Form 2 Dramaa Rumpelstilskin

8/11/2019 Form 2 Dramaa Rumpelstilskin

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Drama

RumpelstiltskinTable of Contents

IntroductionSynopsisElementsActivitiesAssessmentAnswer KeyGlossaryPanel of writers

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DRAFT


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Introduction

RUMPELSTILTSKIN

DRAMA

Dear Teachers,

This guidebook aims to show how drama can be taught in English language classrooms. It

reminds us of the enormous potential drama has as a learning tool for our students. Drama

helps students to explore the human condition and stimulate a better understanding of

themselves and the world around them.

The guidebook contains some suggestions on activities for the teaching of English through

drama. It also contains some relevant and basic information on Rumpelstiltskin as well as

handouts or task sheets for bus teachers.

!e have divided this guidebook into four parts"

Part 1 : arm!up activities

Part " : Pre!production sta#e

Part $ : Production sta#e

Part % : &eyond t'e te(t activities

Part ) : Assessment

!e hope that teachers find this arrangement friendl and useful. #ou are most welcome to

adopt and adapt them to get other ideas to suit our teaching environment and our

students. !hat matters is that ou are able to bring $o and fun to the learning experience.

- Panel of Writers for Teachers Guidebook

!Rumpelstiltskin"

1

Curriculum *evelopment *ivision+ ,inistry of Education ,alaysia+ "-1-


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Drama

RUMPELSTILTSKIN

DRAMA

'at is drama.

Drama is a general term for performances where actors usuall work together to represent

stories b impersonating the actions and speech of imaginar characters %humans or non&

human entities'. It is usuall performed on stage for the entertainment of the audience.

'y *rama.

Drama is a social artwhere no one person can produce a drama b himself. The words of

the text are not the drama. The stage where it will eventuall be produced is also not the

drama. ( drama is a collective effort and product of man 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 opportunit to seek knowledge) to create

presentations) to be someone or something) to explore situations and to work and learn

together with friends and strangers.

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Drama is an encompassing learning

medium, emerging from the spontaneous

play of young children and utilizing the art

of theatre to build and enhance the

participants artistic sensitivity, awareness

of self, others and the world

Patricia Pinciotti


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To teachers) drama is an educational tool b which teachers can take their students beond

the realms of entertainment and create a workable environment that can give rise to

meaningful learning experiences. #ou can also find some answers if ou visit

http"**www.childrama.com*wh.html

'at do I need to /now about *rama.+ere are some terms that ou ma find useful as we will be looking at some of the elements

throughout this guidebook.

C'aracter

( character is one of the persons who appears in the drama) also known as dramatis

personae %literall) the persons of the drama'. In another sense of the term) the treatment of

the character is the basic part of the plawright,s work. -onventions of the period and the

author,s personal vision will affect the treatment of character.

ost dramas contain ma$or characters and minor characters. The explanation and

development of ma$or characters is essential to the drama. The distinction between heroes

%or heroines' and villains) between good gus and bad gus) between virtue and vice is

useful in dealing with certain tpes of dramas) though in man modern dramas %and some

not so modern' it is difficult to make.

Plot

/lot is the literar element that describes the structure of a stor. It shows the arrangement

of events and actions within a stor.

middle

climax

rising action falling action

beginning end

exposition resolution

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The interest generated b the plot varies for different kinds of dramas. The plot is usuall

structured with acts and scenes.

T'eme

The plot has been called the bod of a drama and the theme has been called its soul. ost

dramas have a conflict of some kind between individuals) between man and societ) 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. 0f course the theme) no matter how

full stated) is not the e1uivalent of the drama. The drama is a complex experience) and one

must remain open to its manifold suggestions.

*ialo#ue

Dialogue provides the substance of a drama. Each word uttered b the character furthers the

business of the drama and contributes to its effect as a whole. Therefore) a sense ofDE-0R2 must be established b 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.

*esi#n

i. Theater Space

Theater can also be discussed in terms of the tpe of space in which it is produced.

3tages and auditoriums have had distinctive forms in ever era and in different cultures.

4ew theaters toda tend to be flexible and eclectic in design) incorporating elements of

several stles5 the are known as multiple&use or multiple&form theaters.

ii. Set Design

In Europe) one person) fre1uentl called a scenographer) designs sets) costumes) and

lights5 in the 2.3. these functions are usuall handled b three separate professionals.

3et design is the arrangement of theatrical space5 the set) or setting) is the visual

environment in which a drama is performed. Its purpose is to suggest time and place

and to create the proper mood or atmosphere.

iii. Stage Facilities

The use and movement of scener are determined b stage facilities. Relativel

standard elements include trapdoors in the stage floor) elevators that can raise or lowerstage sections) wagons %rolling platforms' on which scenes ma be mounted) and

ccloramas&curved canvas or plaster backdrops used as a pro$ection surface or to

simulate the sk.

iv. Lighting Design

6ighting design) a more ephemeral art) has two functions" to illuminate the stage and the

performers and to create mood and control the focus of the spectators. 3tage lighting

ma be from a direct source such as the sun or a lamp) or it ma be indirect) emploing

reflected light or general illumination.

v. Cost!e Design

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( costume is whatever is worn b the performer. -ostume designers are concerned

primaril with clothing and accessories) but are also often responsible for wigs) masks)

and makeup.

-ostumes conve information about the character and aid in setting the tone or mood of

the production. 3ince most acting involves impersonation) most costuming is actual orre&created historical or contemporar dress. (s with scener) however) costumes ma

also be suggestive or abstract.

vi. Mas"

( special element of costume is the mask. asks prevent the use of the face for

expression and communication and thus render the performer more puppet&like5

expression depends solel on voice and gesture. (s the mask,s expression is

unchanging) the character,s fate or final expression is known from the beginning)

thereb removing one aspect of suspense.

The mask shifts focus from the actor to the character and can thus clarif aspects of

theme and plot and give a character a greater universalit. 6ike costumes) the colors

and features of the mask) especiall in the 0rient) indicate smbolicall significant

aspects of the character. In large theaters) masks can also aid in visibilit.

vii. Technical Pro#ction

The technical aspects of production ma be divided into pre&production and run of

production. /reproduction technical work is supervised b the technical director in

collaboration with the designers. 3ets) properties %props') and costumes are made

during this phase b crew members in the theater shops or in professional studios.

/rops are the ob$ects handled b actors or used in dressing the stage&all ob$ects placed

or carried on the set that are not costumes or scener. 6ike sets) props can be

illusionistic&the ma be created from papier&m7ch8 or plastic for lightness) exaggerated

in si9e) irregularl shaped) or designed to appear level on a raked stage5 the ma also

be capable of being rolled) collapsed) or folded. The person in charge of props is called

the props master or mistress.

viii. Son# an# Son# E$$ects

3ound) if re1uired) is now generall recorded during the preproduction period. :rom

earliest times) most theatrical performances were accompanied b music that) until

recentl) was produced b live musicians. 3ince the ;s) however) use of recorded

sound has been a possibilit in the theater.

