FORM 2

Drama



Table of Contents
Introduction
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers












Curriculum Development Division.

Ministry of Education Malaysia . 2010


DRAFT
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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 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 : Beyond the text activities
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.
- Panel of Writers for Teacher’s Guidebook: “Rumpelstiltskin”











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RUMPELSTILTSKIN 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 non-
human 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



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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What do I need to know about Drama?
Here are some terms that you may find useful as we will be looking at some of the elements
throughout this guidebook.
Character
A character is one of the persons who appears in the drama, also known as dramatis
personae (literally, the persons of the drama). In another sense of the term, the treatment of
the character is the basic part of the playwright's work. Conventions of the period and the
author's personal vision will affect the treatment of character.
Most dramas contain major characters and minor characters. The explanation and
development of major characters is essential to the drama. The distinction between heroes
(or heroines) and villains, between good guys and bad guys, between virtue and vice is
useful in dealing with certain types of dramas, though in many modern dramas (and some
not so modern) it is difficult to make.
Plot
Plot is the literary element that describes the structure of a story. It shows the arrangement
of events and actions within a story.
middle



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
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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.
ii. Set Design
In Europe, one person, frequently called a scenographer, designs sets, costumes, and
lights; in the U.S. these functions are usually handled by three separate professionals.
Set design is the arrangement of theatrical space; 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 scenery are determined by stage facilities. Relatively
standard elements include trapdoors in the stage floor, elevators that can raise or lower
stage sections, wagons (rolling platforms) on which scenes may be mounted, and
cycloramas-curved canvas or plaster backdrops used as a projection surface or to
simulate the sky.
iv. Lighting Design
Lighting 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. Stage lighting
may be from a direct source such as the sun or a lamp, or it may be indirect, employing
reflected light or general illumination.
v. Costume Design
A costume is whatever is worn by the performer. Costume designers are concerned
primarily with clothing and accessories, but are also often responsible for wigs, masks,
and makeup.
Costumes convey information about the character and aid in setting the tone or mood of
the production. Since most acting involves impersonation, most costuming is actual or
re-created historical or contemporary dress. As with scenery, however, costumes may
also be suggestive or abstract.


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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-mâché 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
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RUMPELSTILTSKIN DRAMA


















Grimm‟s 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.




7
















Angela Lanyon, the playwright

The melodrama, Rumpelstiltskin taken from Grimm‟s Tales has been retold in the form of a
drama by Angela Lanyon. She was born in Leamington Spain in 1930 and has lived all over
the British Isles. She has three children and has worked in Children‟s Theatre as Children‟s
writer in Residence Swan Theatre, Worcester. Later, she worked as the Assistant Manager
and Administrator for Children‟s Work at Westcliff-on-Sea, the House Manager for
Chichester Festival Theatre and the Theatre Manager at the Theatre Royal, Plymouth.
Angela has written numerous dramas for children‟s theatre and some have been published
by New Playwrights Network. She has also written school plays and plays for adults
published by Heinemann in their Literacy series.






















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RUMPELSTILTSKIN DRAMA






“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 Lisa‟s 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 man‟s name? What will happen if Lisa is
unable to guess the right name?


















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RUMPELSTILTSKIN DRAMA





*Learners should be encouraged to read and discover the sequence in the plot by
themselves.




10
















11

Here are the plot components of „Rumpelstiltskin‟ for your reference.





















































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.
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 man‟s
name.
Resolution
Lisa‟s parents vow not to be
boastful anymore.






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RUMPELSTILTSKIN DRAMA




These are some of the themes found in the drama:













































THINK BEFORE YOU SPEAK

It is important to think before you speak. Lisa‟s parents speak without thinking as they
want the king to take notice of their daughter. They boast that Lisa can spin straw into
gold although it goes against logic. This causes problems for Lisa as she is kept in a high
room in a tower all by herself. She is told that she will be beheaded if she does not spin
the straw into gold by morning.

Lisa replies without thinking deeply when Rumpelstiltskin asks her if she is willing to give
her first-born in exchange for spinning the straw into gold. She promises to do so without
thinking rationally.

IMPORTANCE OF SPEAKING THE TRUTH

Another theme of this drama is the importance of speaking the truth. Lisa‟s parents do not
speak the truth when they boast about her. They cross the limit by exaggerating, which is
also a form of telling lies. Her father says that Lisa is so clever that she can do anything.
He tells the king to ask Lisa to spin straw into gold. Lisa‟s mother tells Lisa that she could
probably spin straw into gold if she tried. Due to their mistake, they risk losing Lisa.

Lisa also does not speak the truth when she promises to give Rumpelstiltskin her first-
born child. Lisa listens to her worried father who tells her to promise Rumpelstiltskin
whatever he wants. Her father tells Lisa that she could forget her promise later as she
would be miles away from Rumpelstiltskin. This is dishonesty. She does not tell the truth
to the king either. Due to her insincere promise in desperation, Lisa gets into another
serious problem. Rumpelstiltskin comes back after a year to take her baby son.

THERE IS A PRICE FOR ALMOST EVERY DESIRE

Lisa‟s parents boast about Lisa because of their desire to get the king to marry Lisa. They
almost lose their daughter because of this desire. The king agrees to marry Lisa although
she is from a poor family due to his desire for gold. He does not marry her for love. Lisa
has to save her life for which she is willing to give anything. Rumpelstiltskin desires Lisa‟s
necklace first and then her ring in return for spinning the straw into gold. Later, Lisa
agrees to give her first-born to Rumpelstiltskin in exchange for spinning more straw into
gold. He refuses to work for free. He wants Lisa‟s first-born as he does not have a wife or
family.

