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StorySacks for
Teaching English
through Drama in
     Primary
         Pearson
        Peru 2011
Susan Hillyard B.Ed.(Hons)
Order of the day
   a peep at some real StorySacks
   why stories are good springboards in ELT
   storytelling and reading techniques for teachers
   voice and body work
   lots of activities
   some project ideas
   Reader’s Theatre performance
   sites
Storysacks
Bag +Book +Realia+Song + Activities = Story Sack!
Contents of a Story Sack by B.Ed
            student
        Ayesha Khalifa Al Romaithi UAE
More Examples
Why Stories for teaching a
              language?
   offer a whole imaginary world, created by
    language, that children can enter and enjoy
   natural extension of childhood activity in first
    language
   bring the outside world into the classroom
   link with art, poetry and literature
   act as metaphors for society and human psyche
   Rich and intimate events
Prototypical Features of Story
   formulaic opening
   introduction of characters
   description of setting
   introduction of problem
   a series of events>>>>>>>>>
   the resolution of a problem often with a
    surprise
   a formulaic closing
   a moral, stated or unstated
   predictability e.g. LRRH
   sense of inevitability
   comfortable familiarity with a twist/change
   repetition of events and consequent language
   parallelism e.g. LRRH
   rich vocabulary supported by good art
   narrative and dialogue
   devices: alliteration, onomatapoeia,
   grammar: prepositions, tenses, word order in
    context
Story Sacks are Positive,
      Theatrical, Special and Fun!
    Sequencing                 Prediction
    Rhythm                      Alliteration
    Compound words              Collective nouns
    Adjectives                  Dialogue
    Questioning                Story setting/plot
    Rhyming                    Character/theme
    Positional vocabulary      Also: Social skills.
   Interactive                  Creativity and
   Words ending in……            Cooperation
    Verbs
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Choose Stories
   With lots of repetition, rhythm and rhyme
   With enriched vocabulary
   With beautiful or special illustrations and features
   With a CD reading or telling of the story for pronunciation and
    production practice.
   A good theme like caring for each other, not telling lies, diversity,
    safety, ability and talent, comparisons, fears, relationships, greed,
    ………
   The possibility to adapt to drama/poetry/ song or that have plays
    already embedded.
   The possibility of LAC/XCP, TBL
   Activities to do with other stories/songs/poems/films/posters/pop
    culture
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
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
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Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story Sack
A story sack is a large cloth bag containing
 a good quality story

 activities for language development

 puppets

 soft toys

 games/action songs

 audio tape of the story

 play script to act out parts of the story

 handicraft/science/cookery/activities

 props/ realia
Penny the Penguin from Patagonia
Penny the Penguin from Patagonia
   Story: Little Penguin’s Stories
   Ball, Binoculars, Soft toys
   Cloth
   Three more Stories: Penguin, Penguin Small, Lost
    and Found
   Factual book: Penguins
   Flashcards
   Jigsaw
   Where’s Penny? PPT
   Original songs, chants and a play script
Where’s Penny?
 Penny Around the World
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
From
I CAN’T
  To


I CAN!
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class
Great Sites
   Commercially produced Story Sacks to purchase on-line
   http://www.storysack.com/
   Guidelines on how to make your own story sack
   http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
   On-line resources from BritLit
   http://www.teachingenglish.org.uk/try/britlit/little-red-riding-hood
   Process Drama
   http://www.tki.org.nz/r/arts/drama/posters/3/key/miners_wedding_e.php
   EVO Drama
   http://www.google.com/#hl=es&xhr=t&q=Process+Drama+Conventions&cp=25&pf=p&sclie
    nt=psy&rlz=1R2ADRA_enAR377&source=hp&aq=f&aqi=&aql=&oq=Process+Drama+Conv
    entions&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
   What is Process drama?
   http://esldrama.weebly.com/process-drama.html
   Videos on Process Drama
   http://www.google.com/#q=process+drama&start=10&hl=es&sa=N&rlz=1R2ADRA_enAR3
    77&prmd=ivnsb&source=univ&tbm=vid&tbo=u&ei=FcW5TcqzGsjEgQeBioFR&ved=0CDAQ
    qwQ4Cg&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
Worksheets for Sphere of Interculturality
               1.Transport in Norwich and in Buenos Aires