(lthough music is still the most common sound effect) wind) rain) thunder) and animalnoises have been essential since the earliest ?reek tragedies. (n sound that cannot becreated b a performer ma be considered a sound effect %for example) animal soundsin the woods') but the can also assist in the creation of mood or rhthm.

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Rumpelstilts

3ource" http"**[email protected]**elements.html http"**www.readwriterthink.org**lessonAimages**lessonB>C**conflict.ppt

RUMPELSTILTSKIN

DRAMA

?rimms :air tales are a classical collection of folk tales and fair tales such as Sleeping

Beauty, Rumpelstiltskin", "Snow White", "Rapunzel", "Cinderella", "Hansel and retel", and"!he rog #rince"which had been retold countless times orall over man ears. It was the

?rimm rothers who wrote them down and published them.

The ?erman brothers) acob 6udwig Farl ?rimm %@ anuar ;GBH C> 3eptember ;BJ='

and !ilhelm Farl ?rimm %C@ :ebruar ;GBJ ;J December ;BH< ' lived in +anau) ?erman

and were among a famil of nine children. Their father) who was educated in law and worked

for the /rince of +essen) died when the were oung. Their mother struggled to pa for their

education. acob studied law and later worked as a librarian in ?ottingen. !ilhelm workedas an assistant librarian in the same librar. The collected three volumes of folk tales and

6
http://www.readwriterthink.org//lesson_images//lesson802//conflict.ppthttp://en.wikipedia.org/wiki/Rumpelstiltskinhttp://en.wikipedia.org/wiki/Snow_Whitehttp://en.wikipedia.org/wiki/Rapunzelhttp://en.wikipedia.org/wiki/Cinderellahttp://en.wikipedia.org/wiki/Hansel_and_Gretelhttp://en.wikipedia.org/wiki/The_Frog_Prince_(story)http://www.readwriterthink.org//lesson_images//lesson802//conflict.ppthttp://en.wikipedia.org/wiki/Rumpelstiltskinhttp://en.wikipedia.org/wiki/Snow_Whitehttp://en.wikipedia.org/wiki/Rapunzelhttp://en.wikipedia.org/wiki/Cinderellahttp://en.wikipedia.org/wiki/Hansel_and_Gretelhttp://en.wikipedia.org/wiki/The_Frog_Prince_(story)


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made some extra mone. These stories include magic) communication between animals and

men) moral values and teachings of social rights and wrongs.

The brothers worked ver closel even after !ilhelm married in ;BCH. acob remained

unmarried. 3ome of the ?rimms, stories %including Snow White) Sleeping Beauty) Cinderellaand !he #rincess and the rog' were adapted as animated feature filmsb !alt Disne

(nimation 3tudios.

An#ela 0anyon t'e playwri#'t

The melodrama) Rumpelstiltskin taken from ?rimms Tales has been retold in the form of a

drama b (ngela 6anon. 3he was born in 6eamington 3pain in ; and has lived all over

the ritish Isles. 3he has three children and has worked in -hildrens Theatre as -hildrens

writer in Residence 3wan Theatre) !orcester. 6ater) she worked as the (ssistant anager

and (dministrator for -hildrens !ork at !estcliff&on&3ea) the +ouse anager for

-hichester :estival Theatre and the Theatre anager at the Theatre Roal) /lmouth.

(ngela has written numerous dramas for childrens theatre and some have been published

b 4ew /lawrights 4etwork. 3he has also written school plas and plas for adults

published b +einemann in their 6iterac series.

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http://en.wikipedia.org/wiki/Animated_feature_filmhttp://en.wikipedia.org/wiki/Walt_Disney_Animation_Studioshttp://en.wikipedia.org/wiki/Walt_Disney_Animation_Studioshttp://en.wikipedia.org/wiki/Animated_feature_filmhttp://en.wikipedia.org/wiki/Walt_Disney_Animation_Studioshttp://en.wikipedia.org/wiki/Walt_Disney_Animation_Studios


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#$nopsis

RUMPELSTILTSKIN

DRAMA

%R!pelstilts"in& is a stor about a miller and his wife who lie to the kingthat their

daughter %6isa' could spin straw into gold. The king takes 6isa to his castle and locks her ina high tower room which has a big heap of straw and one spinning wheel. (s suggested b

the father) the king instructs her to spin the straw into gold b morning) or be executed. 3he

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 greed king wants

more gold. 3o on the thirdnight) when she has nothing to reward him) the little man spins

straw into gold with one condition & that 6isas first&born child will be given to him.

The king is so impressed that he marries 6isa. +owever) when their first child is born) the

little man returns to claim his reward.

6isa is frightened and offers him all the gold he wants if she can keep the child. The little

man refuses but finall agrees to give up his claim to the child if 6isa can guess his name in

three das. !ill 6isa manage to guess the little mans nameK !hat will happen if 6isa is

unable to guess the right nameK

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http://en.wikipedia.org/wiki/Kinghttp://en.wikipedia.org/wiki/Spinning_wheelhttp://en.wikipedia.org/wiki/Rule_of_three_(writing)http://en.wikipedia.org/wiki/Kinghttp://en.wikipedia.org/wiki/Spinning_wheelhttp://en.wikipedia.org/wiki/Rule_of_three_(writing)


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Plot

RUMPELSTILTSKIN

DRAMA

'Learners shol# (e encorage# to rea# an# #iscover the se)ence in the plot (*the!selves.

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Here are the plot components o$ +R!pelstilts"in,$or your re$erence%

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2isin# ActionThe greed kingbrings 6isa back tohis palace and forcesher to spin straw intogold for three nightsin a row. 6isa ishelped b a littleman. In return) shehas to give hernecklace and ring tothe man. !hen shehas nothing else togive) she promises togive her first&born

child to the man.

Clima(The little man comes to thepalace to take his pri9e. 6isabegs and he relents with

one condition 6isa has toguess his name. If she fails)she will not see her sonagain.

3allin# Action6isa fails to guess thename of the man for thefirst two nights. 0n thethird da) her parentssp upon him. 0n thatnight) 6isa correctlguesses the mansname.


