Using Drama to Support Literacy: Activities for Children by John Goodwin
By John Goodwin
Utilizing principles and actions already attempted and validated within the lecture room, this e-book indicates practitioners how imaginitive drama classes and actions can be utilized to aid motivate and increase kid's writing, conversing and listening talents. ideal for the person that will not be used to prime drama-based actions, this ebook takes a step-by step process that would aid even the main daunted instructor take on drama with self assurance. additionally incorporated are: " rules for appropriate writing and drama actions; " recommendation on lesson making plans; " checklist of worthy assets; " examples of kid's paintings and lecturers' reviews. category lecturers, instructing assistants, literacy specialists and drama and English co-ordinators trying to find useful, enjoyable drama actions to help literacy will locate all of the support they want during this publication.
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Extra resources for Using Drama to Support Literacy: Activities for Children Aged 7 to 14
22 USING DRAMA TO SUPPORT LITERACY 21/3/06 5:14 pm Page 23 MODELLING Work in pairs with one a sculptor and one as a passive block of clay. The sculptor creates a statue or frozen character by moving the body of the block of clay into appropriate positions. Example Literacy: The Giant’s Footprint Literacy Links: En1 2b, c, 3a, b, c, f, 4a, c, 11a Activities Before the class enter the space the teacher has created the shape of a giant’s big footprint on the floor. This can be done by drawing a chalk outline or placing string in the shape of the footprint.
QXD 21/3/06 5:14 pm Page 30 2 Independent writing. Children continue the description as a solo activity. 3 Take the role of the young child once more and allow the children to place their writing before you, perhaps reading out small extracts. Add a final comment of your own in role. QXD 21/3/06 5:14 pm Page 31 SEQUENCING An active and fun strategy for deciding upon the order of scenes in a play, story or event. The teacher draws an imaginary time line in the room. One end of the line represents the beginning while the other is the end.
2 Create a small group still image of one moment in the dream. 3 Select words and phrases you’ve written down. Speaking them slowly and dramatically bring your image to life in a slow motion movement. Use repetition of words as you move slowly. QXD 21/3/06 5:14 pm Page 14 FORUM THEATRE A situation is enacted by children assigned the established roles as the rest of the class watches. At any point and with the teacher mediating, the observers can stop the action to discuss different approaches, new developments or take time out to advise those taking the roles.