                         Description             Norwich-type   Buenos Aires-type
private cars   grey                          Ford
               white                         Citroen
               black                         Suzuki
               all colours                   other
buses          green                         Mercedes
               single and doubledecker
bicycles       many
taxis          black/5 places
               white/4 places
               some vans for 8-50
trains         blue/other
               all sizes/a ll destinations
               slow and fast
subway         NO                            NO
airport        small                         Air France
                                             KLM ( Holland)
My Day                 Event               Time starts   Time finishes         Contents

Norwich        I get up at           7.30 a.m.                           my bedroom shared
                                                                         with my sister

Buenos Aires
Norwich        I have my breakfast   8.00a.m.                            cereals/porridge/baco
               at                                                        n/
                                                                         eggs/sausages/tea/sug
                                                                         ar/milk
Buenos Aires
Norwich        I go to school at     9.00a.m.            3.30pm          morning: English,
                                                                         maths, social studies/
                                                                         afternoon:sports,
                                                                         Spanish,

Buenos Aires
Norwich        The shops open at     9.00a.m.            5.30pm          corner, malls,
                                                                         department, chains,
                                                                         family,
Buenos Aires
Norwich        I have my lunch at    12 noon             1.30 p.m.       fish and chips, stew,
                                                                         pasties,
                                                                         spaghetti,
                                                                         hamburger, pies
Buenos Aires
Norwich        I do my homework at 5.00 pm               6.00 pm         Homework timetable

Buenos Aires
Norwich        I go to bed at        9pm
Buenos Aires
Birds (Factual book)
Make your own flashcards to study the names and
compare habitats, physical features, sounds, colours,
habits
“(the child) actively tries to make sense of the
 world……asks questions……wants to
 know…..Also from a very early stage, the child
 has purposes and intention: he wants to do”
 (Donaldson, 1978:86).

“Children bring to language learning their curiosity
  and eagerness to make sense of the world. They
  will tackle the most demanding tasks with
  enthusiasm and willingness. Too often these
  early gifts are turned to fear and failure”
  (Cameron, 2001:246).
The requirements for the teaching and
 learning of the art of self control vis a
 vis other people cannot be met in the
 conventional classroom with
 traditional teaching and learning styles.
Drama is:
   An activity which combines vocal expression and body
    action. It is true communication
   The ability to move an idea of the imagination or an event
    into a concrete happening through interaction of the mind
    and the body
   Self expression through role play and improvisation
   Willing suspension of disbelief
   Artistic play
   Our main method of receiving stories of the human
    condition today
Drama is NOT:

   …..the teacher telling the students about drama/
    theatre/acting
   …..the study of theatre/text/character/setting
   ….. theatre/TV/film
   …..an activity which requires expensive
    resources.
Drama as Education
                SPICE
   Drama is a holistic discipline
   The five developmental processes are:
             Social
             Physical
             Intellectual (cognitive)
             Creative
             Emotional
 
Drama Conventions
   Teacher in role, Stranger in role, Mantle of the
    expert, Narration, Meetings, Interviews, Hot
    seating, Improvisation, Collective role play,
    Pantomime/movement, Dream sequences, Still
    image or tableau, Freeze frame, Thought
    tracking, Guided imagery/visualization,
    Decision alley, Role on the wall, Performance
    Carousel, Soundscape, Choral speaking.
   . “The most significant kind of learning which is
    attributable to experiences in drama is a growth
    in the pupils’ understanding about human
    behaviour, themselves and the world they live
    in” (O’Neill & Lambert, 1982:13)
Access to the Arts
“Drama and theatre are not mutually exclusive. If
  drama is about meaning, it is the art form of
  theatre which encompasses and contains that
  meaning. If theatre is about expression, then it is
  the dramatic exploration of the meaning which
  fuels that expression” (Morgan & Saxton,
  1987:1).
The Benefits of Drama for All
                   
   Drama for transformation
   Drama as empowerment
   Drama for fluency ( speaking and listening)
   Drama as culture (play and storytelling)
   Drama for thinking ( all types)
   Drama for literacy (reading and writing)
 
Drama for ELT
   Pronunciation, diction and voice control
   Body language and gesture
   Stance and posture
   Blocking/interacting in space with others
   Register / Speaking in role/Improvisation
   Language games
   Lifting the word off the page
   Making language active, meaningful and fun
 