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%alues

RUMPELSTILTSKIN

DRAMA

Some of t'e values to be learnt from t'e drama are:

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IMPOR ANCE OF SPEAKING HE RU H

(nother theme of this drama is the importance of speaking the truth. 6isas parents do notspeak the truth when the boast about her. The cross the limit b exaggerating) which isalso a form of telling lies. +er father sas that 6isa is so clever that she can do anthing.+e tells the king to ask 6isa to spin straw into gold. 6isas mother tells 6isa that she couldprobabl spin straw into gold if she tried. Due to their mistake) the risk losing 6isa.

6isa also does not speak the truth when she promises to give Rumpelstiltskin her first&bornchild. 6isa listens to her worried father who tells her to promise Rumpelstiltskin whateverhe wants. +er father tells 6isa that she could forget her promise later as she would bemiles awa from Rumpelstiltskin. This is dishonest. 3he does not tell the truth to the kingeither. Due to her insincere promise in desperation) 6isa gets into another seriousproblem. Rumpelstiltskin comes back after a ear to take her bab son.

THERE IS A PRICE FOR ALMOST EVERY DESIRE

6isas parents boast about 6isa because of their desire to get the king to marr 6isa. Thealmost lose their daughter because of this desire. The king agrees to marr 6isa althoughshe is from a poor famil due to his desire for gold. +e does not marr her for love. 6isahas to save her life for which she is willing to give anthing. Rumpelstiltskin desires 6isasnecklace first and then her ring in return for spinning the straw into gold. 6ater) 6isa agreesto give her first&born to Rumpelstiltskin in exchange for spinning more straw into gold. +erefuses to work for free. +e wants 6isas first&born as he does not have a wife or famil.

Behumbleand

dn!ba

"! !e must be humble. 6isas father realises his mistake at the end of the

drama and sas that he and her mother will never boast again. Everone inthe famil is affected due to her fathers boasting. 6isa is taken awa andleft in a tower of the palace all alone. oasting can have negativeconse1uences. :or example) the king tells her that he would cut off herhead if she is unable to spin straw into gold.


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#ettin&

RUMPELSTILTSKIN

DRAMA

Ti!e- People an# cltre

i. The Fe#al Societ*

14

Kee#!$u%

#%m&"e"

!e must honour our promises. 6isa makes a promise which she knows shewill not be able to keep as no mother can part with her child.

Dn!be

'%eed$

!e must not be greed like the king. The king becomes cruel because ofhis greed for gold. +e shuts 6isa up in a tower alone for three das. Eachda he threatens to cut off her head if she is unable to spin the straw intogold. +e also shows greed as he tells his people to search for the last wispof straw in the countrside to be spun into gold.

Be%a!&nal

!e must think) speak and behave rationall at all times. 6isas parentsspeak irrationall when boasting about their daughter whom the are proudof. 6isa becomes irrational when she is desperate to save herself. 3hemakes a promise knowing well that she will be unable to keep to it.


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The Casts

The Narrator

The stor teller who narrates the stor to the audience.

Lisa

( oung girl

+as excellent baking skills 3ensible as she tries to stop her parents from boasting

about her to the Fing

(nxious when the parents boast to the Fing that she can

spin straw into gold

Dutiful as she obes her parents and the Fing

Desperate when she agrees to Rumpelstiltskins bargains

Reluctant to give her bab to Rumpelstilskin as promised

Father an# Mother

6isas parents

/roud of 6isa

oastful of 6isas abilities

+opeful for the Fing to take 6isa as the Mueen

!orried for 6isa after boasting that she can spin straw into

gold.

+elpful as the secretl follow Rumpelstiltskin to find out his

name

The King

6oves apple pies

Impressed b 6isas delicious apple pies

Irrational as he accepts the claim b 6isas parents that 6isacan spin straw into gold

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Warm -ups

-ruel because he threatens to behead 6isa if she fails to

spin straw into gold

?reed when he orders 6isa to spin more straw into gold

Trustworth as he keeps his promise to marr 6isa

R!pelstilts"in

( nois and mischievous goblin

En$os plaing tricks and solving riddles

-an spin straw into gold

0pportunistic as he demands paments from 6isa in

exchange for his service

2nscrupulous as he tricks 6isa into promising him her first&

born child

:urious when 6isa succeeds in solving the riddle to hisname.

RUMPELSTILTSKIN

DRAMA

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Warm&ups%also referred to as Ice breakers) Energi9ers or Deinhibiti9ers' are important

activities that can be used to engage students who often have to sit for long hours in theirhard chairs. The create a positive group atmosphere) break down social barriers and help

people to relax.

Executed properl) these games or exercises will help add energ) refocus a group that has

become scattered) or wake up oneN !arm&ups also bring about originalit to our students,

acting. an of them can be done with no materials in an reasonabl si9ed space.

The can be carried out before pre&production) during pre&production or before an acting is

done. The are designed to help the students to get read to act phsicall and emotionall.

This ma include scenes from the stor that involve movements or gestures as well as theirvocal skills and emotions of the characters.

3ources " http"**www.childdrama.com*warmups.html

http"**wilderdom.com*games*Icebreakers.html

RUMPELSTILTSKIN 0ARM1UP23AND4UT 5

18

(ets Get

Dra!a is a per$or!ing art.

The essence o$ #ra!a is live per$or!ance in $ront o$ an a#ience.

3hiach) D. %;


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RUMPELSTILTSKIN 0ARM1UP2ACTI6IT7 8

19

Gettin&

The king smelling and eating his favourite apple pie

6isa spinning the straw in the tower room

6isa cuddling her son in the nurser

Rumpelstiltskin dancing in the woods

Rumpelstiltskin is angr that 6isa has discovered

his real name


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Aims ,aterials

Steps

4otes


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; To express the emotions in the plaC To use imaginations to create the emotions

; Drama scriptC +andout C %3ituational

cards'

Time : %- minutes

; Divide the class into groups of @. Instruct each group to practise on one tpe ofemotion %$o) sorrow) anger) love) fear'. The have to imagine and practise thefacial expression and bod language of that emotion.

C Tell students to stand in a line or in a circle.= /oint to a student and shout out an emotion e.g. anger. The student has to show

that emotion with a facial expression and bod language. +e or she has to hold itfor five seconds. If the students performance is unsatisfactor) he can be asked toreturn to the line or circle. +e can then be asked to act again in a more convincingmanner.

@ ?ive students situational cards with the characters emotions to each pair ofstudents. :or example) 6isa sorrow %page JG') 6isas father * mother & fear %pageJH') Rumpelstiltskin & anger %page BG') 6isa and the bab & love %page BH' and 6isa& $o %page BG'.

J 6et students take turns to act in front of the class.

Gettin&


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T'e cards s'ould be cut out and #iven to eac' pair+ T'e same situational card may be#iven to more t'an one pair+

21

Situation Card 1

Pa#e : 56Emotion : SorrowC'aracter : 0isa

Rumpelstiltskin " !h are ou cringK

6isa " ecause m father told the Fing I could spin straw intogold. 4ow the king will cut off m head.

