task sheet sheets... · 2019-09-27 · task sheet entry level english: unit 3 english through drama...

Task SheetEntry Level English: Unit 3 English through Drama

1

Title: Blood Brothers – Tweeting

Imagine twitter was available when Blood Brothers was set in the 1970’s. Tweet some information about Mickey and Eddie that you have learned from the play. Remember you can only use 140 characters per tweet.

Name:

Level 2/3

Learning Outcomes:

The learner will

1: Know about events that occur in a play

Assessment Criteria: 1.2/1.3/2.1/2.2/2.3

Username Name:

Location

Bio:

234 followers

12 following

Most recent message which can have up to 140 characters. This will take you up to about this point on the second line, depending on letters.

About 5 minutes ago from web

If you’re planning to keep adding messages as you follow a story, it might be useful to start at the bottom of the page and work your way up

About 2 hours ago from web

Follow+

(Level 2/3)

2


more

You will do well in this task if you:

• Talk about what happens to Mickey and Eddie as it happens• Write what you think about them and the play• Name and describe the characters in the play• Predicting what might happen next

(Level 2/3)


1

Title: Blood Brothers – Tweeting messages from Eddie about UniversityEddie has gone off to University. Write some of the tweets he might send from University about the good time he is having not forgetting his great friends at home and his parents. What might he say?

Name:

Level 3

Learning Outcomes:

The learner will

1: Know about events that occur in a play2: Know about characters that appear in a play

Assessment Criteria: 1.4/2.4

Username Name:

Location

Bio:

234 followers

12 following

Most recent message which can have up to 140 characters. This will take you up to about this point on the second line, depending on letters.

About 5 minutes ago from web

If you’re planning to keep adding messages as you follow a story, it might be useful to start at the bottom of the page and work your way up

About 2 hours ago from web

Follow+

(Level 3)

2


more


• Write as if you were Eddie• Show that you understand how Eddie feels• Show that you understand how Eddie thinks

(Level 3)


1

Title: Blood Brothers Theatre Review

Name:

Level 3

Learning Outcomes:

The learner will

2: Know about characters that appear in a play


Write a theatre review of the show Blood Brothers that you watched. Talk with a partner planning what you are going to write using the planning frame provided.

(Level 3)

2


Theatre Review Plan By __________________

Name of show

Opinion (what I thought about it)

Information about the play:

Where it took place

When it took place

Writer

Plot – what happens

Cast (check the programme to get this information)

Characters (what did you think of them?)

Audience reaction

The music

Specific part of the musical or character that you most enjoyed

Recommendation

Write your theatre review here.

(Level 3)

3


You will do well if you:

• Are able to retell things that happened in the play• Give an opinion about a character or event in the play• Give valid reasons for your opinion• Are able to write down some of the main messages that the writer is trying to tell us• Use punctuation • Have a beginning, a middle and an end

(Level 3)


1

Title: Romeo and JulietA costume is the name for the clothes actors wear.

Here is a picture of clothes that Romeo and Juliet might have worn on stage many years ago.

Name:

Level 3

Learning Outcomes:

The learner will

3: Know about features of the play

Assessment Criteria: 3.3

You have a chance to dress a modern day Romeo or Juliet actor. Design a costume that Romeo or Juliet might wear in a modern day version of the play. Label your costume and state why you picked each item. You might want to cut items out of a magazine or gather some pictures from the Internet. You can be as creative as you want.

(Level 3)

2


Modern day Romeo/Juliet costume

(Level 3)

3


Reasons for my choices:

I chose because

I chose because

I chose because

I chose because

(Level 3)

4


I chose because

(Level 3)


1

Title: Facial ExpressionFacial expressions show how a person is feeling. In Drama facial expression is very important to show how the character is feeling, to develop the story and communicate the feelings and thoughts of the character. When you are acting you should be careful to show the expressions of the character and not your own reaction.

• Eyes can be widened, opened, squinted or closed. They can look up, down and sideward. Eyes are really important in showing emotion.• The nose can be wiggled, flared, nostrils sucked in or blown• The mouth can be closed, open, lips hidden or open, smiling, clenched or front teeth bared.• The forehead can be wrinkled or relaxed.

