Escolar Documentos
Profissional Documentos
Cultura Documentos
FORM 2
Drama
Rumpelstilt
skin
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
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
RUMPELSTILTSKIN
DRAMA
Rumpelstilts
kin
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
11
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.
12
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.
14
RUMPELSTILTSKIN
DRAMA
Setting
Time, People and culture:
i.
ii.
Places:
i.
The cottage
ii.
The tower
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
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
17
RUMPELSTILTSKIN
DRAMA
Warm -ups
Drama is a performing art.
The essence of drama is live performance in front of an audience.
18
Sources
: http://www.childdrama.com/warmups.html
http://wilderdom.com/games/Icebreakers.html
RUMPELSTILTSKIN
WARM-UP/HANDOUT 1
Lets Get
Physical
The king smelling and eating his favourite apple pie
19
RUMPELSTILTSKIN
WARM-UP/ACTIVITY 2
Getting
Emotional!
Time :
40 minutes
Aims
1
2
Materials
1
2
Drama script
Handout 2 (Situational
cards)
Steps
1
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.
20
Notes
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
21
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.
Situation Card 4
Page
Emotion
Character
Narrator
: 85
: Love
: Lisa
: The following day, in the nursery, Lisa holds the Baby.
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.
22
RUMPELSTILTSKIN
WARM-UP/ACTIVITY 3
Vocal
Adrenaline
Time :
40 minutes
Aims
1
2
3
Materials
1
2
Handout 3
Drama script
Steps
1
2
3
4
5
6
7
8
23
Notes
RUMPELSTILTSKIN
WARM-UP/HANDOUT 3
Vocal
Adrenaline
Focus on pronunciation and enunciation
24
RUMPELSTILTSKIN
WARM-UP/ACTIVITY 4
Guessing
Games
Time :
40 minutes
Aims
1
2
Materials
1
Handout 4
Steps
1
2
3
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)
25
Notes
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)?
RUMPELSTILTSKIN
WARM-UP/HANDOUT 4
Guessing
Game
Pictures of characters from fairy tales.
Snow White
Peter Pan
26
Cinderella
Pinocchio
RUMPELSTILTSKIN
DRAMA
Preproduction
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
27
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
RUMPELSTILTSKIN
PRE-PRODUCTION/ACTIVITY 5
A Heap of
Words
Time :
40 minutes
Aims
1
2
1
2
3
4
5
6
7
8
9
10
Materials
1
2
3
4
A pile of books
Worksheet 5a and 5b
The Internet
Drama script
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.
Steps
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).
28
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
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.
29
2.
3.
4.
RUMPELSTILTSKIN
of gold in
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
30
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
RUMPELSTILTSKIN
6
PRE-PRODUCTION/ACTIVITY
Same yet
Different
Time :
40 minutes
Aims
1
Materials
31
1
2
3
Drama script
Worksheet 6
Dictionary
Steps
1
Write the word mouse on the board and elicit the meanings of the word from the
2
3
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
4
5
homonym is. Explain that the meaning depends on the context or situation.
Distribute Worksheet 6. Ask students to work in pairs to complete the task.
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
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 6
Same yet
Different
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.
32
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
Meaning 1
SPIN
Meaning 2:
Meaning 1
33
RAGE
Meaning 2:
Meaning 1
STERN
Meaning 2:
Meaning 1
STRAW
Meaning 2:
Meaning 1
34
CREEP
Meaning 2:
Meaning 1
FAULT
Meaning 2:
RUMPELSTILTSKIN
7
PRE-PRODUCTION/ACTIVITY
Character
Traits
Time :
80 minutes
Aims
1
Materials
35
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.
RUMPELSTILTSKIN
7a
PRE-PRODUCTION/WORKSHEET
Character
Traits
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
Group::
36
Character
_________________________________
Physical description
_________________________________
_________________________________
_________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 7b
Character
Traits
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:
37
Character
Lisa
Attitude
Behaviour
Sensible
Character
Character
Traits
Traits
Character
________________________________
38
Attitude
Behaviour
RUMPELSTILTSKIN
8
PRE-PRODUCTION/ACTIVITY
What did
you learn?
Time :
80 minutes
Aims
1
Materials
39
1
2
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.