Situation Card "

Pa#e : 5)Emotion : 3ear C'aracter : 0isa7s mot'er

other " /lease #our a$est) her father was onl $oking.

:ather " #es) es) I was onl $oking.

Situation Card $

Pa#e : 86Emotion : An#er C'aracter : 2umpelstilts/in

4arrator " Rumpelstiltskin looks at 6isa and other. Then he looks at :ather.Then he stamps so hard on the floor that his foot goes rightthrough it. +e is so angr that he vanishes in a puff of smoke.

( )ne student narrates, while the other acts%

Situation Card %

Pa#e : 8)Emotion : 0ove

C'aracter : 0isa


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RUMPELSTILTSKIN 0ARM1UP2ACTI6IT7 9

22

%ocal

4arrator " The following da) in the nurser) 6isa holds the ab.

( )ne student narrates, while the other acts%

Situation Card )

Pa#e : 86Emotion : 9oyC'aracter : 0isa

6isa " (nd now m babs safe. 0h) other) :ather) how can I everthank ouK

other " #ou dont need to thank us. If it wasnt for us) ou wouldnt havebeen in this mess.


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Aims ,aterials

Steps

4otes


23

; To relax and relieve tension before performanceC To prepare the voice for speaking= To get students to focus on pronunciation and

enunciation

; +andout =C Drama script

Time : %- minutes

; ?et students to stand in a big circle.C 6et everone takes a deep breath) then go hmmmmmmmmm and

maaaaaahhhhh.= Tell students to continue producing vowel sounds 5 a) e) i) o) u.@ (llow them to merge the vowel sounds into aaaaaeeeeeiiiiiiiooooouuuuuuuu.H Tell students to produce consonant sounds e.g. bbccddfffggghhh$$kkklllmmmnnn.J Read the tongue twisters %+andout = to the students before reading it together.G Read Rumpelstiltskins rhming riddles on pages B; and B=.B 6et students practise the rhming riddles in pairs or in groups.

%ocal


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3ocus on pronunciation and enunciation

RUMPELSTILTSKIN 0ARM1UP2ACTI6IT7 :

24

Guessin&

( big blue badl bleedingblister.

!hat a to&do to die toda at a minute or two to two

( thing distinctl hard to sa but harder still to do

:or the,ll beat a tattoo at twent to two with a

rat&ta&ta) tat&ta&ta)tat&ta&ta) too

(nd the dragon will come when he hears the drum

(t a minute or two to two toda) at a minute or two to two.The shift snake selling snakeskin appears.

Rubber bab

bugg bumpers.


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Aims ,aterials

Steps

4otes

Examples of 1uestions to ask "

;. Do I singKC. (m I strongK=. (m I a maleK

@. (m I poorKH. (m I a roaltKJ. (m I ............................. % the name of the personalit'K

RUMPELSTILTSKIN 0ARM1UP23AND4UT :

25

; To improve group dnamicsC To identif a character through a set of

1uestions

; +andout @

Time : %- minutes

; -hoose a student %3tudent (' and tape a picture of a character from a fair tale%+andout @' on his or her back.

C 3tudent ( asks other students a maximum of six 1uestions to help to find out his orher identit. The 1uestion can onl be answered with a #es or 4o. !hen thestudent has figured out the identit) start over with another student.

= If the student fails to guess the identit of the fair tale character) he or she has tomime the character based on the actual fair tale %e.g. 3now !hite eats appleand then faints) or /inocchio becomes shocked when the nose grows longer'

Guessin&


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Pre-

Pictures of c'aracters from fairy tales+

Sn( )h&!e Pe!e% Pan

C&nde%ella P&n**h&

RUMPELSTILTSKIN

DRAMA

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efore acting) the students need to be familiar with the drama. (t the pre&production stage)

the different elements like setting) plot) characters) values and themes could be explored.

+ere) the students could also practise and learn some language items %vocabular)

grammar) idioms) etc.' sourced from the text.

In this guidebook) we have put together samples of activities that re1uire students to read

the text ORumpelstiltskinP. (t 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

6anguage experientiall b reflecting upon human experiences) sharing their perceptions)tring out roles) and plaing Lpretend.L

There are opportunities in some of these activities that ou) as teachers can link to topics

and themes in other more traditional academic sub$ects. This wa) we can indirectl enhance

students understanding of other sub$ects and enrich their school experience.

3ources " http"**en.wikipedia.org*wiki*/reproduction

RUMPELSTILTSKIN PRE1PR4DUCTI4N2ACTI6IT7 ;

27

Pre!production is t'e process of preparin#

all t'e elements involved in a film play or ot'er performance+


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PRE1PR4DUCTI4N2ACTI6IT7 ;a

28

A +eap of

; To identif collective nouns from the scriptC To match words with their collective nouns

; ( pile of booksC !orksheet Ha and Hb

= The Internet@ Drama script

Time : %- minutes

; 3how students a pile of books on the teachers desk and ask them what it is.C Tell them that it is a pile of books and reinforce the phrase b writing a pile o$

*ooks+on the board.

= (sk students what phrase %from page JJ' the author uses to describe the amount ofstraw 6isa produces.

@ Tell students to identif the phrase in the text %i.e. a heap of straw'.H Distribute !orksheet Ha %Task (' and instruct students to complete the phrases.J Tell them to locate their answers from the text.G (sk students to check their answers.B Explain what collective nouns are to the students % see notes below'.< Distribute !orksheet Hb %Task ' and instruct students to do the matching exercise.;> The students ma use the Internet to check for answers.

A collective noun is a noun that is singular in form but refers to a group

of people or things. !"amples# people $ a cast of actors% a babble of

barbers etc.& animals $ a gaggle of geese% a 'oc( of bir)s etc& things $ a

ream of paper% a 'ight of stairs etc.

*ource# http++,,,.learnenglish.)e+grammar+nouncollective.htm htt ++m en lish rammar.com


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Tas/ A: Complete t'e sentences below wit' t'e correct collective nouns+ oumay find t'e answers from t'e drama te(t+

1. n the morning /isa ,a(es to n)a ..........................

of shining gol) instea) of the heap of stra,.

2. here is a big ......................... of gol) in

the mi))leof the 'oor.

3. ve ha) people searching the countr-si)e for ever-

last .......................... of stra,.

4. e is so angr- that he vanishes in a ......................of smo(e.