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RUMPELSTILTSKIN DRAMA




Some of the values to be learnt from the drama are:














































B
e

h
u
m
b
l
e

a
n
d

d
o

n
o
t

b
o
a
s
t



We must be humble. Lisa‟s 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 father‟s 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.


K
e
e
p

t
o

y
o
u
r

p
r
o
m
i
s
e
s





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.


D
o

n
o
t

b
e

g
r
e
e
d
y




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.


B
e

r
a
t
i
o
n
a
l





We must think, speak and behave rationally at all times. Lisa‟s 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.

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RUMPELSTILTSKIN DRAMA




Time, People and culture:
i. The Feudal Society
 A social system that existed in Europe during the Medieval
era (from 5
th
to 15
th
century)
 Powerful Kings or Lords owned the lands
 In order to live on these lands, the people must serve and
fight for the Kings or Lord.
ii. Rumpelstiltskin
 The name is derived from German Rumpelstilzchen which
means "little rumble stilt".
 A rumpelstilt or rumpelstilz is a mischievous and noisy
goblin. It clatters stilts or posts and hits planks.
Places:
i. The cottage

 In a village of a small country
 Belongs to Lisa and her parents

ii. The tower

 At the King‟s palace
 Lisa is held in three different rooms.
 Each room is bigger and has more straw than the one
before.
 In each room, there is a spinning wheel, heaps of straw
and a window.
 Rumpelstiltskin climbs into each room using the window.

iii. The nursery

 At the King‟s palace
 The place where Lisa nurses her baby son
 There is a cot in the room.

iv. The woods

 Lisa‟s parents follow Rumpelstiltskin to the woods to
discover his name.
 Rumpelstiltskin reveals his name in the woods.
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RUMPELSTILTSKIN DRAMA





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 Rumpelstiltskin‟s bargains
 Reluctant to give her baby to Rumpelstilskin as promised





Father and Mother

 Lisa‟s parents
 Proud of Lisa
 Boastful of Lisa‟s abilities
 Hopeful for the King to take Lisa as the Queen
 Worried for Lisa after boasting that she can spin straw into
gold.
 Helpful as they secretly follow Rumpelstiltskin to find out his
name




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The King

 Loves apple pies
 Impressed by Lisa‟s delicious apple pies
 Irrational as he accepts the claim by Lisa‟s 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

 A noisy and mischievous goblin
 Enjoys playing tricks and solving riddles
 Can spin straw into gold
 Opportunistic as he demands payments from Lisa in
exchange for his service
 Unscrupulous as he tricks Lisa into promising him her first-
born child
 Furious when Lisa succeeds in solving the riddle to his
name.




























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RUMPELSTILTSKIN DRAMA
















Warm-ups (also referred to as „Ice breakers‟, „Energizers‟ or „Deinhibitizers‟) are important
activities that can be used to engage students who often have to sit for long hours in their
hard chairs. They create a positive group atmosphere, break down social barriers and help
people to relax.
Executed properly, these games or exercises will help add energy, refocus a group that has
become scattered, or wake up one! Warm-ups also bring about originality to your students'
acting. Many of them can be done with no materials in any reasonably sized space.
They can be carried out before pre-production, during pre-production or before any acting is
done. They are designed to help the students to get ready to act physically and emotional ly.
This may include scenes from the story that involve movements or gestures as well as their
vocal skills and emotions of the characters.






Sources : http://www.childdrama.com/warmups.html
http://wilderdom.com/games/Icebreakers.html

Drama is a performing art.
The essence of drama is live performance in front of an audience.

Shiach, D. (1987) From Page to Performance (CUP), p.1

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RUMPELSTILTSKIN WARM-UP/HANDOUT 1




















































The king smelling and eating his favourite apple pie


Lisa spinning the straw in the tower room


Lisa cuddling her son in the nursery


Rumpelstiltskin dancing in the woods

Rumpelstiltskin is angry that Lisa has discovered
his real name

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Aims Materials
Steps
Notes
RUMPELSTILTSKIN WARM-UP/ACTIVITY 2
















































1 To express the emotions in the play
2 To use imaginations to create the emotions

1 Drama script
2 Handout 2 (Situational
cards)

4

Time : 40 minutes
1 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.
2 Tell students to stand in a line or in a circle.
3 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 student‟s 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.
4 Give students situational cards with the characters‟ emotions to each pair of
students. For example, Lisa – sorrow (page 67), Lisa‟s father / mother - fear (page
65), Rumpelstiltskin - anger (page 87), Lisa and the baby - love (page 85) and Lisa
- joy (page 87).
6 Let students take turns to act in front of the class.


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RUMPELSTILTSKIN WARM-UP/HANDOUT 2






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 : 67
Emotion : Sorrow
Character : Lisa





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.

¬ Situation Card 2 <

Page : 65
Emotion : Fear
Character : Lisa’s mother






Mother : Please Your Majesty, her father was only joking.
Father : Yes, yes, I was only joking.


¬ Situation Card 3 <

Page : 87
Emotion : Anger
Character : Rumpelstiltskin





Narrator : 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.
* One student narrates, while the other acts.
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¬ Situation Card 4 <

Page : 85
Emotion : Love
Character : Lisa






Narrator : The following day, in the nursery, Lisa holds the Baby.
* One student narrates, while the other acts.


¬ Situation Card 5 <

Page : 87
Emotion : Joy
Character : Lisa





Lisa : And now my baby‟s safe. Oh, Mother, Father, how can I ever
thank you?

