Learning English through story and Drama Assessment task
Part I
General Objectives: After _ days of teacher and student interaction, the students will be able to gain adequate knowledge, positive attitude and good skills in the activities shared over in the classroom in context with the learning module guide.
Specific Objectives:
Teacher – centered: After 2 hours of teacher – student interaction, the teacher will be able to:
Student – centered: After 2 hours of teacher – student interaction, the student will be able to:
Activity No. 1: Finding Stories in Songs
Find and learn songs which tell a story. Folk ballads to contemporary songs often suggest a larger tale. Listen to records and then have students retell the story in the song in their own words. Or have a "story song" concert.
Activity No. 2: Story Circle
One person begins a tale and stops after a few sentences. The next person picks up the story thread and continues it, then stops. Next person adds to it and so on until the tale comes to a resolution. The story could begin with a pre-selected title or subject to guide the improvisation. Try recording the story circle on a tape recorder for later listening.
Activity No. 3: Front Door: an Imaginary Journey
Working in pairs consisting of a listener and a speaker, have each set of students imagine that they are standing outside of the speaker's front door. Have the speaker verbally give the attentive listener an imaginary errand to do. The speaker must carefully explain to his or her partner how to go into the house, travel to the bedroom, and, once there, describe where to find a special treasure somewhere in the room. Have the speaker tell the partner a story about why the thing to be retrieved is special and then have speaker verbally explain how to travel back to the front door to bring the special thing out to where the speaker will be waiting.
Points to remember:
This improvisational speech exercise encourages confidence in one's ability to describe a sequence of events. The journey from one's own front door to one's bedroom is well known by the speaker. The speaker may discover in discussing this exercise afterwards, that he or she imagined the house clearly and "saw" more detail than was mentioned. Telling a folktale has a similar process. The teller imagines the landscape of the tale and guides the listeners on a mental journey.
Activity No. 4: Chain Sentence
Teams of two students orally construct the first sentence of an invented story. To orally make the sentence, each says one word, trusting their ears to recognize conventional grammar, until a long sentence evolves. Make the first sentence of:
- a ghost story
- pirate story
- love story
- mystery
- any story, etc.
Additional Instructions:
Beginnings:
This exercise can be used to generate the first sentence of a Chain Story where each participant adds a section to a tale.
Endings:
The chain sentence exercise could generate a "last sentence." This sentence is written on a piece of paper and placed in the middle of the story circle. The game is over when the story has woven around to the point where someone can say the "last sentence."
Activity No. 5: Describing a Stone
Pass a stone around a circle of students. Each student must say one word describing the stone without repeating what has been said. See how many times the stone can go around the circle without repeating words. Adjectives such as hard, smooth etc. are a start, but any word that comes to mind is acceptable as long as it is inspired by the stone. For example, a smooth, round, white, oval stone could suggest "egg."
Part II
Specific Objectives:
Teacher – centered: After 2 hours of teacher – student interaction, the teacher will be able to:
1. discuss the definition and parts of a story.
2. help pupils develop an appreciation for a well-told fairy story.
3. give them practice in reading a story for a later dramatization
4. help them learn to identify themselves with characters in a story.
5. entertain comments, suggestions and reactions whether positive or negative from the students.
6. set with the students the next meeting as to time, date and place.
Student – centered: After 2 hours of teacher – student interaction, the student will be able to:
1. continue establishing rapport with the teacher.
2. answer the questions asked regarding the said story.
3. give any feedbacks, comments or suggestions of the discussion.
4. agree with the set contract with the teacher as to time, date and place.
Lesson No. 2: Story 101
Definition: Story is defined as a piece of fiction that narrates a chain of related events that portrays a life of a character behind the plot.
Parts of a story: The three main parts of a story are the CHARACTER, the SETTING, and the PLOT. These three elements work together to hold your reader's interest. CHARACTER: A person, animal or imaginary creature in the story. There are usually one or two main characters. There can be many secondary characters too. The rule here is to make the characters interesting so that they hold your reader's interest. SETTING: This is where your story takes place. The setting is a time - the future, the past, or now. The setting is also the place - on the moon, in Chicago, at the Whitehouse. The setting is an important part of a story. PLOT: The plot of the story tells the actions and events that take place in the story. Your plot should have a beginning, middle and an end. The plot tells the events of your story in a logical order. Below is an example of a story and an activity to help the student to further identify the parts of the story. Below is an example of an old story that is a good one to act out and help the students to further identify the parts of the story.
The Princess who could not spin
Once upon a time a prince married a beautiful princess. Now, this princess was good. She could sing well. She knew how to be nice to be nice to people and how to help rule a kingdom. These are the things most princes learn and she had learned them well.
