Thursday, 20 November 2014

A triarama with speaking and writing attitude!

Tomorrow I will be working with teachers on linking drama and language learning and I will be considering the new DfE POS learning objectives for KS2 and also how we can lay the foundations in our learning for KS3 languages.
We will look at all sorts of activities from beginners to advanced KS2 language learning.The following activities are targeted at learners who are either moving on or are advanced learners.
My activities hopefully will allow teachers to offer children opportunities to progress and work with the following objectives from the new DfE POS:

  • speak in sentences using familiar vocabulary
  • broaden their vocabulary
  • read carefully and show understanding of words,phrases and simple writing
  • write phrases from memory

I was introduced to Triaramas by Clare Seccombe here  and have decided that triaramas are a way to  link all four skill (L.S.R.W) and drama! 

  • First you need to create a sketch for the children. (We will base ours on Christmas and family- maybe presents or a meal).There needs to be a dramatic or funny ending to the sketch.Use familiar language with some new language that they will need to understand and offer the children tools such as bilingual dictionaries to find meanings etc
  • Then you need to write out the sketch without stage directions for the class.
  • Give each child a script and organise the class into differentiated ability groups with the right number of children in the group for the roles in the sketch. 
  • Can the children read the sketch out in the target language around the table?
  • Can the children tell each other what has happened in the sketch? Have they understood the ending of the sketch?
  • Ask the children to read the sketch a second time and allocate roles and decide upon actions and voices of the characters
  • What props will they need?
  • Now can the children decide what the stage directions should be?
It's time to be a set designer and sketch director!
Each child must decide which moment in the sketch they want to depict in a snap shot set.

It's blank set time.
Give each child a piece of paper and ask them to create a triarama following instructions.

This is there opportunity to create the set for the sketch and to record how they perceive the sketch that their group has been working on.

Now they need to add information to their triarama so that they create a dynamic record of the reading of the sketch.Each character in the foreground needs their name/role  and an adjective that help other people understand what the character is like e.g.  tired /excited/ friendly/ angry /surprised/ confused etc .First the children need to make cut outs and write in the target language on them - the role/ the adjective:

The children can now place the characters as they want them on set?

....And the children can add key phrases from the sketch and additional objects and other characters.Can they write the phrases from memory.

Do they want to add any other characters too? What are these characters saying or thinking at that exact moment?

I have blu-tacked my characters to the set so that they can be moved and have blu-tacked their phrases too to the characters so the dialogue can be changed.

Now it's time to share their set with the sets of the other children - firstly in their group and then in the class.
Have they chosen the same moment in the sketch?
How do they imagine their characters sound when they speak.Can they bring their snap- shot set to life?

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