RUMPELSTILTSKIN
PRE-PRODUCTION/WORKSHEET 8
What did
you learn?
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.
Do not be greedy
Do not be greedy
We must not take advantage of
We must not take advantage of
others due to greed.
others due to greed.
Be rational
Be rational
We must think, speak and
We must think, speak and
behave rationally at all times.
behave rationally at all times.
Be humble
Be humble
We must not be boastful.
We must not be boastful.
No
1
Character(s)
Lisa
Lesson(s) learnt
Action
Lisa promises Rumpelstiltskin to give
him her first-born son.
Rumpelstiltskin
King
41
Honour your
promises
Be rational
Lisas father
Rumpelstiltskin
King
Lisas father
King
10
Rumpelstiltskin
RUMPELSTILTSKIN
9
PRE-PRODUCTION/ACTIVITY
Jumble
Trouble
Time :
40 minutes
Aims
Materials
42
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.
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 Tower
The Cottage
43
The Nursery
The Woods
44
RUMPELSTILTSKIN
DRAMA
Production
45
The drama is staged at the production level after students have understood the story and its
elements. This can be done in various ways like using student actors or even puppets as the
cast members. The drama can be staged in a classroom or the school hall. It can be held as
a class activity or an inter-class drama competition.
The activities we have in this section will encourage our students to cooperate and find the
best way for each member of a group to contribute. The activities also demand students to
listen to and accept the viewpoints and contributions of others.
We really hope teachers will eventually get their students to dramatise Rumpelstiltskin
either in parts (which can be carried out in or out of a classroom) or as a major stage
production in the main school hall.
Source : Performing together: The Arts and Education, jointly published by The American
Association of School Administrators, The Alliance for Education and The John F.
Kennedy Center for the Performing Arts in 1985.
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 10
3-2-1
Melodramacti
46
Time :
80 minutes
Aims
1
2
3
Materials
2
3
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
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 10
3-2-1
Melodramacti
47
window.
8. Lisa is so delighted.
9. Lisa picks up the baby and holds him tightly.
10. Lisa thinks hard.
11. Lisa wants to tell the King what has happened but she is so frightened.
12. Lisa opens her mouth to speak but no words come out.
13. Lisa runs to the window and looks out.
14. Lisa hears the scratching noise at the window.
15. In the morning, Lisa opens her eyes and stretches.
16. Lisa is in the nursery holding the baby.
17. Father creeps nearer.
18. Father creeps away without making a sound.
19. Mother cuts a slice of pie and gives it to the King.
20. Lisas mother takes hold of the Kings arm.
21. Mother is thinking.
22. Lisas mother looks worried.
23. Mother hides behind the bush.
24. Mother creeps away without making a sound.
25. The King puts his head through the window.
26. The King licks his fingers.
27. The King starts to move to the door.
28. The King looks very stern.
29. Taking hold of Lisas arm, the King walks out of the cottage.
30. The King comes in.
31. The King leads Lisa to another room in the castle.
32. The King comes in and claps his hands with delight.
33. A strange little man with a long pointed nose climbs through the window.
34. The little man nods.
35. The little man puts his head on one side and looks at Lisa.
36. The little man shakes his head.
37. The little man laughs and stamps his feet on the ground and whirls out of
the room.
38. The little man dances into the room.
39. The little man laughs but his laugh is cruel.
40. The little man is dancing around a small fire.
48
it.
44. The little man is so angry that he vanishes in a puff of smoke.
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 11
Sing The
Riddle
Time : 80
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
1
2
3
4
49
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.
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 12
Shadowstilt
skin
Time : 40 minutes
Aims
1
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
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 12
Shadowstilt
skin
Samples of shadow puppets.
51
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 13
The Mask
Time : 40 minutes
Aims
1
Materials
1
2
3
4
Coloured paper
Marker pens
Stapler
Scissors
Steps
1
2
3
4
5
52
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
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 13
The Mask
Samples of paper masks
53
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY 14
Behind the
Scene
Time :
minutes
Aims
1
Materials
1
Handout 14
Steps
1
Explain to the students the various roles needed in a drama production (see
2
3
54
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.
RUMPELSTILTSKIN
PRODUCTION/HANDOUTT 14
Behind the
Scene
Portfolio:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
55
RUMPELSTILTSKIN
PRODUCTION/WORKSHEET 15
Tone Tuning
Time : 40 minutes
Aims
1
Materials
1
Steps
1
2
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.
