ELSA ANDREW HILARION

930120-12-5598
LGA3043E
TASK 2: DESIGNING DRAMA ACTIVITY

Extract focused: Ending

Scene 4 (Fox & Gingerbread Man)

Narrator: The Gingerbread Man ran on and on until he met a fox.

Gingerbread
man: Mr. Fox, I know I look tasty so I cant let you catch and eat
me.
Ive run away from an old woman,
an old man, and a cow, and a horse,
and I can run away from you, too!
Run, run, as fast as I can!
You cant catch me!
Im the Gingerbread Man!

Fox: (laughing) Why would I want to eat you? You dont even
look that tasty. No, I dont want to eat you at all.

Gingerbread
Man: Phewww.. Thats a relief. Mr. Fox, if you dont mind Im going
to rest here for a while.

Narrator: So the Gingerbread Man stopped running and stood still.

And right when he stood stillSNAP!

Gingerbread
Man: Oh, no! My legs!
Oh, no! My body!

Oh, no! My head!

Narrator: And that was the end of the Gingerbread Man.

ELSA ANDREW HILARION
930120-12-5598
LGA3043E
TASK 2: DESIGNING DRAMA ACTIVITY

Activity: Write a new ending and do a role play

Steps on how the activity will be conducted:

1. Pupils will be divided into groups of 4. Each group will be given a cut-out card of a
gingerbread man.
2. They will write a new ending in the form of dialogues to help the gingerbread man from
being eaten by the fox. They pupils are allowed to decorate their cards if they want to.
3. After they have done, each group will be doing a role-play on their new ending.
4. At the end of the lesson, their cards will be pasted on the wall at the back of the class.
(Rationale: to appreciate pupils work, to enable others to read their friends work when
they have the free time)

In this activity, the pupils will be divided into groups of four. Each group will then be given
a cut-out card of a gingerbread man. In a group, they will have to write a new ending in the
form of dialogues to help the gingerbread man from being eaten by the fox. They may also
decorate their cards if they wish to. The activity planned is intended to enable the pupils to
think critically by incorporating the fifth level in the Blooms Taxonomy which is synthesis that
requires the pupils to put information together in a different way to get something new. Thus,
in this activity pupils not only have to take what they know and understand about the plot but
also have to analyse what would make the ending different and how it would change.

After they have done, each group will be doing a role-play on their new ending. Role play
is an effective learning tool as it encourages young learners to become active participants in
their learning. Not only it aids intellectual development but also improves childrens
social skills and their creativity. In this activity, they will also have the chance to develop their
vocabulary and language as. During rehearsal time, pupils may need new language to be fed
in by the teacher (Dorothy & Mahalakshmi, 2011). As they practice the role-play they might
find that they are stuck for words and phrases. In the practice stage the teacher has a chance
to 'feed-in' the appropriate language. This may need the teacher to act as a sort of 'walking
dictionary', monitoring the class and offering assistance as and when necessary. Hence, role
play is the most effective way of acquiring language.

At the end of the lesson, their cards will be pasted on the wall at the back of the class so
that they will feel appreciated and eager to engage in the next lesson. By doing so, it gives the
pupils sense of belonging and do not feel excluded from the class. Anderman & Freeman
ELSA ANDREW HILARION
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TASK 2: DESIGNING DRAMA ACTIVITY

(2004) defined students' sense of belonging as the sense of psychological membership in the
school or classroom, that is, the extent to which students feel personally accepted, respected,
included, and supported by others in the school environment. When they feel accepted, they
are able to balance a strong focus on learning and academic progress with a climate of warm
and supportive interpersonal relationships in class. Apart from that, it gives the other pupils
chance to read their friends work and acquire target language.

As such, the activity planned will be able to help the pupils to think critically while
participating actively in the lesson and at the same time enjoying themselves in the process
of acquiring the target language. By incorporating role-play into the classroom, it gives
opportunity for a lot of language production. Children who engage in creative learning learn
faster, retain more of what they learn, and are more prone to apply their learning outside the
classroom.
ELSA ANDREW HILARION
930120-12-5598
LGA3043E
TASK 2: DESIGNING DRAMA ACTIVITY

Reference

Anderman, L. H., & Freeman, T. M. (2004). Students' sense of belonging in school. In

Anderman, L. (2011). School Belonging. Retrieved March 20, 2015 from
http://www.education.com/reference/article/school-belonging/

Dorothy, A. A., Mahalakshmi, S. N. (2011). Second Language Acquisition through Task-based

Approach Role-play in English Language Teaching. English for Specific Purposes
World, Volume 11 (Issue 33). Retrieved March 20, 2015 from http://www.esp-
world.info/Articles_33/Doc/TBLT_Dorathy.pdf

Ziff, B. (n.d.). Utilizing Bloom's Taxonomy in Your Classroom. Retrieved March 20, 2015 from
http://www.calstatela.edu/sites/default/files/centers/spedintern/hints11bloomtaxonom
y.pdf