Story sacks for Teaching English through Drama in the Primary Class
Confidence Building and Self
              Esteem
    experienced continual         a whole series of small
    discipline problems            successes in a safe
   continued failures             envionment
    within their routine           transform their self
    classes                        image
   failures in social lives       contribute to risk
    even before entering           taking
    the school institution.        “I can” attitude rather
                                   than the already
                                   established “ I can’t”
                                   attitude.
Story sacks for Teaching English through Drama in the Primary Class
The Art of Self Control
    behaviour problems              turn-taking/ listening to
   self control is essential in      other people
    drama                           comprehending and

   understand limits                 responding becomes
                                      paramount
   the open space makes
                                    a growing awareness of
    new demands
    practise interaction with        the use of body and
    peers in pairs or in              voice
                                    the relationship between
    groups
                                   language and action
Self-expression

   self expression -             whole variety of
    difficult for all but          paralinguistic features
    especially for SEN            many more options
    students                      works best with shy,
   variety of learning            retiring, weak students
    difficulties precludes        holistic nature engages
    their ability to express       the faculties
    themselves in any
    language which relies
    heavily on vocal
    expression (words) only
Multisensory Education

    need to have all their      all senses employed
    senses developed              through the use of
    through concrete and          imaginative contexts
    practical activity           all processes are concrete
   cannot deal with the         all learning styles
    abstract nature of            appealed to
    grammar or language          realia/props are real or
    rules.                        symbolic
   need to learn by             metaphor/story
    DOING                         inherently understood
Story sacks for Teaching English through Drama in the Primary Class
The Here and Now
   memorisation, or rote         present lived life
    learning is often             this moment is now
    impossible                    recalled experience to
   school concentrates on         live out now
    the past and the future:       imagined worlds to
    tends to ignore the            create now
    present
Communication
   Little opportunity for        group negotiation and
    play at home                   communication skills
   Cannot play and share at       essential to drama
    school                        human need for
   Maybe illiterate in            involvement and
    mother tongue                  engagement
   the continuation of           Access vocabulary easier
    childhood play                remember chunks of
                                   language more easily
                                  meaning in context
The Mask
                                  Psychologically, drama is
   little sense of self and       cathartic
    self worth                     a means to hide behind
   cannot BE                      the mask of “the other”
   unaware of diversity           become the persona and
                                   go beyond the confines
   unaware of the other
                                   of their own limited
                                   selves
                                  understand the nature of
                                   the self and the other.
Story sacks for Teaching English through Drama in the Primary Class
Story sacks for Teaching English through Drama in the Primary Class

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Story sacks for Teaching English through Drama in the Primary Class

