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Foreign language writing skills through drama. An exploration of some drama techniques to support writing. |
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| literature review | lesson
1 LESSON 2 lesson 3 lesson 4 |
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Foreign language writing skills through drama. An exploration of some drama techniques to support writing. |
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| literature review | lesson
1 LESSON 2 lesson 3 lesson 4 |
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on this page |
Lesson 2: January 15, 2002 | home | |||||||||||||||||||||
PREPARATION |
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Pretext |
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| Homework from lesson 1 (character cards that the students developed for themselves). | |||||||||||||||||||||||
Drama method |
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| Process drama | |||||||||||||||||||||||
Student role |
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| Moving from awareness building out of role into role. | |||||||||||||||||||||||
Teacher role |
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| - Facilitator, out of role - TIR as nurse Cindy |
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Teaching objective |
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- Focus the students’ attention in role on the possibility of winning a lot of money. |
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- Have them speculate about a possible winning and express their dreams and wishes in writing. |
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- Through their homework, make them familiar with the actual gambling possibilities and English people’s habits in this respect. |
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| Signs [up] |
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| Headscarf for the nurse. | |||||||||||||||||||||||
IN CLASS |
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| Warm-up/keying into role [up] |
time: 10' | ||||||||||||||||||||||
| teacher in role
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1. TIR: introduces herself as a rich old aunt who has tried to gather as many relatives as possible that are still alive. "I work as a nurse in Caesar’s Palace Senior Citizen Residence in Silver Beach, Florida. As you may know, Caesar’s Palace Residence is a special residence for elderly people who are very, very wealthy. Your aunt Selma has just turned 99 and has been living with us for the last 20 years. Unfortunately, she didn’t have the necessary energy to attend this family reunion, but she asked me to join this party in order to inform you about her will. She wants to leave her fortune to those relatives that she believes deserve it, namely those who have taken the effort to gather here in Silver Beach for a family reunion. She has not mentioned any specific sums concerning her fortune, but I gather that there is plenty for all of you. Selma is still in outstanding mental condition, only that her memory is fading a little bit. That’s why she would like to call a little bit about you back to her memory: who you are, where you live, who the members of your family are etc. I will have to take photos for her to look at so that she can match names and faces. I thought the most visual way for you to introduce yourselves would be by recreating your favourite room in your house and showing it to us. That way, aunt Selma can picture you in your most familiar environment, which would help her remember all of you more clearly. As I gather, it is also the first time in 10 years that the family has got together, so I’m sure you will have a lot to catch up with between each of you. Will you therefore please help yourselves to pen and paper and draw or mark with words what your favourite room looks like, what objects there are in it etc." |
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| 2. The drama identities are filled in on the sheet. | time: 5' | ||||||||||||||||||||||
| Keying into location [up] |
time: 10' | ||||||||||||||||||||||
| paper locations |
1. Students create a paper location of their favourite room in their house. |
time: 15' | |||||||||||||||||||||
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2. In pairs, they introduce themselves in role, also explain their room at home. |
time: 15' | |||||||||||||||||||||
| Focusing on objective [up] |
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| 1. | TIR: "I would like you to invite another person from the group to your home and give you the chance to speculate about the situation after Selma has left your fortune to you. She mentioned a sum of roughly 35 million when I last saw her, which means that there would be 2 million for each of you. I’m sure you don’t lack any ideas of what to do with 2 million, but Selma wants to know from you, so why don’t you discuss this possibility between the two of you." |
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| 2. | Guidelines for their conversations (on OHP): | ||||||||||||||||||||||
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If you became rich overnight: - What would you buy? - How much would you give away? Who would you give your money to? - Would you go on holiday? Where would you go? - What about your job? Would you carry on working or would you give up your job (provided that you have one now)? - Would you go on a spending spree? - How much would you invest? - Do you think you would be happier than you are now? |
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| Teacher role: facilitator, language instructor. Points out the possibility to get inspiration for the conversation in the brown box (walks around and hands out cards; possibility for the students to see the German translations of the sentences in the vocabulary section of unit 8 (which will be tested on Jan. 29). | time: 15’ | ||||||||||||||||||||||
| Writing in role [up] |
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| TIR: "It is my duty to report back to Selma what your dreams and hopes are with your possible inheritance, so please write them down for me. She wants you to include all the criteria you discussed before." |
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| The students (in role) write a short text (1/2 page) in which they express their hopes and dreams of acquiring sudden wealth. Texts are given to the teacher in role as Selma’s nurse. | time: 15’ | ||||||||||||||||||||||
| Task to do at home on January 22: [up] |
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| TIR: "Some of you may know that Selma suffered the ill fate of losing a son who became the victim of mafia killers. It is not known very clearly to the present day why Jonathan fell into their hands, but it is assumed that he was not careful enough when he first inherited part of his father’s fortune, who was the owner of several oil fields. The son’s death occurred in 1982 (when he was 49 years old) and shattered Selma so much that she was unable to live by herself afterwards and joined the residence. Frederick had died of a heart attack two years before and Selma was left alone. She had never had many friends in her life and her only relatives turned out to be you. As a consequence, Selma wants you to focus your attention one more time on your situation of being much wealthier than you are now." |
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| The students are asked to fill in the questionnaire ‘What if I really became a millionaire?’
at home. |
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| Drama learning contract [up] | |||||||||||||||||||||||
| At the very end of the lesson, the teacher points out the drama learning contract (which has been hanging on the blackboard) and asks the students to sign it. | time: 5’ | ||||||||||||||||||||||
| Homework for the following lesson (January 29): [up] |
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| TIR: "Selma told me she also wants you to find out about other people’s stories who have become rich by playing in the lottery or the football pools. The best thing will be to do research on the internet and find information there. I would also be curious to know how much you could win if you played the lottery. You might become richer that way ... " Find out about gambling, the lottery and football pools on the internet. Is there any information about English people’s habits? Are there any stories? — Take notes, print out some of the material you could find and provide us with the URLs. |
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© Nicole Küpfer |
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