Mother : You don‟t need to thank us. If it wasn‟t for us, you wouldn‟t have
been in this mess.

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Aims Materials
Steps
Notes
RUMPELSTILTSKIN WARM-UP/ACTIVITY 3
















































1 To relax and relieve tension before performance
2 To prepare the voice for speaking
3 To get students to focus on pronunciation and
enunciation

1 Handout 3
2 Drama script

Time : 40 minutes
1 Get students to stand in a big circle.
2 Let everyone takes a deep breath, then go „hmmmmmmmmm‟ and
„maaaaaahhhhh‟.
3 Tell students to continue producing vowel sounds ; „a‟, „e‟, „i‟, „o‟, „u‟.
4 Allow them to merge the vowel sounds into „aaaaaeeeeeiiiiiiiooooouuuuuuuu‟.
5 Tell students to produce consonant sounds e.g. „bbccddfffggghhhjjkkklllmmmnnn‟.
6 Read the tongue twisters (Handout 3 to the students before reading it together.
7 Read Rumpelstiltskin‟s rhyming riddles on pages 81 and 83.
8 Let students practise the rhyming riddles in pairs or in groups.


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RUMPELSTILTSKIN WARM-UP/HANDOUT 3






Focus on pronunciation and enunciation













































A big blue badly bleeding
blister.


What a to-do to die today at a minute or two to two
A thing distinctly hard to say but harder still to do
For they'll beat a tattoo at twenty to two with a
rat-ta-ta, tat-ta-ta,tat-ta-ta, too
And the dragon will come when he hears the drum
At a minute or two to two today, at a minute or two to two.


The shifty snake selling
snake skin appears.


Rubber baby
buggy bumpers.

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Aims Materials
Steps
Notes


RUMPELSTILTSKIN WARM-UP/ACTIVITY 4


































Examples of questions to ask :

1. Do I sing?
2. Am I strong?
3. Am I a male?
4. Am I poor?
5. Am I a royalty?
6. Am I ............................. ( the name of the personality)?






1 To improve group dynamics
2 To identify a character through a set of
questions

1 Handout 4

Time : 40 minutes
1 Choose a student (Student A) and tape a picture of a character from a fairy tale
(Handout 4) on his or her back.
2 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.
3 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)



7
8

25
RUMPELSTILTSKIN WARM-UP/HANDOUT 4





Pictures of characters from fairy tales.
















Snow White Peter Pan



















Cinderella Pinocchio


26
RUMPELSTILTSKIN DRAMA















Before acting, the students need to be familiar with the drama. At the pre-production stage,
the different elements like setting, plot, characters, values and themes could be explored.
Here, the students could also practise and learn some language items (vocabulary,
grammar, idioms, etc.) sourced from the text.

In this guidebook, we have put together samples of activities that require students to read
the text “Rumpelstiltskin”. At the same time, the activities can get the students to explore
elements of drama (setting, plot, characters, values and themes) as well as the English
Language experientially by reflecting upon human experiences, sharing their perceptions,
trying out roles, and playing "pretend."

There are opportunities in some of these activities that you, as teachers can link to topics
and themes in other more traditional academic subjects. This way, we can indirectly
enhance students‟ understanding of other subjects and enrich their school experience.







Sources : http://en.wikipedia.org/wiki/Preproduction

Pre-production is the process of preparing
all the elements involved in a film, play, or other performance.

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Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 5
















































1 To identify collective nouns from the script
2 To match words with their collective nouns

1 A pile of books
2 Worksheet 5a and 5b
3 The Internet
4 Drama script

Time : 40 minutes
1 Show students a pile of books on the teacher‟s desk and ask them what it is.
2 Tell them that it is a pile of books and reinforce the phrase by writing „a pile of
books’ on the board.
3 Ask students what phrase (from page 66) the author uses to describe the amount of
straw Lisa produces.
4 Tell students to identify the phrase in the text (i.e. a heap of straw).
5 Distribute Worksheet 5a (Task A) and instruct students to complete the phrases.
6 Tell them to locate their answers from the text.
7 Ask students to check their answers.
8 Explain what collective nouns are to the students ( see notes below).
9 Distribute Worksheet 5b (Task B) and instruct students to do the matching exercise.
10 The students may 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. (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


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28
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 5a







Task A: Complete the sentences below with the correct collective nouns. You
may find the answers from the drama text.




1. In the morning Lisa wakes to find a ..........................
of shining gold instead of the heap of straw.



2. There is a big ......................... of gold in the middle
of the floor.


3. I’ve had people searching the countryside for every last
.......................... of straw.


4. He is so angry that he vanishes in a ......................
of smoke.


29
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 5b






Task B: Match the following collective nouns with the correct words. You may use the
internet to check for answers. The first one has been done for you.


A company of ...



birds

A class of ...



fruit

A gang of ...



actors

A flock of …



flats

A block of …



fish

A bunch of ...



bees

A basket of ...



pupils


A collection of ...



keys

A school of ...



ants

A herd of …



stamps


A hive of ...



robbers

An army of …



cattle



30
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 6
















































1 To choose the correct meaning of words
according to the context



1 Drama script
2 Worksheet 6
3 Dictionary


Time : 40 minutes
1 Write the word „mouse‟ on the board and elicit the meanings of the word from the
students.
2 Explain that some words have more than one meaning. (See notes)
3 Give students an example from the script (eg. brilliant – pg 60) to explain what a
homonym is. Explain that the meaning depends on the context or situation.
4 Distribute Worksheet 6. Ask students to work in pairs to complete the task.
5 Discuss the answers with the class.