  • 1. StorySacks for Teaching English through Drama in Primary Pearson Peru 2011 Susan Hillyard B.Ed.(Hons)
  • 2. Order of the day  a peep at some real StorySacks  why stories are good springboards in ELT  storytelling and reading techniques for teachers  voice and body work  lots of activities  some project ideas  Reader’s Theatre performance  sites
  • 3. Storysacks Bag +Book +Realia+Song + Activities = Story Sack!
  • 4. Contents of a Story Sack by B.Ed student Ayesha Khalifa Al Romaithi UAE
  • 6. Why Stories for teaching a language?  offer a whole imaginary world, created by language, that children can enter and enjoy  natural extension of childhood activity in first language  bring the outside world into the classroom  link with art, poetry and literature  act as metaphors for society and human psyche  Rich and intimate events
  • 7. Prototypical Features of Story  formulaic opening  introduction of characters  description of setting  introduction of problem  a series of events>>>>>>>>>  the resolution of a problem often with a surprise  a formulaic closing  a moral, stated or unstated
  • 8. predictability e.g. LRRH  sense of inevitability  comfortable familiarity with a twist/change  repetition of events and consequent language  parallelism e.g. LRRH  rich vocabulary supported by good art  narrative and dialogue  devices: alliteration, onomatapoeia,  grammar: prepositions, tenses, word order in context
  • 9. Story Sacks are Positive, Theatrical, Special and Fun!  Sequencing  Prediction  Rhythm  Alliteration  Compound words  Collective nouns  Adjectives  Dialogue  Questioning  Story setting/plot  Rhyming  Character/theme  Positional vocabulary  Also: Social skills.  Interactive Creativity and  Words ending in…… Cooperation  Verbs
  • 12. Choose Stories  With lots of repetition, rhythm and rhyme  With enriched vocabulary  With beautiful or special illustrations and features  With a CD reading or telling of the story for pronunciation and production practice.  A good theme like caring for each other, not telling lies, diversity, safety, ability and talent, comparisons, fears, relationships, greed, ………  The possibility to adapt to drama/poetry/ song or that have plays already embedded.  The possibility of LAC/XCP, TBL  Activities to do with other stories/songs/poems/films/posters/pop culture
  • 15.
  • 16.
  • 17.
  • 20. Story Sack A story sack is a large cloth bag containing  a good quality story  activities for language development  puppets  soft toys  games/action songs  audio tape of the story  play script to act out parts of the story  handicraft/science/cookery/activities  props/ realia
  • 21. Penny the Penguin from Patagonia
  • 22. Penny the Penguin from Patagonia  Story: Little Penguin’s Stories  Ball, Binoculars, Soft toys  Cloth  Three more Stories: Penguin, Penguin Small, Lost and Found  Factual book: Penguins  Flashcards  Jigsaw  Where’s Penny? PPT  Original songs, chants and a play script
  • 23. Where’s Penny? Penny Around the World
  • 34. From I CAN’T To I CAN!
  • 40. Great Sites  Commercially produced Story Sacks to purchase on-line  http://www.storysack.com/  Guidelines on how to make your own story sack  http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf  On-line resources from BritLit  http://www.teachingenglish.org.uk/try/britlit/little-red-riding-hood  Process Drama  http://www.tki.org.nz/r/arts/drama/posters/3/key/miners_wedding_e.php  EVO Drama  http://www.google.com/#hl=es&xhr=t&q=Process+Drama+Conventions&cp=25&pf=p&sclie nt=psy&rlz=1R2ADRA_enAR377&source=hp&aq=f&aqi=&aql=&oq=Process+Drama+Conv entions&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9  What is Process drama?  http://esldrama.weebly.com/process-drama.html  Videos on Process Drama  http://www.google.com/#q=process+drama&start=10&hl=es&sa=N&rlz=1R2ADRA_enAR3 77&prmd=ivnsb&source=univ&tbm=vid&tbo=u&ei=FcW5TcqzGsjEgQeBioFR&ved=0CDAQ qwQ4Cg&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
  • 41. Worksheets for Sphere of Interculturality 1.Transport in Norwich and in Buenos Aires Description Norwich-type Buenos Aires-type private cars grey Ford white Citroen black Suzuki all colours other buses green Mercedes single and doubledecker bicycles many taxis black/5 places white/4 places some vans for 8-50 trains blue/other all sizes/a ll destinations slow and fast subway NO NO airport small Air France KLM ( Holland)
  • 42. My Day Event Time starts Time finishes Contents Norwich I get up at 7.30 a.m. my bedroom shared with my sister Buenos Aires Norwich I have my breakfast 8.00a.m. cereals/porridge/baco at n/ eggs/sausages/tea/sug ar/milk Buenos Aires Norwich I go to school at 9.00a.m. 3.30pm morning: English, maths, social studies/ afternoon:sports, Spanish, Buenos Aires Norwich The shops open at 9.00a.m. 5.30pm corner, malls, department, chains, family, Buenos Aires Norwich I have my lunch at 12 noon 1.30 p.m. fish and chips, stew, pasties, spaghetti, hamburger, pies Buenos Aires Norwich I do my homework at 5.00 pm 6.00 pm Homework timetable Buenos Aires Norwich I go to bed at 9pm Buenos Aires
  • 43. Birds (Factual book) Make your own flashcards to study the names and compare habitats, physical features, sounds, colours, habits