29

A +eap of
http://rds.yahoo.com/_ylt=A0S020uVnXVMaW0AGlejzbkF/SIG=13ot3dspo/EXP=1282862869/**http:/upload.wikimedia.org/wikipedia/commons/thumb/b/b4/Single_straw.svg/800px-Single_straw.svg.pnghttp://rds.yahoo.com/_ylt=A0S020uVnXVMaW0AGlejzbkF/SIG=13ot3dspo/EXP=1282862869/**http:/upload.wikimedia.org/wikipedia/commons/thumb/b/b4/Single_straw.svg/800px-Single_straw.svg.png


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RUMPELSTILTSKIN PRE1PR4DUCTI4N204RKS3EET ;(

Tas/ &: ,atc' t'e followin# collective nouns wit' t'e correct words+ ou may use t'einternet to c'ec/ for answers+ T'e first one 'as been done for you+

( compan of ... birds

( class of ... fruit

( gang of ... actors

( flock of Q flats

( block of Q fish

( bunch of ... bees

( basket of ... pupils

( collection of ... kes

( school of ... ants

( herd of Q stamps

( hive of ... robbers

(n arm of Q cattle

30

A heap of


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PRE1PR4DUCTI4N2ACTI6IT7


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33

#PI/

0eanin& 1

0eanin& 2

RAG)

0eanin& 1

0eanin& 2

#T)R/

0eanin& 1

0eanin& 2


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34

#TRAW

0eanin& 1

0eanin& 2

'R))P

0eanin& 1

0eanin& 2

FA3(T

0eanin& 1

0eanin& 2


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PRE1PR4DUCTI4N2ACTI6IT7=

35

'haracter

; To describe the attitude and behaviour of thecharacters

; Drama scriptC !orksheet G

Time : 8- minutes

; Divide the students into H groups. Each group chooses or is assigned a differentcharacter.

C Distribute worksheet Ga to each group.= (sk students to draw a portrait of the character and write a short phsical

description.@ Distribute worksheet Gb to each group.H Tell students to note down the different attitudes and behaviour of the character.J (llow students to practise describing the character to each other.G Instruct students choose a group member to present a description of their

characters phsical attributes) attitudes and behaviour to the class.

B (llow students from other groups to ask 1uestions to understand the descriptionbetter.

< (t the end of the presentations) the teacher ma ask students whether the like ordislike the characters and the reasons.

he teacher ma- have this lesson as a competition bet,een the groupsto see ,hich group )oes the best presentation.se the notes given on characters to help in assessing stu)ents ,or(.A)vance) stu)ents can )o this presentation on )ra,ing paper or o,er

oint.


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RUMPELSTILTSKIN PRE1PR4DUCTI4N204RKS3EET =(

Tas/:*iscuss wit' your #roup t'e attitudes and be'aviour of t'e c'aracter you or yourteac'er 'as c'osen+ rite down t'ese c'aracteristics in t'e note pad below+

E(ample:

'haracter

(isa

37

'haracter

#ensible Tells her fathernot to be sill$

hen he sa$sthat (isa is socle4er that shecan do an$thin&

Attitude .eha4iour


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'haracter

55555555555555555555555555555555

38

Attitude .eha4iour

'haracter

Traits


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PRE1PR4DUCTI4N2ACTI6IT7>

39

What did

; To read and understand the lessons learnedfrom the stor

; Drama scriptC !orksheet B

Time : 8- minutes

; Elicit one lesson students can learn from the pla.C Distribute !orksheet B.= (sk students to match the character and action to the lesson%s' learned.@ 6et students volunteer to share their answers with the class.H Discuss with the students an answer which is not correct.

his lesson can onl- be carrie) out if the stu)ents have rea) an)

un)erstoo) the stor-.

se the notes given on alues an) lot to help in assessing stu)ents

,or(.


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RUMPELSTILTSKIN PRE1PR4DUCTI4N204RKS3EET >

Tas/:T'e followin# statements are some of t'e lessons you can learn from t'e drama+*iscuss wit' your #roup members w'ic' action in t'e story could e(plain eac'lesson+ rite down t'e lesson


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4o C'aracter


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Aims ,aterials

Steps

4otes

;> Rumpelstiltskin +e onl helps people in distress if hecan get something in return

RUMPELSTILTSKIN PRE1PR4DUCTI4N2ACTI6IT7?

42

7umble

; To match the events to the settings in the stor ; !orksheet se an A% paper for eac' settin# below+

43

7umble

he ottage he o,er

he :oo)she ;urser-


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44

6isa is helped b a little man on her

first and second night there. +owever)

she has to reward the man with her

necklace and ring. 0n her third night)

when she could not reward the man)

she promises her first&born child to the

man.

( ear later) the little man appears to

claim 6isas son. +owever) he agrees

to give 6isa = das to guess his name.

6isas parents learn about the mans

name.

6isas parents sp upon the man in the

woods and see him dancing around

the fire and singing in rhme.

6isa manages to identif the little

mans name as Rumpelstiltskin. +e

gets so angr that he stamps hard on

the floor and vanishes in a cloud of

smoke.

The Fing is delighted with the straw of

gold that he made 6isa his Mueen.

6isas parents are ver proud of her

and think she is a clever girl who can

do wonderful things.

The Fing takes 6isa to a tower where

she is locked for = nights to spin a

roomful of straw into gold.

6isas parents boasts about her to the

Fing. The even tell the king that she

can spin straw to gold.


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Production

RUMPELSTILTSKIN

DRAMA

The drama is staged at the production level after students have understood the stor and itselements. This can be done in various was 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 activit or an inter&class drama competition.

The activities we have in this section will encourage our students to cooperate and find the

best wa for each member of a group to contribute. The activities also demand students to

listen to and accept the viewpoints and contributions of others.

!e reall hope teachers will eventuall get their students to dramatise ORumpelstiltskinP

either in parts %which can be carried out in or out of a classroom' or as a ma$or stage

production in the main school hall.

45

LThe future of our nation depends onour abilit to create&and to be creative.

During the coming decades our most importantnational resources will be human resources.

If our nation is to continue to meet the challenges of the future)toda,s schools need to develop creative leaders.L


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Aims ,aterials

Steps

3ource " #er$orming together !he -rts and .ducation,$ointl published b The (merican

(ssociation of 3chool (dministrators) The (lliance for Education and The ohn :.

Fenned -enter for the /erforming (rts in ;

Time : 8- minutes

; /hotocop and cut out the role pla strips given.C 3elect one student to be the narrator.= Each student gets a role pla strip. ?ive students five minutes to prepare for their

roles.@ The narrator reads the role pla strips in se1uence.H (sk students to act according to the se1uence read b the narrator. The have to

exaggerate the emotions or movements.J

G

Tell them to act and hold the pose for at least = seconds.

Discuss and get students to show other was of acting the roles.


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22. 6isas mother looks worried.

23. other hides behind the bush.

24. other creeps awa without making a sound.