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


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31
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 6







A word or an expression can have more than one meaning and at times, it can
cause confusion. This is because it can have two or more meanings.

Task:
1. Locate the following words in the drama script. Copy the sentences with the
words in the boxes (see example).
2. With the help of a dictionary or the Internet, find the meanings of these words.
Write down the two meanings in the corresponding boxes.
3. Decide which meaning is applied for each context. Tick the correct meaning.

List of Homonyms:
1. Brilliant (Page 60)
2. Spin (Page 63)
3. Rage (Page 85)
4. Stern (Page 65)
5. Straw (Page 64)
6. Creep (Page 83)
7. Fault (Page 79)

Example:




















BRILLIANT
You’re really
brilliant.

Meaning 1
Splendid, causing
admiration

Meaning 2:
Very bright, sparkling


-

32


















































SPIN
Meaning 1
Meaning 2:
RAGE
Meaning 1
Meaning 2:
STERN
Meaning 1
Meaning 2:
33


















































STRAW
Meaning 1
Meaning 2:
CREEP
Meaning 1
Meaning 2:
FAULT
Meaning 1
Meaning 2:
34
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 7
















































1 To describe the attitude and behaviour of the
characters


1 Drama script
2 Worksheet 7



Time : 80 minutes
1 Divide the students into 5 groups. Each group chooses or is assigned a different
character.
2 Distribute worksheet 7a to each group.
3 Ask students to draw a portrait of the character and write a short physical
description.
4 Distribute worksheet 7b to each group.
5 Tell students to note down the different attitudes and behaviour of the character.
6 Allow students to practise describing the character to each other.
7 Instruct students choose a group member to present a description of their
character‟s physical attributes, attitudes and behaviour to the class.
8 Allow students from other groups to ask questions to understand the description
better.
9 At the end of the presentations, the teacher may ask students whether they like or
dislike the characters and the reasons.

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.


w
35



Character

_________________________________

Physical description

_________________________________

_________________________________

_________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________











RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 7a







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 :
36
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 7b







Task:
Discuss with your group the attitudes and behaviour of the character you or your
teacher has chosen. Write down these characteristics in the note pad below.

Example:


Character

Lisa



































Sensible






























Tells her father
not to be silly
when he says that
Lisa is so clever
that she can do
anything

















Attitude Behaviour
37
























































































Character

________________________________





































Attitude Behaviour

38
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 8
















































1 To read and understand the lessons learned
from the story


4

1 Drama script
2 Worksheet 8



Time : 80 minutes
1 Elicit one lesson students can learn from the play.
2 Distribute Worksheet 8.
3 Ask students to match the character and action to the lesson(s) learned.
4 Let students volunteer to share their answers with the class.
5 Discuss with the students any answer which is not correct.




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.


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39
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 8





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.










































O
Help others sincerely without
expecting returns
We must not be manipulative or
calculating.

O
Honour your promises
We must not make promises
we cannot keep.

O
Do not be greedy
We must not take advantage of
others due to greed.

O
Be rational
We must think, speak and
behave rationally at all times.

O
Be kind and fair
We must not be cruel to people
who are weak and helpless.

O
Be humble
We must not be boastful.

40

No

Character(s)

Action



Lesson(s) learnt

1

Lisa

Lisa promises Rumpelstiltskin to give
him her first-born son.


 Honour your
promises
 Be rational

2

Rumpelstiltskin

He tells her that he will never work for
nothing




3

King

He tells his people to search for the
last wisp of straw in the countryside to
be spun into gold.



4

Lisa‟s father and
mother


They say that Lisa could spin straw
into gold






5

Lisa‟s father

He says that Lisa is a wonderful
weaver and baker




6

Rumpelstiltskin

Although he knows it will break her
heart, he wants Lisa‟s first-born.







7

King

He shuts Lisa up in a tower alone for
three days




8

Lisa‟s father

He tells her that it is alright if she is
unable to keep to her promise
because she will be far away from
Rumpelstiltskin



9

King

Each day he threatens to cut off her
head if she is unable to spin the straw
into gold



10

Rumpelstiltskin

He only helps people in distress if he
can get something in return








41
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 9
















































1 To match the events to the settings in the story

1 Worksheet 9
2 Drama script
3
4
Glue & scissors
A4 papers

Time : 40 minutes
1 Distribute the worksheet to the groups of students.
2 Tell the students to match the events to the settings given.
3
4
Instruct students to cut the strips and paste them in the correct boxes.
Get one or two groups to present the answers to the class.
5

Instruct students to write the synopsis of the story using the answers as a guide.

Refer to notes on Setting and Synopsis as a guide.


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42
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 9






Your group’s task is to cut and paste the strips on events given according to the four
settings. Use an A4 paper for each setting below.











































The Cottage The Tower
The Woods The Nursery
43























































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.

>

A year later, the little man appears to
claim Lisa‟s son. However, he agrees
to give Lisa 3 days to guess his name.
>

Lisa‟s parents learn about the man‟s
name.

>

Lisa‟s parents spy upon the man in the
woods and see him dancing around
the fire and singing in rhyme.

>
Lisa manages to identify the little
man‟s name as Rumpelstiltskin. He
gets so angry that he stamps hard on
the floor and vanishes in a cloud of
smoke.

> >

The King is delighted with the straw of
gold that he made Lisa his Queen.

>

Lisa‟s parents are very proud of her
and think she is a clever girl who can
do wonderful things.

>

The King takes Lisa to a tower where
she is locked for 3 nights to spin a
roomful of straw into gold.

