Then rearrange the sentences in the correct sequence of the text
by writing the numbers in the box given.
1.
A year later, the King and Lisa (a) ________a baby son. One day when Lisa and her
parents are playing with the baby in the nursery, Rumpelstiltskin (b) __________. He
reminds them of the promise and wants to take the baby boy away.
2.
The king takes Lisa to his palace and (c) ________her in a room high in a tower with
a spinning wheel and a big heap of straw. That night a strange little man with a long
pointed nose (d) _________ through the window. He laughs when Lisa tells him why
she is crying.
3.
With help from her parents, Lisa (e) ___________able to give his correct name as
Rumpelstiltskin on the last day.
4.
Rumpeltiltskin then spins all the straw in the tower into gold. The King is happy and
marries Lisa as promised. Her parents (f) __________with her in the palace.
5.
He offers to help if she gives him the necklace she is wearing. Lisa (g) ________it to
him and goes to sleep.
6.
Lisa offers him as much gold as he wants but Rumpelstiltskin (h) _________ gold.
However, he makes a deal with Lisa.
7.
He even (i) ____________the king to ask Lisa to spin straw into gold. The king
(j) ____________that he will find out the truth as he needs gold for his kingdom.
8.
When Rumpelstiltskin realises that he has lost the bargain, he stamps so hard on the
floor that his foot goes right through it. He is so angry that he (k) _____________in a
puff of smoke. Lisa thanks her parents.
9.
In the morning, Lisa finds a heap of shining gold instead of the straw. The King
comes in and (l) __________that Lisa did it.
10.
Lisa stays with her father and mother in a village cottage in a small country. Her
parents think that Lisa is brilliant and are always (m) ___________about her.
11.
He tells her that if she could (n) ____________his name within three days, he will not
take the baby. He gives her three guesses each day. Lisa (o) __________to get the
name on the first two days.
12.
She him (p) ____________to do it as she is desperate and also because she
remembers her fathers advice.
67
13.
Lisa is too frightened to speak. She (q) _________to go home but the King refuses to
let her go. He wants her to spin straw into gold for another two nights.
14.
However, her parents tell her that the problems she faced were caused by their
boasting. They tell her that that they (r) ___________ learnt a lesson and that they
will never boast again.
15.
He also says that he will cut off Lisas head if she is unable to turn straw into gold.
Lisa (s) ___________to cry and her mother gets worried.
16.
On the second night, Lisa (t) ___________ her ring to Rumpelstiltskin but on the third
night she (u) ___________ nothing to give him. Rumpelstiltskin says he will only help
Lisa if he gets something in exchange.
17.
On the second day, her parents (v) _____________the strange old man into the
woods and find out his name as he sings and dances.
18.
One day, the king stops by their cottage after he (w) ____________apple pie. Lisas
parents boast that Lisa can bake the best pies in the world, (x) ______________the
most beautiful cloth and spin the finest thread. Her father tells the king that Lisa is so
clever that she can do anything.
19.
He then wants Lisa to give her first-born to him when she (y) __________the Queen.
20.
Both her parents tell the king that they are (z) _____________ but the King who is
stern refuses to listen.
10 8
B.
14
Continue to work in pairs. Rewrite the sequenced story in Past Tense forms in
your exercise book.
68
RUMPELSTILTSKIN
ASSESSMENT/ACTIVITY 21
Story Map
Check your understanding by filling in the story elements below.
SETTING :
1.
2.
3.
4.
CHARACTERS :
1. ____________________________
4.________________________
2. _____________________________
5. ________________________
3. _____________________________
PLOT :
a)
b)
c)
d)
e)
Adapted from: The Big Book of Reading Responses Activities by Michael Gravois (Scholastic)
69
RUMPELSTILTSKIN
ASSESSMENT/ACTIVITY 21
Characterisation
Check your understanding of the characters in the drama by stating whether the
following statements are true (T) or false (F).
1.
2.
3.
4.
5.
6.
Lisas mother and father ignores her when she could not guess
Rumpelstiltskins name.
7.
8.
9.
10.
70
RUMPELSTILTSKIN
DRAMA
Answer key
Worksheet 5
: A heap of words
Task A:
In the morning Lisa wakes to find a heap of shining gold instead of the heap of straw.
