The Proverb Performance!

SOI: Effective communication of a created text relies on the understanding of context.

Task: As a group, you must write and perform a short skit teaching the audience (Grade 6 LL
students) the lesson from a traditional proverb. The skit must connect with the topic of the unit,
modernising classics, by making the performance suitable for a modern audience (context). It
is important to also adapt the proverb to fit a real-world scenario.

While you will be performing the skit as a group, you will be evaluated based on your individual
performance and contribution to the task. Please review the TSC closely to understand how
you will be evaluated.

After watching all performances, you must select two and evaluate the similarities and
differences by making connecting across and within texts (Aiv). To properly evaluate the
similarities and differences, consider the following questions:
• What were the similarities and differences in the way the proverbs were adapted to a real-
world scenarios? Which performance adapted the proverb more effectively? Explain.

What is a proverb?
“A proverb is a simple, concrete, traditional saying that expresses a perceived truth based on
common sense or experience”. (https://en.wikipedia.org/wiki/Proverb)

*See sample proverbs below.

Responsibilities: script writer (2x), costume and prop designer (2x), stage designer, group
manager.

Role Key Duties

Script Writer (2x people) • Using the group brainstorm, write a script for
the skit.
 • There must be a role in the skit for all group
members and dialogue MUST be balanced.
• Consult your group as you write the script so
everyone can offer input.

Costume and Prop Designer (2x people)
Stage Designer (1x person)
Group Manager (1x person)
• Design and create the costume and props
required for the performance.
• Consult with the stage designer and writers to
make sure you understand what will be
required for the costumes and props.
• Consult with the performers to make sure
they wear the proper costume for the
performance.
• Think mood and atmosphere. The stage
designer will create features for the
performance that will enhance the mood and
atmosphere. For example, a PPT background
for specific scenes.
• Consult with the writers to better understand
the setting.
• The group manager consults with all group
members to make sure all tasks are being
completed effectively.
• The group manager must be respectful,
encouraging, and helpful!
• Help different group members that are
struggling or require assistance.
• Demonstrate leadership and strong
organisational skills.

Learn Outcomes and ATL Skill Development

IB Learner:
COMMUNICATOR: We express ourselves confidently and creatively in more than one language
and in many ways. We collaborate effectively, listening carefully to the perspectives of other
individuals and groups.

ATL Skill Development:

Communication
• Exchange thoughts, messages and information effectively through interaction.
• Use intercultural understanding to interpret communication.
Thinking (Creative)
• Create original works and ideas; use existing works and ideas in new ways.

You will be evaluated on:

Aiv. interpret similarities and differences in features within and between genres and texts.

Dii. Write and speak in a register and style that serves the context and intention.

Dv. Use appropriate non-verbal communication techniques.

Remote Student Adaptation

You will be assessed on the same criteria (Aiv, Dii and Dv), but how you complete the task will
be a bit different. You will be working individually to modernize your chosen proverb. As a
result, you will only take on the role of script writer.
Group Script Writer Responsabilities Individual Script Writer Responsabilities
• Using the group brainstorm, write a script for • Using your brainstorm, write a script for the
the skit. skit.
• There must be a role in the skit for all group • Your skit must include dialogue between
members and dialogue MUST be balanced. multiple characters
• Consult your group as you write the script so • Consult your teacher, friends and family and
everyone can offer input. ask for feedback

Instead of a live skit, you will record a dramatic reading of your script, teaching the audience
(Grade 6LL students) the lesson from a traditional proverb. The skit must connect with the
topic of the unit, modernising classics, by making the performance suitable for a modern
audience (context). It is important to also adapt the proverb to fit a real-world scenario. You can
do this individually by varying your voice to match the character and event, or by asking family
members to take on different roles.

After watching all performances, you must select two and evaluate the similarities and
differences by making connecting across and within texts (Aiv). To properly evaluate the
similarities and differences, consider the following questions:
• What were the similarities and differences in the way the proverbs were adapted to a real-
world scenarios? Which performance adapted the proverb more effectively? Explain.
Common proverbs:

“All that glitters is not gold.”

“The grass isn’t always greener on the other side.”

“Never judge a book by its cover.”

“A chain is only as strong as it's weakest link.”

Chinese inspired:

“Dig the well before you are thirsty” 未⾬绸缪

“Teach a man to fish” 授⼈以⻥不如授⼈以渔

“One only learns from one’s mistakes” 吃⼀堑，⻓⼀智

“Learn to walk before you can run” ⼀⼝吃不成胖⼦

Japanese inspired proverbs:

“Counting tanuki furs before they’ve been caught” 捕らぬ狸の⽪算⽤

“Boil and drink the dirt underneath fingernails” ⽖の垢を煎じて飲む

“Three people gathering can create wisdom” 三⼈寄れば⽂殊の知恵

German inspired proverbs:

“The devil’s favourite piece of furniture is the long bench” Des Teufels liebstes Möbelstück ist
die lange Bank.

“The cheapest is always the most expensive” Das Billige ist immer das Teuerste.

“The morning hour has gold in its mouth” Morgenstund hat Gold im Mund.

Russian inspired proverbs:

“A spoken word is not a sparrow. Once it flies out, you can’t catch it” Слово - не воробей,
вылетит - не поймаешь

“Measure seven times, cut once” Семь раз отмерь, один раз отрежь

“Don’t blame the mirror for your ugly face” ечего нa зеркало пенять, коль рожа крива

Korean inspired proverbs:

“At the end of hardship, comes happiness” 고생 끝에 낙이 온다 – Go-saeng kkeut-e nag-i on-da

“A dragon rises up from a small stream” 개천에서 용 난다 – Gae-cheon-es-eo yong nan-da

“Clothes are wings” 옷이 날개다 – Os-i nal-gae-da

Spanish inspired proverbs:

“If you fall seven times, get up eight” Si the caes siete veces, levantate ocho

“Shoemaker, to his shoes!” !Zapatero, a sus zapatos!

“There is on evil that lasts 100 years” No hay mal que dure 100 anos.
 Task Specific Clarification

Aiv. interpret similarities and differences in features within and between genres and texts.
Dii. Write and speak in a register and style that serves the context and intention.
Dv. Use appropriate non-verbal communication techniques.
Level Achieved Level Descriptor
0 You did not achieve any of the descriptors below.
1-2 Aiv. Your reflection identifies and interprets few similarities and/or
differences between two proverb skits. You demonstrate little
understanding of how old morals can apply to modern times.
Dii. You give your performance using an inappropriate register, and
do not project your voice to the audience.
Dv. Your non-verbal communication in the skit does not actively
portray your character or teach the moral.
3-4 Aiv. Your reflection identifies and interprets some similarities and
differences between two proverb skits. You demonstrate some
understanding of how old morals can apply to modern times.
Dii. You give your performance using a somewhat appropriate
register, and at times project your voice to the audience.
Dv. Your non-verbal communication in the skit somewhat portrays
your character and teaches the moral in a limited capacity.
5-6 Aiv. Your reflection identifies and interprets several similarities and
differences between two proverb skits. You demonstrate your
understanding of how old morals can apply to modern times.
Dii. You give your performance using an appropriate register,
projecting your voice in a style that is mostly effective.
Dv. Your non-verbal communication in the skit portrays your
character and teaches the moral.
7-8 Aiv. Your reflection identifies and interprets many similarities and
differences between two proverb skits. You discuss these in detail to
demonstrate your understanding of how old morals can apply to modern
times.
Dii. You give your performance using strong language, projecting
your voice in a style that is highly effective.
Dv. Your non-verbal communication in the skit is effective at
portraying your character and teaching the moral.