1. Vocabulary Development
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a. Any word can be mimed as in the game, charades. b. Skits may be enacted to clarify meanings of new words, such as “querulous,” which occurs in the play,
Sorry, Wrong Number
.
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c. If there is a lack of understanding in a statement, such as the proverb, “As ye sow, so shall ye reap,” enact a pantomime skit.
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d. Ask students to pantomime words to avoid, like “got.” How horrible can they make this word look?
2. Getting the Main Idea and Summarizing
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After role-playing situations, fantasy trips, or tales in pantomime, ask students to write a very brief summary (depending on their abilities) in a few sentences. Can they express the main idea in a word or two?
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3. Using Possessives
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Go on a fantasy trip. Divide the class into two or three groups. Each group in turn forms a semi-circle in front of the class. The first student tells what he or she will take and holds it up in pantomime. It must be an item belonging to the second student, which begins with the first letter of its owner’s name (Mary’s mittens, Louis’ long-johns). The second student repeats the first item (and the pantomime), then adds one of his own. The last student takes everything, including something from the first student. At their seats, they write down all the items they remember.
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4. Sentence Elements
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Call students to the front of the room, assigning each a word in a sentence to mime. The words which represent the subject may take two steps to their right, the predicate takes two steps to its left, and the verb steps forward. Each student then says the word he represents aloud. Or, assign the words in the sentence out of order and have students align themselves properly, then say their “names.”
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5. Transitive and Intransitive Verbs
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Students assume the roles of subject, verb, and direct object in a sentence, such as “The dog watches the cat.” They act out the statement. In the intransitive example, “Mittens is a cat.”, we need only two students, who will be the subject and the verb. The subject, Mittens, goes past the verb to assume the position of the appositive, “cat.”
Drama Puzzle
(figure available in print form)
Suggested Diagrams for a Set Design
A.
(figure available in print form)
B.
(figure available in print form)
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1. Study the entire play carefully.
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2. Compile a list of all furniture and props needed.
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(Note locations, if given.)
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3. Enlarge one of these diagrams (or use a cardboard box). 4. Draw shapes for all furnishings and props.
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5. Indicate location of doors and windows.
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6. Label everything!
Chart Showing Stage Locations
(figure available in print form)
Movement Chart
(figure available in print form)
1. Place the characters on the stage at the opening curtain.
2. Use circles to indicate their positions and label.
3. Use arrows to indicate
one
main movement of each character.
*For additional suggestions on how to use improvisation to teach basic skills, see Appendix.