25. The Fing puts his head through the window.

26. The Fing licks his fingers.27. The Fing starts to move to the door.

28. The Fing looks ver stern.

29. Taking hold of 6isas arm) the Fing walks out of the cottage.

30. The Fing comes in.

31. The Fing leads 6isa to another room in the castle.

32. The Fing comes in and claps his hands with delight.

33.( 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 6isa.

36. The little man shakes his head.37. The little man laughs and stamps his feet on the ground and whirls out of

the room.

38. The little man dances into the room.

39. The little man laughs but his laugh is cruel.

40. The little man is dancing around a small fire.

41. The little man is grinning.

42. The little man gives a cr of rage and stamps his feet.

43. The little man stamps so hard on the floor that his foot goes right through

it.44. The little man is so angr that he vanishes in a puff of smoke.

RUMPELSTILTSKIN PR4DUCTI4N2ACTI6IT7 55

48

#in& The


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PR4DUCTI4N2ACTI6IT7 58

49

; To act as RumpelstilskinC To recite Rumpelstilskins riddle in rhthm= To move accordingl while reciting the riddle

; Rumpelstiltskinsriddles%pages B; and B= ofthe textbook'

Time : 8- minutes

; Teachers divide students in groups of four.C Each group selects an tune to sing the riddle.= Instruct students to choreograph a dance to enhance the meaning of the riddle.@ Each group presents their song and dance.

In the drama) Rumpelstilskin sings out the riddle while dancing around a fire in the

woods.

3tudents can use popular tunes to sing their riddle.

#hadostilt


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PR4DUCTI4N204RKS3EET 58

50

; To make shadow puppets for a drama

production

; lack sugar paper anddrawing paper

C 2sed box= /uncher) scissors)

cellotape@ 3kewers

Time : %- minutes

; Draw a character from the drama on the black sugar paper.C (sk students to cut and make holes on the paper using scissors and puncher.= Instruct students to attach skewers to the puppet with cellotape.@ Tell students to build a shadow puppet theatre b using the drawing paper as the

screen and the used box as the frame.H Instruct students to pro$ect a bright light behind the screen and move the puppets

so that the shadows are portraed on the screen.

Sources:http22///.google.co!.!*2i!ages

http22///.*ot(e.co!2/atchvBiPRIIsSA"

#hadostilt
http://www.google.com.my/imageshttp://www.google.com.my/images


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PR4DUCTI4N23AND4UT 59

3amples of paper masks

52

; To create paper masks for drama production ; -oloured paperC arker pens

= 3tapler @ 3cissors

; (sk students to place the coloured paper on their faces.C Instruct students to identif and mark their ees) nose and mouth on the paper.= ?et students to draw the outline of the face) ees) nose and mouth of their chosen

character on the paper.@ Tell students to cut the outline of the face) ees) nose and mouth of their chosen

character on the paper.H (llow students to decorate the mask with accessories such as glittering glue on the

paper to enhance the appearance of the mask.

Sources: http22///.*ot(e.co!2/atchvBC!K@4c3((Rs

http22///.google.co!.!*2i!ages

The mask should not hinder the students from being melodramatic. The students

can still exaggerate their emotions and actions through their movements

The 0ask
http://www.youtube.com/watch?v=CmK0OcHbbRshttp://www.youtube.com/watch?v=CmK0OcHbbRs


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RUMPELSTILTSKIN PR4DUCTI4N2ACTI6IT7 5:

53

.ehind the

Time : minutes


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Aims ,aterials

Steps

4otes

RUMPELSTILTSKIN PR4DUCTI4N23AND4UTT 5:

54

; To prepare for a theatrical performance ; +andout ;@

; Explain to the students the various roles needed in a drama production %see

handout ;@' and appoint a producer.C The producer will identif the casts and the crew for the production.= Ever student has a role to pla and the should work collectivel in producing the

drama.

/ossible 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&proficienc students.

.ehind the


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Aims ,aterials

/ortfolio"

;. Director & directs the dramaC. 3tage manager manages set design) prop design) lighting and sound=. 3et designer designs the backdrop and set on the stage@. /rop designer designs the props used b the actors and actressesH. 6ighting engineer produces proper lighting for the dramaJ. 3ound engineer produces background music and sound effectG. 3tage crew changes the set on the stage and handle the props for the castsB. -ostume designer designs and produces costumes for the casts.. /rompter remind the casts lines when the forget their words during rehearsals and

actual production

RUMPELSTILTSKIN PR4DUCTI4N204RKS3EET 5;

55

Tone Tunin&

; To explore the use of various tones ; 3ituation cards %() ) -'

Time : %- minutes


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Steps

4otes

RUMPELSTILTSKIN PR4DUCTI4N204RKS3EET 5;

Situation card A

Rumpelstiltskin " !h are ou cringK6isa " ecause m father told the Fing I could spin straw into gold. 4ow the

Fing will cut off m head.Rumpelstiltskin " Thats nothing to cr about. Ill help ou if ou give me something in

56

; 3how the students a movie clip in which the characters use various tones.C (sk students to relate the tones used to emotions felt b the characters.

= ?ive situation cards to the students.@ (sk students to dramatise the parts in pairs.

#ou ma show the trailer of 3hrek = %eet Rumpelstilskin :eaturette' in which a

character b the name of Rumpelstiltskin and other characters appear.

3ource " http"**www.outube.com*watchKvS-@

Tone Tunin&


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Aims ,aterials

exchange.6isa " ut I havent got anthing.Rumpelstiltskin " !hat about that prett necklace oure wearingK6isa " ThisKRumpelstiltskin " Thats right. 4ow ou go to sleep. the time ou wake up all our

troubles will be over.

Situation card &

Rumpelstiltskin " ore straw to spinK favourite task.6isa " ut I have nothing to give ou.Rumpelstiltskin " ut what about that prett ring oure wearingK6isa " ThisKRumpelstiltskin " !hat about that prett necklace oure wearingK6isa " ThisKRumpelstiltskin " Itll do. Itll do. 4ow go to sleep and in the morning therell be heaps of

gold instead of heaps of straw.

Situation card C

Rumpelstiltskin " Dr our tears) 6isa. I will help ou) but this will be the last time.6isa " ut I cant pa ou. Ive nothing left.Rumpelstiltskin " 4ow thats a pit. I dont work for nothing.6isa " /erhaps I could pa ou after I get home.Rumpelstiltskin " /erhaps) perhaps.6isa " /lease help me this one last time. The king said hell make me the

Mueen if I turn this straw into gold but if I dont) hell cut off m head.

Rumpelstiltskin " /erhaps we could make a bargain. (re ou an good at keepingpromisesK Then) lets shake hands on it.