  • 44. “(the child) actively tries to make sense of the world……asks questions……wants to know…..Also from a very early stage, the child has purposes and intention: he wants to do” (Donaldson, 1978:86). “Children bring to language learning their curiosity and eagerness to make sense of the world. They will tackle the most demanding tasks with enthusiasm and willingness. Too often these early gifts are turned to fear and failure” (Cameron, 2001:246).
  • 45. The requirements for the teaching and learning of the art of self control vis a vis other people cannot be met in the conventional classroom with traditional teaching and learning styles.
  • 46. Drama is:  An activity which combines vocal expression and body action. It is true communication  The ability to move an idea of the imagination or an event into a concrete happening through interaction of the mind and the body  Self expression through role play and improvisation  Willing suspension of disbelief  Artistic play  Our main method of receiving stories of the human condition today
  • 47. Drama is NOT:  …..the teacher telling the students about drama/ theatre/acting  …..the study of theatre/text/character/setting  ….. theatre/TV/film  …..an activity which requires expensive resources.
  • 48. Drama as Education SPICE  Drama is a holistic discipline  The five developmental processes are: Social Physical Intellectual (cognitive) Creative Emotional  
  • 49. Drama Conventions  Teacher in role, Stranger in role, Mantle of the expert, Narration, Meetings, Interviews, Hot seating, Improvisation, Collective role play, Pantomime/movement, Dream sequences, Still image or tableau, Freeze frame, Thought tracking, Guided imagery/visualization, Decision alley, Role on the wall, Performance Carousel, Soundscape, Choral speaking.
  • 50. . “The most significant kind of learning which is attributable to experiences in drama is a growth in the pupils’ understanding about human behaviour, themselves and the world they live in” (O’Neill & Lambert, 1982:13)
  • 51. Access to the Arts “Drama and theatre are not mutually exclusive. If drama is about meaning, it is the art form of theatre which encompasses and contains that meaning. If theatre is about expression, then it is the dramatic exploration of the meaning which fuels that expression” (Morgan & Saxton, 1987:1).
  • 52. The Benefits of Drama for All    Drama for transformation  Drama as empowerment  Drama for fluency ( speaking and listening)  Drama as culture (play and storytelling)  Drama for thinking ( all types)  Drama for literacy (reading and writing)  
  • 53. Drama for ELT  Pronunciation, diction and voice control  Body language and gesture  Stance and posture  Blocking/interacting in space with others  Register / Speaking in role/Improvisation  Language games  Lifting the word off the page  Making language active, meaningful and fun  
  • 55. Confidence Building and Self Esteem  experienced continual  a whole series of small discipline problems successes in a safe  continued failures envionment within their routine  transform their self classes image  failures in social lives  contribute to risk even before entering taking the school institution.  “I can” attitude rather than the already established “ I can’t” attitude.
  • 57. The Art of Self Control  behaviour problems  turn-taking/ listening to  self control is essential in other people drama  comprehending and  understand limits responding becomes paramount  the open space makes  a growing awareness of new demands  practise interaction with the use of body and peers in pairs or in voice  the relationship between groups language and action
  • 58. Self-expression  self expression -  whole variety of difficult for all but paralinguistic features especially for SEN  many more options students  works best with shy,  variety of learning retiring, weak students difficulties precludes  holistic nature engages their ability to express the faculties themselves in any language which relies heavily on vocal expression (words) only
  • 59. Multisensory Education  need to have all their  all senses employed senses developed through the use of through concrete and imaginative contexts practical activity  all processes are concrete  cannot deal with the  all learning styles abstract nature of appealed to grammar or language  realia/props are real or rules. symbolic  need to learn by  metaphor/story DOING inherently understood
  • 61. The Here and Now  memorisation, or rote  present lived life learning is often  this moment is now impossible  recalled experience to  school concentrates on live out now the past and the future:  imagined worlds to tends to ignore the create now present
  • 62. Communication  Little opportunity for  group negotiation and play at home communication skills  Cannot play and share at essential to drama school  human need for  Maybe illiterate in involvement and mother tongue engagement  the continuation of  Access vocabulary easier childhood play  remember chunks of language more easily  meaning in context
  • 63. The Mask  Psychologically, drama is  little sense of self and cathartic self worth  a means to hide behind  cannot BE the mask of “the other”  unaware of diversity  become the persona and go beyond the confines  unaware of the other of their own limited selves  understand the nature of the self and the other.

Notes de l'éditeur

  1. At the lake
  2. Flint stone
  3. Students from Korea, Germany, Mexico, China, Japan
  4. This is in Norwich, Norfolk, UK