>


Lisa‟s parents boasts about her to the
King. They even tell the king that she
can spin straw to gold.


44
RUMPELSTILTSKIN DRAMA






















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.

"The future of our nation depends on
our ability to create-and to be creative.

During the coming decades our most important
national resources will be human resources.

If our nation is to continue to meet the challenges of the future,
today's schools need to develop creative leaders."

45
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 10















































1 To act based on the narration with exaggerated
demeanour
2 To act and hold each pose for at least 3
seconds
3 To express various emotions and actions of the
characters


1
2
Role play strips
Scissors
3 Worksheet 10
Time : 80 minutes
1 Photocopy and cut out the role play strips given.
2 Select one student to be the narrator.
3 Each student gets a role play strip. Give students five minutes to prepare for their
roles.
4 The narrator reads the role play strips in sequence.
5 Ask students to act according to the sequence read by the narrator. They have to
exaggerate the emotions or movements.
6
7
Tell them to act and hold the pose for at least 3 seconds.
Discuss and get students to show other ways of acting the roles.



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
46
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 10





Role play strips.

1. Lisa goes to the window and looks out.
2. Lisa is crying.
3. Lisa unfastens the necklace and hands it to the little man.
4. Lisa wakes up to find a heap of shining gold instead of the heap of straw.
5. Lisa sits down and begins to cry.
6. Lisa shakes her head.
7. Lisa sits sadly on the floor hoping to hear the scratching sound at the
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. Lisa‟s mother takes hold of the King‟s arm.
21. Mother is thinking.
22. Lisa‟s mother looks worried.
23. Mother hides behind the bush.
47
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 Lisa‟s 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.
41. The little man is grinning.
42. The little man gives a cry 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 angry that he vanishes in a puff of smoke.













48
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 11
















































1 To act as Rumpelstilskin
2 To recite Rumpelstilskin‟s riddle in rhythm
3 To move accordingly while reciting the riddle


1 Rumpelstiltskin‟s
riddles(pages 81 and 83 of
the textbook)




Time : 80 minutes
1 Teachers divide students in groups of four.
2 Each group selects any tune to sing the riddle.
3 Instruct students to choreograph a dance to enhance the meaning of the riddle.
4 Each group presents their song and dance.





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.
49
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 12
















































1 To make shadow puppets for a drama
production

1 Black sugar paper and
drawing paper
2 Used box
3 Puncher, scissors,
cellotape
4 Skewers

Time : 40 minutes
1 Draw a character from the drama on the black sugar paper.
2 Ask students to cut and make holes on the paper using scissors and puncher.
3 Instruct students to attach skewers to the puppet with cellotape.
4 Tell students to build a shadow puppet theatre by using the drawing paper as the
screen and the used box as the frame.
5 Instruct students to project a bright light behind the screen and move the puppets
so that the shadows are portrayed on the screen.



Sources: http://www.google.com.my/images
http://www.youtube.com/watch?v=iPRjIIQsSAk

50
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 12






Samples of shadow puppets.














51
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 13
















































1 To create paper masks for drama production

1 Coloured paper
2 Marker pens
3 Stapler
4 Scissors

Time : 40 minutes
1 Ask students to place the coloured paper on their faces.
2 Instruct students to identify and mark their eyes, nose and mouth on the paper.
3 Get students to draw the outline of the face, eyes, nose and mouth of their chosen
character on the paper.
4 Tell students to cut the outline of the face, eyes, nose and mouth of their chosen
character on the paper.
5 Allow students to decorate the mask with accessories such as glittering glue on the
paper to enhance the appearance of the mask.



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
52
RUMPELSTILTSKIN PRODUCTION/HANDOUT 13






Samples of paper masks










































53
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 14
















































1 To prepare for a theatrical performance


1 Handout 14
Time : minutes
1 Explain to the students the various roles needed in a drama production (see
handout 14) and appoint a producer.
2 The producer will identify the casts and the crew for the production.
3 Every student has a role to play and they should work collectively in producing the
drama.



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.
54
RUMPELSTILTSKIN PRODUCTION/HANDOUTT 14






Portfolio:

1. Director - directs the drama
2. Stage manager – manages set design, prop design, lighting and sound
3. Set designer – designs the backdrop and set on the stage
4. Prop designer – designs the props used by the actors and actresses
5. Lighting engineer – produces proper lighting for the drama
6. Sound engineer – produces background music and sound effect
7. Stage crew – changes the set on the stage and handle the props for the casts
8. Costume designer – designs and produces costumes for the casts.
9. Make-up artist – emphasises the casts‟ roles through proper make-up
10. Prompter – remind the casts‟ lines when they forget their words during rehearsals and
actual production





55
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 15
















































1 To explore the use of various tones

1 Situation cards (A, B, C)




Time : 40 minutes
1 Show the students a movie clip in which the characters use various tones.
2 Ask students to relate the tones used to emotions felt by the characters.

3 Give situation cards to the students.
4 Ask students to dramatise the parts in pairs.






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
56
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 15







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 : That‟s nothing to cry about. I‟ll help you if you give me something in
exchange.
Lisa : But I haven‟t got anything.
Rumpelstiltskin : What about that pretty necklace you‟re wearing?
Lisa : This?
Rumpelstiltskin : That‟s right. Now you go to sleep. By the time you wake up all your
troubles will be over.


Situation card B

Rumpelstiltskin : More straw to spin? My favourite task.
Lisa : But I have nothing to give you.
Rumpelstiltskin : But what about that pretty ring you‟re wearing?
Lisa : This?
Rumpelstiltskin : What about that pretty necklace you‟re wearing?
Lisa : This?
Rumpelstiltskin : It‟ll do. It‟ll do. Now go to sleep and in the morning there‟ll be heaps of
gold instead of heaps of straw.