6isa " ut what do ou wantKRumpelstiltskin " !hen oure the Mueen) ou must give me our first&born child. Is it a

bargainK6isa " #es) I promise.

RUMPELSTILTSKIN PR4DUCTI4N2ACTI6IT75


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Steps

4otes

RUMPELSTILTSKIN PR4DUCTI4N23AND4UT

5


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T'e drama is divided into t'ree ma?or parts and t'e settin#s


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1+ &est *irector: @@@@@@@@ G2>P: @@@@@@

,ar/s:Criteria:

ea/ Poor Satisfactory Good E(cellent

TTA0> & C = & @ H & J G & B < & ;>

1+T'e actors performance

"+T'e set desi#n

$+T'e overall direction oft'e s'ow

"+ &est Actor : @@@@@@@@+ G2>P: @@@@@@

,ar/s:Criteria:


TTA0> & C = & @ H & J G & B < & ;>

1+0an#ua#e *elivery

%Enunciation) intonation pronunciation'

"+0an#ua#e Accuracy

$+P'ysical E(pression %ovements) gestures

expressions'

$+ &est Actress: @@@@@@@@ G2>P: @@@@@@

,ar/s:Criteria:


TTA0> & C = & @ H & J G & B < & ;>

1+0an#ua#e *elivery%Enunciation) intonation

pronunciation'

"+0an#ua#e Accuracy

$+P'ysical E(pression %ovements) gestures

expressions'

RUMPELSTILTSKIN PR4DUCTI4N23AND4UT5


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%+ &est Sta#e Production P: @@@@@@

,ar/s:Criteria:

ea/ Poor Satisfactory Good E(cellentTTA0> & C @ & H H & J G & B B & ;>

1+Sta#e set 3uitabilit and ade1uac of the set props to the stor

"+Costume B ma/eup

$+Creativityuse of material anddesign

)+ &est *rama G2>P: @@@@@@

Criteria: Score


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Aims ,aterials

#u&&ested #core #heet for 7ud&in& the Drama

&est *irector

Score inner

Group 1Group "

Group $

&est Actor

Score inner

Group 1

Group "

Group $

&est Actress

Score inner

Group 1Group "

Group $

&est Sta#e Production

Score inner

Group 1

Group "

Group $

&est *rama

Score inner

Group 1Group "

Group $

RUMPELSTILTSKIN E74ND T3E TET2ACTI6IT7 5=

62

Thats not m$

; To write an essa creativel ;. Drawing paperC arkers= lue tack

Time : 8- minutes


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Steps

Aims ,aterials

4otes

RUMPELSTILTSKIN E74ND T3E TET2ACTI6IT7 5>

63

; ?et students to discuss in groups of four on what would have happened if 6isa had

not found out the little mans name.C (sk students to write a short essa entitled OThats not m nameP on drawing

papers with markers. The have to describe what happens to all the maincharacters if 6isa had not found out the name. The ma include new characters.

= 3elect some groups to present their essas or have a galler walk to highlightcreativit.

Who and

; To formulate structurall correct 1uestionsC To ask and answer 1uestions using the correct

intonation and stress

;. !orksheet ;B

Time : 8- minutes


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Steps

4otes

RUMPELSTILTSKIN E74ND T3E TET204RKS3EET 5>

Imagine ou are a newspaper reporter. #ou have heard that a man almost succeeded inkidnapping the kings son. /repare a minimum of ten 1uestions to ask the kings presssecretar on what happened. !rite our 1uestions below.

64

; ?et the students to work in groups of four on the situation given in !orksheet ;B.C Tell them to formulate a minimum of ten relevant 1uestions.= Instruct students to role pla in pairs. 0ne student acts as the reporter and another

student answers the 1uestions as the kings press secretar.@ 3elect a few pairs to present in front of the class.

*tu)ents have to be ma)e a,are that ,e use various stress an)intonation ,hen as(ing an) ans,ering ?uestions.

Who and

;. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

C. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


=. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


@. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


H. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


J. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


G. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


B. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA


;;. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA



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Aims ,aterials

RUMPELSTILTSKIN E74ND T3E TET2ACTI6IT7 5?

RUMPELSTILTSKIN E74ND T3E TET2ACTI6IT75?

65

+unt for

; !orksheet ;am esterda when the

child AAAAAJAAAAAAwith his grandparents in AAAAAAGAAAAAApalace. Due to the 1uick

response AAAAABAAAAAAApalace guards) the kidnap attempt AAAAAAAAAAAAthat the suspect Rumpelstiltskin

had AAAAAA;;AAAAAAAMueen 6isa in the past. Mueen 6isa AAAA;CAAAAAAtaken b the

king and left AAAAAA;=AAAAAAa tower room with straw AAAAA;@AAAAAAa spinning wheel

as her AAAAAA;HAAAAAAAhad told him that she AAAAA;JAAAAAspin straw into gold.

Rumpelstiltskin AAAA;GAAAAAAis said to have special powers helped AAAAA;BAAAAAspin

the straw into gold. AAAA;AAAAAher

necklace and her ring. AAAAC;AAAAAAthe third da) Mueen 6isa had AAAAACCAAAAAAto

give her first&born in exchange AAAAAC=AAAAAAAhis help.

(fter a ear) Rumpelstiltskin AAAAC@AAAAAAAA back for her first&born. !hen

AAAAACHAAAAAAAMueen pleaded) Rumpelstiltskin told her AAAACJAAAAAAhe would not

take the child AAAAACGAAAAAAshe could guess his nameAAAAACBAAAAAAA. The Mueen

was able to AAAAACAAAAAAfor the capture of Rumpelstiltskin. Those

with information are re1uested to contact Inspector ?oliath at >=&B;;CC==@@.


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DRAMA

RUMPELSTILTSKIN ASSESSMENT2ACTI6IT7 8@

A+ it' close reference to t'e te(t fill in t'e blan/s wit' verbs in t'e PresentTense forms+ T'en rearran#e t'e sentences in t'e correct seuence of t'e te(tby writin# t'e numbers in t'e bo( #iven+

67

0akin&


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;. ( ear later) the Fing and 6isa %a' AAAAAAAAa bab son. 0ne da when 6isa and herparents are plaing with the bab in the nurser) Rumpelstiltskin %b' AAAAAAAAAA. +ereminds them of the promise and wants to take the bab bo awa.

C. The king takes 6isa to his palace and %c' AAAAAAAAher in a room high in a tower witha spinning wheel and a big heap of straw. That night a strange little man with a longpointed nose %d' AAAAAAAAA through the window. +e laughs when 6isa tells him whshe is cring.

=. !ith help from her parents) 6isa %e' AAAAAAAAAAAable to give his correct name asRumpelstiltskin on the last da.