3
4
56
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
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 :
57
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.
RUMPELSTILTSKIN
PRODUCTION/ACTIVITY16
Staging
theDrama
Time : 1 to 3 weeks
Aims
1
1
2
3
4
5
6
7
8
Steps
Materials
1
2
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.
RUMPELSTILTSKIN
16a
PRODUCTION/HANDOUT
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)
59
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)
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 16b
Staging
theDrama
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
60
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
TOTAL
1.Language Delivery
(Enunciation, intonation &
pronunciation)
2.Language Accuracy
3.Physical Expression
(Movements, gestures &
expressions)
RUMPELSTILTSKIN
16c
PRODUCTION/HANDOUT
Staging
theDrama
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
61
TOTAL
5. Best Drama
GROUP:
Criteria:
1.
Best Director
2.
Best Actor
3.
Best Actress
4.
TOTAL SCORE:
RUMPELSTILTSKIN
PRODUCTION/HANDOUT 16d
Staging
theDrama
Winner
Score
Winner
Group 1
Group 2
Group 3
Best Actor
Group 1
Group 2
Group 3
Best Actress
62
Score
Winner
Score
Winner
Score
Winner
Group 1
Group 2
Group 3
Best Stage Production
Group 1
Group 2
Group 3
Best Drama
Group 1
Group 2
Group 3
RUMPELSTILTSKIN
Thats not my
name
Time :
80 minutes
Aims
1
Materials
1. Drawing paper
2 Markers
3 Blue tack
Steps
1
2
3
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.
63
Notes
RUMPELSTILTSKIN
Who and
why?
Time :
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.
64
Notes
Students have to be made aware that we use various stress and
intonation when asking and answering questions.
RUMPELSTILTSKIN
1.
_________________________________________________________________________
Who and
why?
_________________________________________________________________________
2.
_________________________________________________________________________
_________________________________________________________________________
3.
_________________________________________________________________________
4.
_________________________________________________________________________
Imagine you are a newspaper reporter. You have heard that a man almost succeeded in
kidnapping
the kings son. Prepare a minimum of ten questions to ask the kings press
_________________________________________________________________________
secretary on what happened. Write your questions below.
_________________________________________________________________________
5.
_________________________________________________________________________
_________________________________________________________________________
6.
_________________________________________________________________________
_________________________________________________________________________
7.
_________________________________________________________________________
_________________________________________________________________________
8.
_________________________________________________________________________
_________________________________________________________________________
9.
_________________________________________________________________________
_________________________________________________________________________
10.
_________________________________________________________________________
_________________________________________________________________________
11.
_________________________________________________________________________
65
_________________________________________________________________________
RUMPELSTILTSKIN
RUMPELSTILTSKIN
19
Hunt for
strange man
Time :
80 minutes
Aims
Materials
66
Worksheet 19
Steps
1
2
3
4
Hunt for
strange
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
DRAMA
RUMPELSTILTSKIN
ASSESSMENT/ACTIVITY 20
Making
sense with
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.
68
1.
A year later, the King and Lisa (a) ________a baby son. One day when Lisa and her
parents are playing with the baby in the nursery, Rumpelstiltskin (b) __________. He
reminds them of the promise and wants to take the baby boy away.
2.
The king takes Lisa to his palace and (c) ________her in a room high in a tower with
a spinning wheel and a big heap of straw. That night a strange little man with a long
pointed nose (d) _________ through the window. He laughs when Lisa tells him why
she is crying.
3.
With help from her parents, Lisa (e) ___________able to give his correct name as
Rumpelstiltskin on the last day.
4.
Rumpeltiltskin then spins all the straw in the tower into gold. The King is happy and
marries Lisa as promised. Her parents (f) __________with her in the palace.
5.
He offers to help if she gives him the necklace she is wearing. Lisa (g) ________it to
him and goes to sleep.
6.
Lisa offers him as much gold as he wants but Rumpelstiltskin (h) _________ gold.
However, he makes a deal with Lisa.
7.
He even (i) ____________the king to ask Lisa to spin straw into gold. The king
(j) ____________that he will find out the truth as he needs gold for his kingdom.