There is a big pile of gold in the middle of the floor.
Ive had people searching the countryside for every last wisp of straw.
He is so angry that he vanishes in a puff of smoke.
Worksheet 5
: A heap of words
Task B:
A company of actors
A class of pupils
A flock of birds
A gang of robbers
A block of flats
A bunch of keys
Worksheet 6
A basket of fruit
A collection of stamps
A school of fish
A herd of cattle
A hive of bees
An army of ants
Word
Brilliant (pg. 60)
Meaning in context
Splendid, causing admiration
Furious anger
Stern (pg.65)
Straw( pg.64)
71
Worksheet 7
Character
Lisa
: Character Traits
Physical
description
a pretty, young girl
with long hair and
beautiful eyes
Attitude
Behaviour
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
proud of Lisa,
hopeful that the King
will take Lisa as
queen
Mother
proud of Lisa,
hopeful that the King
will take Lisa as
queen
King
Worksheet 8
1.
2.
3.
Do not be greedy
4.
Be humble
Be rational
5.
Be humble
Be rational
6.
7.
8.
Be rational
9.
10.
72
noisy man,
can spin straw into gold,
plays tricks and solves
riddles.
Worksheet 9
: Jumble Trouble
The Cottage
Lisas parents are very proud of her and think she is a clever girl who can do wonderful
things.
Lisas parents boasts about her to the King. They even tell the king that she can spin straw
to gold.
The Tower
The King takes Lisa to a tower where she is locked for 3 nights to spin a roomful of straw
into gold.
Lisa is helped by a little man on her first and second night there. However, she has to reward
the man with her necklace and ring. On her third night, when she could not reward the man,
she promises her first-born child to the man.
The King is delighted with the straw of gold that he marries Lisa.
The Nursery
A year later, the little man appears to claim Lisas son. However, he agrees to give Lisa
three days to guess his name.
Lisa manages to identify the little mans name as Rumpelstiltskin. He is so angry that he
vanishes in a cloud of smoke.
The Woods
Lisas parents spy upon the man in the woods and see him dancing around the fire and
singing in rhyme.
Lisas parents learn the mans name.
Worksheet 18
73
Worksheet 19
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
for
of
to
The
At
was
the
of
was
said
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Worksheet 19
helped
was
in
and
parents
could
who
to
In
him,
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
On
agreed
for
came
the
that
if
correctly
find
reward
Task A
A
have
B
reappears
C
leaves
D
climbs
E
is
F
live
G
hands
H
refuses
I
tells
J
K
L
M
N
O
P
Q
R
replies
vanishes
thinks
boasting
guess
fails
promises
wants
have
S
T
U
V
W
X
Y
Z
starts
gives
has
follow
smells
weave
becomes
joking
Task B
10
15 20
Worksheet 20
13 16 19 12
: Story map
1. Title
Rumpelstiltskin
Playwright
Angela Lanyon
Characters:
i. Lisa
ii. Mother
iii. Father
iv. The King
v. Rumplestiltskin
74
11 17
14
Setting
i)
The cottage
Plot
a) Lisas parents are always boasting about her ability and they intend to tell the king
about her talent when he visits their village on that day.
b) When the king stops by at their house, they boast that their daughter can spin straw
into gold.
c) The greedy king takes Lisa back to his palace, and locks her in a tower with
straw and a spinning wheel. At night she is visited by a man who spins straw into
gold in return for a reward. On the third night, she promises her first-born child to
the man.
d) A year later, the little man comes back to claim his prize but agrees to let Lisa
keep her child if she can guess his name. Lisa could not guess his name for the
first two nights.
e) On the third night, with her parents help, Lisa correctly guesses the mans
name. The man vanishes in anger and Lisa gets to keep her son.
Worksheet 21
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
: Characterisation
TRUE
FALSE
FALSE
FALSE
TRUE
FALSE
FALSE
TRUE
FALSE
TRUE
75
RUMPELSTILTSKIN
DRAMA
Panel of Writers
Coordinators
Diana Fatimah Bt Ahmad Sahani
Masreen Wirda Bt Mohammad Ali
Tengku Ireneza Marina Tunku Mazlan
Eileen Jessie Ah Guan
Ng Yew Kee
Panel of Writers
Khairul Anuar Yang Ahmad
(Panel Head)
76