Situation card C

Rumpelstiltskin : Dry your tears, Lisa. I will help you, but this will be the last time.
Lisa : But I can‟t pay you. I‟ve nothing left.
Rumpelstiltskin : Now that‟s a pity. I don‟t work for nothing.
Lisa : Perhaps I could pay you after I get home.
Rumpelstiltskin : Perhaps, perhaps.
Lisa : Please help me this one last time. The king said he‟ll make me the
Queen if I turn this straw into gold but if I don‟t, he‟ll cut off my head.
Rumpelstiltskin : Perhaps we could make a bargain. Are you any good at keeping
promises? Then, let‟s shake hands on it.
Lisa : But what do you want?
Rumpelstiltskin : When you‟re the Queen, you must give me your first-born child. Is it a
bargain?
Lisa : Yes, I promise.




57
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRODUCTION/ACTIVITY16
















































1 To ensure full participation of students in
staging the drama.

1 Drama script in 6 parts
2 Handout 16a, 16b, 16c and
16d





Time : 1 to 3 weeks
1 Divide the class into 3 groups. Distribute handout 16a.
2 Each group is assigned one part of the drama based on the setting (see handout).
3 Explain that each group is to stage their part one after another in sequence.
4 Discuss the deadline for the drama and the necessary preparations.
5 Each group decides on the director, actors, script prompters, set designer, prop &
stage crew, costume designers and makeup artists, etc.(see notes on „Behind the
Scene‟)
6 If the class decides to stage a shadow puppet show, each group decides on the
directors, puppeteers, craftsmen, etc.
7 Once the stage preparation and rehearsals are completed, stage the drama at the
agreed time in the classroom or any other suitable venue
8 Judge the drama and decide on the best drama, actor, stage, director, etc. Use the
suggested score sheet for judging in handouts 16b, c and d.


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.
58
RUMPELSTILTSKIN PRODUCTION/HANDOUT 16a









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)



1

The Cottage


Page 60 – 65

(4 pages)

The Tower Room 1

Page 66 – 68


(2 pages)


2

The Tower Room 2


Page 69 – 76

(6 pages)




3

The Nursery


Page 77 – 81

(3 ½ pages)

The Woods


Page 83

(1/2 a page)

The Nursery


Page 85 – 87

(2 pages)







59
RUMPELSTILTSKIN PRODUCTION/HANDOUT 16b






Suggested Score Sheet


1. Best Director: ……………………


GROUP: ………………

Marks:
Criteria:
Weak Poor Satisfactory Good Excellent

TOTAL
0 - 2 3 - 4 5 - 6 7 - 8 9 - 10
1.The actors performance


2.The set design


3.The overall direction of
the show



2. Best Actor : …………………….

GROUP: ………………

Marks:
Criteria:
Weak Poor Satisfactory Good Excellent

TOTAL
0 - 2 3 - 4 5 - 6 7 - 8 9 - 10
1.Language Delivery
(Enunciation, intonation &
pronunciation)

2.Language Accuracy





3.Physical Expression
(Movements, gestures &
expressions)



3. Best Actress: ……………………

GROUP: ………………

Marks:
Criteria:
Weak Poor Satisfactory Good Excellent

TOTAL
0 - 2 3 - 4 5 - 6 7 - 8 9 - 10
1.Language Delivery
(Enunciation, intonation &
pronunciation)

2.Language Accuracy





3.Physical Expression
(Movements, gestures &
expressions)



60
RUMPELSTILTSKIN PRODUCTION/HANDOUT 16c






Suggested Score Sheet


4. Best Stage Production
(Set, props, costumes & makeup)



GROUP: ………………

Marks:
Criteria:
Weak Poor Satisfactory Good Excellent

TOTAL
0 - 2 4 - 5 5 - 6 7 - 8 8 - 10
1.Stage set
Suitability and adequacy
of the set & props to the
story

2.Costume & makeup




3.Creativity
use of material and
design




5. Best Drama


GROUP: ………………


Criteria:


Score (Maximum 30)

1. Best Director



2. Best Actor



3. Best Actress



4. Best Stage Production



TOTAL SCORE:



61
RUMPELSTILTSKIN PRODUCTION/HANDOUT 16d






Suggested Score Sheet for Judging the Drama




Best Director
Score Winner
Group 1
Group 2
Group 3




Best Actor
Score Winner
Group 1
Group 2
Group 3




Best Actress
Score Winner
Group 1
Group 2
Group 3




Best Stage Production
Score Winner
Group 1
Group 2
Group 3




Best Drama
Score Winner
Group 1
Group 2
Group 3
62
Aims Materials
Steps
Notes



RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 17
















































1 To write an essay creatively




1. Drawing paper
2 Markers
3 Blue tack





Time : 80 minutes
1 Get students to discuss in groups of four on what would have happened if Lisa had
not found out the little man‟s name.
2 Ask students to write a short essay entitled “That‟s 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.
3 Select some groups to present their essays or have a gallery walk to highlight
creativity.







63
Aims Materials
Steps
Notes



RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 18

















































1 To formulate structurally correct questions
2 To ask and answer questions using the correct
intonation and stress



1. Worksheet 18







Time : 80 minutes
1 Get the students to work in groups of four on the situation given in Worksheet 18.
2 Tell them to formulate a minimum of ten relevant questions.
3 Instruct students to role play in pairs. One student acts as the reporter and another
student answers the questions as the king‟s press secretary.
4 Select a few pairs to present in front of the class.