@. Rumpeltiltskin then spins all the straw in the tower into gold. The Fing is happ andmarries 6isa as promised. +er parents %f' AAAAAAAAAAwith her in the palace.

H. +e offers to help if she gives him the necklace she is wearing. 6isa %g' AAAAAAAAit tohim and goes to sleep.

J. 6isa offers him as much gold as he wants but Rumpelstiltskin %h' AAAAAAAAA gold.+owever) he makes a deal with 6isa.

G. +e even %i' AAAAAAAAAAAAthe king to ask 6isa to spin straw into gold. The king%$' AAAAAAAAAAAAthat he will find out the truth as he needs gold for his kingdom.

B. !hen Rumpelstiltskin realises that he has lost the bargain) he stamps so hard on thefloor that his foot goes right through it. +e is so angr that he %k' AAAAAAAAAAAAAin apuff of smoke. 6isa thanks her parents.


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;G. 0n the second da) her parents %v' AAAAAAAAAAAAAthe strange old man into thewoods and find out his name as he sings and dances.

;B. 0ne da) the king stops b their cottage after he %w' AAAAAAAAAAAAapple pie. 6isasparents boast that 6isa can bake the best pies in the world) %x' AAAAAAAAAAAAAAthemost beautiful cloth and spin the finest thread. +er father tells the king that 6isa is soclever that she can do anthing.

;


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Adapted from: T'e &i# &oo/ of 2eadin# 2esponses Activities by ,ic'ael Gravois


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Anser ke$

1+ 0isa can ba/e well+

"+ 0isa7s mot'er and fat'er are 'umble people+

$+ T'e Kin# is a /ind man+

%+ 2umpelstilts/in is sincere in 'elpin# 0isa+

)+ 0isa is a dutiful dau#'ter+

5+ 0isa7s mot'er and fat'er i#nores 'er w'en s'e could not #uess2umpelstilts/in7s name+

6+ T'e /in# is fair to 0isa+

8+ 2umpelstilts/in is a cunnin# creature+

+ T'e /in# is a rational man+

1-+ 0isa7s fat'er and mot'er want t'e best for 'er+

RUMPELSTILTSKIN

DRAMA

71


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or/s'eet ) : A 'eap of words

Tas/ A:In the morning 6isa 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 countrside for ever last wisp of straw.+e is so angr that he vanishes in a puff of smoke.

or/s'eet ) : A 'eap of words

Tas/ &:( compan of actors( class of pupils( flock of birds( gang of robbers( block of flats( bunch of kes

( basket of fruit( collection of stamps( school of fish( herd of cattle( hive of bees(n arm of ants

or/s'eet 5 : Same but different

ord ,eanin# in conte(t

rilliant %pg. J>' 3plendid) causing admiration

3pin %pg. J=' :orm thread b twisting wool) cotton) silk) etc.

Rage %pg. BH' :urious anger

3tern %pg.JH' Demanding and enforcing obedience

3traw% pg.J@' Dr cut stalks of wheat

-reep% pg. B=' ove along with bod close to the ground

:ault %pg. G


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and thickmoustache

will take 6isa as1ueen

Rumpelstiltskins name

other ( fat old womanwith a wide smile

proud of 6isa)hopeful that the Fing

will take 6isa as1ueen

boasts 6isas clevernesshelps in investigating

Rumpelstiltskins name

Fing ( tall man withshort bush hair)high nose and thineebrows

-ruel) greed andirrational but kepthis promise to marr6isa

loves apple pies

Rumpelstiltskin 6ong) thin)crooked nose witha wide grin

-unning andmanipulative

nois man)can spin straw into gold)plas tricks and solvesriddles.

or/s'eet 8 : 'at did you learn.

;. +onour our promisese rational

C. +elp others sincerel without expecting returns

=. Do not be greed

@. e humblee rational

H. e humble

e rational

J. +elp others sincerel without expecting returns

G. e kind and fair

B. e rational

. +elp others sincerel without expecting returns

or/s'eet : 9umble Trouble

The -ottage

6isas parents are ver proud of her and think she is a clever girl who can do wonderfulthings.

6isas parents boasts about her to the Fing. The even tell the king that she can spin strawto gold.

The Tower

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or/s'eet 1 : ,a/in# sense wit' tenses

Tas/ A

( have replies 3 starts reappears F vanishes T gives- leaves 6 thinks 2 hasD climbs boasting V followE is 4 guess ! smells: live 0 fails W weave? hands / promises # becomes+ refuses M wants X $okingI tells R have

Tas/ &

1- 8 6 1) "- " ) 1$ 15 1 1" % 1 5 11 16 $ 8 1%

or/s'eet "- : Story map

;. Title " Rumpelstiltskin

C /lawright " (ngela 6anon

= -haracters"

i. 6isa

ii. other

iii. :ather

iv. The Fing

v. Rumplestiltskin

@ 3etting "

i' The cottageii' The tower

iii' The nurser

iv' The woods

H /lot "

a' 6isas parents are alwas boasting about her abilit and the intend to tell the king

about her talent when he visits their village on that da.

b' !hen the king stops b at their house) the boast that their daughter can spin straw

into gold.

c' The greed king takes 6isa back to his palace) and locks her in a tower with

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Panel of

straw and a spinning wheel. (t night she is visited b a man who spins straw into

gold in return for a reward. 0n the third night) she promises her first&born child to

the man.

d' ( ear later) the little man comes back to claim his pri9e but agrees to let 6isa

keep her child if she can guess his name. 6isa could not guess his name for the

first two nights.

e' 0n the third night) with her parents help) 6isa correctl guesses the mans

name. The man vanishes in anger and 6isa gets to keep her son.

or/s'eet "1 : C'aracterisation

;. TR2EC. :(63E=. :(63E@. :(63EH. TR2EJ. :(63EG. :(63EB. TR2E. TR2E

RUMPELSTILTSKIN DRAMA

C%d&na!%"

*iana 3atima' &t A'mad Sa'ani ahagian /embangunan Furikulum) F/

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,asreen irda &t ,o'ammad Ali Fementerian /ela$aran alasiaTen#/u IreneFa ,arina Tun/u ,aFlan (ras @&B) lok E>> Taiping) /erak.

In#rid Sarina 2ue' 3F ukit IndahJB>>> (mpang) 3elangor.

Sat'iavany ap ,ad'avan 3F 3aint /aul) alan anickavasagam)G>C>> 3eremban) 4egeri 3embilan

Su'aila A'mad A/'irudin 3F Taman 3ri uda) alan 3abar CH*B=@>@>> 3hah (lam) 3elangor.

Form 2 Dramaa Rumpelstilskin

Documents

Transcript of Form 2 Dramaa Rumpelstilskin