However, the prince thought that a princess should do more. He told her that she had to learn to spin. First she hurt her finger. Then, she got the thread knotted. Then the spinning wheel fell over, and, what with one bad thing and another, the poor princess ran out to the garden and began to cry.
Suddenly she heard a humming noise. Looking about her, she saw a tiny cottage almost hidden in the trees. She tiptoed to the door and saw three old ladies, spinning, spinning, and spinning. The first old lady had a left thumb as big as her hand. The second lady had a lower lip that hung over her chin. The third lady had a right foot twice as big as her other foot.
“We have been looking for you,” said the first old lady.
“Why haven’t u come sooner?” asked the second old lady.
The third old lady asked, “Why were you crying?” the princes told her sad story and said, “I shall never learn to spin well, and my prince will be unhappy.”
We will spin all the cloth you need,” said the first old lady.
“But how shall I pay you?” asked the princess.
“We don’t want any money,” said the second old lady. “But we do want just one small promise.”
“What is it?” asked the princess. “ I will surely do anything I can.”
“Promise that you will invite us to -,” said the first old lady.
“Dinner on the first night that -,” said the second old lady.
“Your husband comes home-.”Said the third old lady.
“And tell him that we are your aunts who have come to teach you to spin,” they all finished together.
“Oh, I promise, I promise,” said the princes. On the day the prince came home, the princess had a party. She invited the three old ladies. She had them meet the prince as she had promised. The prince looked at each of the old ladies. He didn’t sat much at first, but soon felt that he had to ask some questions.
Turning to the first old lady he asked, “Why is your thumb so large?”
The old lady answered, “from pulling thread through my fingers when I spin.”
Then the prince turned to the second old lady and asked, “ Why is your lip so long?” “From wetting the thread when I spin,” she replied.
The prince asked the third old lady, “Why is your one foot large?”
She answered, “from using my foot to make the spinning wheel turn.”
The prince looked at his princes and said, “I want you to be always to be beautiful. Promise me you will never spin again.” The princess promised that she wouldn’t spin if he would invite the three old ladies to live in their home and spin for her. They promised to come, and they all lived happily ever after.
Suggested Procedure:
1. Stimulate interest by discussing with the students about the story previously read or listened. Ask questions as: What is the prince asking? Why do you thinks so? Is the princess happy? How can you tell?
2. Develop the lesson content by having the pupils read the title aloud. Let different pupils read the three paragraphs of the story, part by part, stopping at the end of the first paragraph to discuss such questions as: if you were a beautiful, kind and good princess, would you be happy? At the end of the third paragraph ask: how would you fl if you tried and tried to learn how to do something, and had such bad luck? Complete the oral reading and spontaneous discussion of the rest of the story.
3. Strengthen understanding be having the pupils tell how the princess became happy. Have them retell the story, putting the events in proper sequence. Be sure they all include all the characters and what they did, the setting and the plot.
4. More able pupils may draw the three old ladies in costume, to use later for design in the play or dramatization.
Part III
Specific Objectives:
Teacher – centered: After 2 hours of teacher – student interaction, the teacher will be able to:
Student – centered: After 2 hours of teacher – student interaction, the student will be able to:
1. act out the story, the princess who could not spin.
2. determine the main parts of the story, (each main parts can be part one of the play).
3. divide among themselves on who’s going to play the part of the Narrator, Princess, Prince and the three old ladies.
4. prepare the themselves and perform the play simultaneously.
5. agreed to terminate the said contract.
Lesson No. 3: Drama or Acting out a Story
Drama: is a form of literature, usually consisting chiefly of dialog between characters, and usually intended for performance or dramatic production, rather than reading.
Introduction:
Boys and girls find it fun to make a play from a story. They like to make believe they are people in the story. You may call these story people as characters (char ac ters). To play a part well, you must feel that you know how the character in the story looked, how he felt, and what he said.
Suggested Procedure:
1. Stimulate interest by having pupils tells about they have enjoyed play-acting. Tell them that the story they have just read would also make a good day.
2. Develop the lesson content by having the pupils read out aloud the story. Help them pronounce the word characters, and understand its meaning. Encourage pupils to read aloud dialog from the story. Discuss the main happenings in the story, and lead the pupils to see why these must be acted out in order.
3. Helps for acting out a part, discuss the following:
· Forget yourself and really try to be the person in the story.
· Talk and act as the story character would.
· Speak clearly and loudly enough for all to hear.
· Turn at least partly toward the people who will be watching whenever you speak.
4. Practice talking and listening:
· Tell how you think each person felt and looked in each part of the play and what each one might say.
· Take turns acting out the parts of different actors.
· Choose pupils to act the whole play. Watch as they give it. Then tell what was well done and what could have been done better.
Reference:
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