Students have to be made aware that we use various stress and intonation when
asking and answering questions.
64
RUMPELSTILTSKIN BEYOND THE TEXT/WORKSHEET 18






Imagine you are a newspaper reporter. You have heard that a man almost succeeded in
kidnapping the king‟s son. Prepare a minimum of ten questions to ask the king‟s press
secretary on what happened. Write your questions below.















RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 19




1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
4. _________________________________________________________________________
_________________________________________________________________________
5. _________________________________________________________________________
_________________________________________________________________________
6. _________________________________________________________________________
_________________________________________________________________________
7. _________________________________________________________________________
_________________________________________________________________________
8. _________________________________________________________________________
_________________________________________________________________________
9. _________________________________________________________________________
_________________________________________________________________________
10. _________________________________________________________________________
_________________________________________________________________________
11. _________________________________________________________________________
_________________________________________________________________________
65
Aims Materials
Steps
Notes





RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 19
















































1 To write a newspaper report





1 Worksheet 19
2 Copies of the same
newspapers






Time : 80 minutes
1 Get students to work in groups of four.
2 Distribute newspapers to each group.
3 Select one or two newspaper reports to highlight the format. Discuss.
4 Guide groups to write a newspaper report based on the drama entitled „Hunt for
strange little man‟.





Worksheet 19 can be used for low English proficiency students.
66

RUMPELSTILTSKIN BEYOND THE TEXT/HANDOUT 19







Complete the newspaper report by filling in the blanks with suitable words.




































DRAMA




Hunt for strange little man
By Chan Hock Chai
chchai@thestar.com
FAIRY LAND: Police are looking _____1_____a little man who is suspected
______2______being involved in the attempt ______3______kidnap the king‟s infant
son.
_____4_______suspect made the attempt _____5_____8.20am yesterday when the
child _____6______with his grandparents in ______7______palace. Due to the quick
response _____8_______palace guards, the kidnap attempt _____9______thwarted.
The palace press secretary, Mr. Jason ____10_______that the suspect
Rumpelstiltskin had ______11_______Queen Lisa in the past. Queen Lisa
____12______taken by the king and left ______13______a tower room with straw
_____14______a spinning wheel as her ______15_______had told him that she
_____16_____spin straw into gold. Rumpelstiltskin ____17______is said to have special
powers helped _____18_____spin the straw into gold. ____19______return, Queen Lisa
had given ____20_____her 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
_____25_______Queen pleaded, Rumpelstiltskin told her ____26______he would not
take the child _____27______she could guess his name_____28_______. The Queen
was able to _____29______out Rumpelstiltskin‟s name. However, Rumpelstiltskin
refuses to accept defeat and is still trying to get her son.
The king is offering a _____30______for the capture of Rumpelstiltskin. Those
with information are requested to contact Inspector Goliath at 03-811223344.








67
RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 20






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.


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 father‟s advice.

68

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 Lisa‟s head if she is unable to turn straw into gold.
Lisa (s) ___________to cry and her mother gets worried.

16. On the second night, Lisa (t) ___________ her ring to Rumpelstiltskin but on the third
night she (u) ___________ nothing to give him. Rumpelstiltskin says he will only help
Lisa if he gets something in exchange.

17. On the second day, her parents (v) _____________the strange old man into the
woods and find out his name as he sings and dances.

18. One day, the king stops by their cottage after he (w) ____________apple pie. Lisa‟s
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

14



B. Continue to work in pairs. Rewrite the sequenced story in Past Tense forms in
your exercise book.



















69
RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 21





Check your understanding by filling in the story elements below.











































Adapted from: The Big Book of Reading Responses Activities by Michael Gravois (Scholastic)

TITLE : ___________________________ PLAYWRIGHT : ____________________

SETTING :



CHARACTERS :
1. ____________________________ 4.________________________
2. _____________________________ 5. ________________________
3. _____________________________
PLOT :














1.
2.
3.
4.




b) a) c)
e) d)
70
RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 21






Check your understanding of the characters in the drama by stating whether the
following statements are true (T) or false (F).




1. Lisa can bake well.



2. Lisa’s mother and father are humble people.



3. The King is a kind man.



4. Rumpelstiltskin is sincere in helping Lisa.



5. Lisa is a dutiful daughter.



6. Lisa’s mother and father ignores her when she could not guess
Rumpelstiltskin’s name.



7. The king is fair to Lisa.



8. Rumpelstiltskin is a cunning creature.



9. The king is a rational man.



10. Lisa’s father and mother want the best for her.











71
RUMPELSTILTSKIN DRAMA




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.
I‟ve 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

A basket of fruit
A collection of stamps
A school of fish
A herd of cattle
A hive of bees
An army of ants


Worksheet 6 : Same but different

Word Meaning in context
Brilliant (pg. 60) Splendid, causing admiration
Spin (pg. 63) Form thread by twisting wool, cotton, silk, etc.
Rage (pg. 85) Furious anger
Stern (pg.65) Demanding and enforcing obedience
Straw( pg.64) Dry cut stalks of wheat
Creep( pg. 83) Move along with body close to the ground
Fault (pg. 79) Responsibility for being wrong












72
Worksheet 7 : Character Traits



Character
Physical
description

Attitude

Behaviour
Lisa a pretty, young girl
with long hair and
beautiful eyes
a sensible and
thoughtful girl who is
dutiful to her parents
and the King
likes to bake,
feels anxious and
desperate when dealing
with Rumpelstiltskin

Father an portly old man
with unkempt hair
and thick
moustache
proud of Lisa,
hopeful that the King
will take Lisa as
queen

boasts Lisa‟s cleverness
helps in investigating
Rumpelstiltskin‟s name

Mother A fat old woman
with a wide smile
proud of Lisa,
hopeful that the King
will take Lisa as
queen

boasts Lisa‟s cleverness
helps in investigating
Rumpelstiltskin‟s name

King A tall man with
short bushy hair,
high nose and thin
eyebrows
Cruel, greedy and
irrational but kept
his promise to marry
Lisa
loves apple pies
Rumpelstiltskin Long, thin,
crooked nose with
a wide grin
Cunning and
manipulative
noisy man,
can spin straw into gold,
plays tricks and solves
riddles.