8.
When Rumpelstiltskin realises that he has lost the bargain, he stamps so hard on the
floor that his foot goes right through it. He is so angry that he (k) _____________in a
puff of smoke. Lisa thanks her parents.
9.
In the morning, Lisa finds a heap of shining gold instead of the straw. The King
comes in and (l) __________that Lisa did it.
10.
Lisa stays with her father and mother in a village cottage in a small country. Her
parents think that Lisa is brilliant and are always (m) ___________about her.
11.
He tells her that if she could (n) ____________his name within three days, he will not
take the baby. He gives her three guesses each day. Lisa (o) __________to get the
name on the first two days.
12.
She him (p) ____________to do it as she is desperate and also because she
remembers her fathers advice.
13.
Lisa is too frightened to speak. She (q) _________to go home but the King refuses to
let her go. He wants her to spin straw into gold for another two nights.
14.
However, her parents tell her that the problems she faced were caused by their
boasting. They tell her that that they (r) ___________ learnt a lesson and that they
will never boast again.
15.
He also says that he will cut off Lisas head if she is unable to turn straw into gold.
Lisa (s) ___________to cry and her mother gets worried.
16.
On the second night, Lisa (t) ___________ her ring to Rumpelstiltskin but on the third
night she (u) ___________ nothing to give him. Rumpelstiltskin says he will only help
Lisa if he gets something in exchange.
69
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.
SETTING :
CHARACTERS :
1. ____________________________
4.________________________
2. _____________________________
5. ________________________
3. _____________________________
RUMPELSTILTSKIN
PLOT :
ASSESSMENT/ACTIVITY 21
Story Map
Check your understanding by filling in the story elements below.
70
1.
2.
3.
4.
a)
b)
c)
d)
e)
Adapted from: The Big Book of Reading Responses Activities by Michael Gravois (Scholastic)
RUMPELSTILTSKIN
ASSESSMENT/ACTIVITY 21
Characteris
ation
Check your understanding of the characters in the drama by stating whether the
following statements are true (T) or false (F).
71
1.
2.
3.
4.
5.
6.
Lisas mother and father ignores her when she could not guess
Rumpelstiltskins name.
7.
8.
9.
10.
RUMPELSTILTSKIN
DRAMA
Answer key
72
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
Word
Brilliant (pg. 60)
Spin (pg. 63)
Rage (pg. 85)
Stern (pg.65)
Straw( pg.64)
Creep( pg. 83)
Fault (pg. 79)
Worksheet 7
Character
Lisa
Father
A basket of fruit
A collection of stamps
A school of fish
A herd of cattle
A hive of bees
An army of ants
: Character Traits
Physical
description
a pretty, young girl
with long hair and
beautiful eyes
an portly old man
with unkempt hair
Attitude
a sensible and
thoughtful girl who is
dutiful to her parents
and the King
Behaviour
likes to bake,
feels anxious and
desperate when dealing
with Rumpelstiltskin
proud of Lisa,
boasts Lisas cleverness
hopeful that the King helps in investigating
73
Mother
and thick
moustache
proud of Lisa,
boasts Lisas cleverness
hopeful that the King helps in investigating
will take Lisa as
Rumpelstiltskins name
queen
King
Worksheet 8
noisy man,
can spin straw into gold,
plays tricks and solves
riddles.
1.
2.
3.
Do not be greedy
4.
Be humble
Be rational
5.
Be humble
Be rational
6.
7.
8.
Be rational
9.
10.
Worksheet 9
Rumpelstiltskins name
: 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
74
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
Worksheet 19
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
for
of
to
The
At
was
the
of
was
said
helped
was
in
and
parents
could
who
to
In
him,
75
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
On
agreed
for
came
the
that
if
correctly
find
reward
Worksheet 19
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
11 17
14
: Story map
1. Title
Rumpelstiltskin
Playwright
Angela Lanyon
Characters:
i. Lisa
ii. Mother
iii. Father
iv. The King
v. Rumplestiltskin
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
76
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
RUMPELSTILTSKIN
DRAMA
Panel of
Writers
Coordinators
Diana Fatimah Bt Ahmad Sahani
77
Panel of Writers
Khairul Anuar Yang Ahmad
(Panel Head)
78