Worksheet 8 : What did you learn?

1. Honour your promises
Be rational

2. Help others sincerely without expecting returns

3. Do not be greedy

4. Be humble
Be rational

5. Be humble
Be rational

6. Help others sincerely without expecting returns

7. Be kind and fair

8. Be rational

9. Be kind and fair

10. Help others sincerely without expecting returns




73
Worksheet 9 : Jumble Trouble

The Cottage

Lisa‟s parents are very proud of her and think she is a clever girl who can do wonderful
things.

Lisa‟s parents boasts about her to the King. They even tell the king that she can spin straw
to gold.

The Tower

The King takes Lisa to a tower where she is locked for 3 nights to spin a roomful of straw
into gold.

Lisa is helped by a little man on her first and second night there. However, she has to reward
the man with her necklace and ring. On her third night, when she could not reward the man,
she promises her first-born child to the man.

The King is delighted with the straw of gold that he marries Lisa.

The Nursery

A year later, the little man appears to claim Lisa‟s son. However, he agrees to give Lisa
three days to guess his name.

Lisa manages to identify the little man‟s name as Rumpelstiltskin. He is so angry that he
vanishes in a cloud of smoke.

The Woods

Lisa‟s parents spy upon the man in the woods and see him dancing around the fire and
singing in rhyme.

Lisa‟s parents learn the man‟s name.


Worksheet 18 : Who and why

Suggested questions for newspaper reporter.

1. Sir, is it true that someone tried to kidnap the king‟s son?
2. When did it happen?
3. Where did it happen?
4. Who tried to kidnap the king‟s son?
5. Can you please give us more details or describe the incident?
6. Do you suspect anyone?
7. Whom do you suspect?
8. Why do you think he wants the king‟s son? Is it for ransom?
9. How did he help Queen Lisa?
10. What action are the police and king taking?
74
Worksheet 19 : Hunt for strange man

1. for
2. of
3. to
4. The
5. At
6. was
7. the
8. of
9. was
10. said
11. helped
12. was
13. in
14. and
15. parents
16. could
17. who
18. to
19. In
20. him,
21. On
22. agreed
23. for
24. came
25. the
26. that
27. if
28. correctly
29. find
30. reward

Worksheet 19 : Making sense with tenses

Task A
A have J replies S starts
B reappears K vanishes T gives
C leaves L thinks U has
D climbs M boasting V follow
E is N guess W smells
F live O fails X weave
G hands P promises Y becomes
H refuses Q wants Z joking
I tells R have

Task B

10


8

7

15

20

2

5

9

13

16

19

12

4

1

6

11

17

3

8

14

Worksheet 20 : Story map


1. Title : Rumpelstiltskin
2 Playwright : Angela Lanyon
3 Characters :
i. Lisa
ii. Mother
iii. Father
iv. The King
v. Rumplestiltskin

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4 Setting :
i) The cottage
ii) The tower
iii) The nursery
iv) The woods
5 Plot :
a) Lisa‟s parents are always boasting about her ability and they intend to tell the king
about her talent when he visits their village on that day.
b) When the king stops by at their house, they boast that their daughter can spin straw
into gold.
c) The greedy king takes Lisa back to his palace, and locks her in a tower with
straw and a spinning wheel. At night she is visited by a man who spins straw into
gold in return for a reward. On the third night, she promises her first-born child to
the man.
d) A year later, the little man comes back to claim his prize but agrees to let Lisa
keep her child if she can guess his name. Lisa could not guess his name for the
first two nights.
e) On the third night, with her parents‟ help, Lisa correctly guesses the man‟s
name. The man vanishes in anger and Lisa gets to keep her son.


Worksheet 21 : Characterisation


1. TRUE
2. FALSE
3. FALSE
4. FALSE
5. TRUE
6. FALSE
7. FALSE
8. TRUE
9. FALSE
10. TRUE










76
RUMPELSTILTSKIN DRAMA






Coordinators

Diana Fatimah Bt Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM
Masreen Wirda Bt Mohammad Ali Kementerian Pelajaran Malaysia
Tengku Ireneza Marina Tunku Mazlan Aras 4-8, Blok E9
Eileen Jessie Ah Guan Kompleks Kerajaan Parcel E
Ng Yew Kee Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya

Jimmy Then Choon Jing SMK Bintulu, Peti Surat 97
97007 Bintulu, Sarawak.


Panel of Writers

Khairul Anuar Yang Ahmad SMK King Edward VII, Jalan Muzium Hulu
(Panel Head) 34000 Taiping, Perak.

Ingrid Sarina Rueh SMK Bukit Indah
68000 Ampang, Selangor.

Sathiavany a/p Madhavan SMK Saint Paul, Jalan Manickavasagam,
70200 Seremban, Negeri Sembilan

Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Jalan Sabar 25/83
40400 Shah Alam, Selangor.





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