Name:

Level 2/3

Learning Outcomes:

The learner will

4: Know what happens in events that occur in a visual representation of the script of the play


(Level 2/3)

2


Activity

Using a mirror or, with a partner, practise moving your eyes, nose, mouth and forehead to convey (show) different emotions.

Add in some of the emotions (feelings) you come up with.

sad

surprised

angry mad

grief stricken

happy

(Level 2/3)

3


Questions:

1. What emotions (feelings) can you show using your eyes?

2. What emotions (feelings) could the following forehead movements show:

A. Wrinkled

3. Nose movements – what do these show?

A. Flared

B. Relaxed

B. Wiggling/wrinkled

4. Emily wants to look angry. What facial expressions should she use to make this happen?

(Level 2/3)

4


5. After having watched a film or play or looked at a picture of a character, describe their facial expression at that moment. Record it below.

The character I am looking at is called

From the play

Facial expression

I think they are feeling

because

(Level 2/3)


1

Name:

Level 1

Learning Outcomes:

The learner will

1: Know about events that occur in a play2: Know about characters that appear in a play

Assessment Criteria: 1.1/1.2/2.1/2.2/2.3/3.3

Title: Our Day Out by Willy Russell

You have been reading about, listening to and/or watching a representation of Our Day Out with your class.

Complete the following activities:

1. Name two characters in the play.

(Level 1)

2


2. Highlight words to describe Mrs Kay and Mr Briggs.

3. Write a sentence about each character using the words you chose.

4. Mrs Kay has written a diary about her day out. Can you complete it?

Dear _______________

Today was _______________.

The ____________ enjoyed themselves.

Mr Briggs was ____________ most of the day.

Mr Briggs is...

Mrs Kay is...

kind angry bossy

happy cross loud

quiet friendly relaxed

kind angry strict

easy-going caring loud

patient popular bully

(Level 1)

3


We lost _______________ and then Mr Briggs began to relax.

I love teaching but it is ____________ work.

Night Night!

Words needed:

diary long pupils Carol hard

5. Find pictures of clothes that you think Mr Briggs would wear. You can cut and paste from the internet https://www.google.co.uk/search?q=costume+ideas&biw=1268&bih=666&tbm=isch&tbo=u&source=uni-v&sa=X&ei=GbEZVa3WAdTe7AaY7IGIBQ&sqi=2&ved=0CDoQsAQ#tbm=isch&q=costume+ideas+for+actorsor find pictures in magazines of clothes you think he would wear.

Record them here.

(Level 1)

https://www.google.co.uk/search?q=costume+ideas&biw=1268&bih=666&tbm=isch&tbo=u&source=univ&sa=X&ei=GbEZVa3WAdTe7AaY7IGIBQ&sqi=2&ved=0CDoQsAQ#tbm=isch&q=costume+ideas+for+actors

https://www.google.co.uk/search?q=costume+ideas&biw=1268&bih=666&tbm=isch&tbo=u&source=univ&sa=X&ei=GbEZVa3WAdTe7AaY7IGIBQ&sqi=2&ved=0CDoQsAQ#tbm=isch&q=costume+ideas+for+actors


1

Name:

Level 2

Learning Outcomes:

The learner will



Title: Our Day Out – Missing Person Police Report

Carol has gone missing and Mr Briggs has called the police. Write the police report about what happened.


• Recount (tell/describe) what happened• Use words to say what you think about what happened• Name and describe the characters involved• Answer questions that the police would ask about Carol• Say what you think might happened to Carol

(Level 2)

2


Write your report here.

Who was involved

What happened

Why did it happen

Where did it happen

When did it happen

How did it happen

What will happen next

Signature: _______________________ Date: _______________

Police Service Northern Ireland Report

(Level 2)


1

Name:

Level 2/3

Learning Outcomes:

The learner will



Title: Our Day Out by Willy Russell – What makes a good teacher?Speaking and Listening

In a small group or pair discuss what makes a good teacher, based on what you have learned about Mrs Kay and Mr Briggs, and agree on three main attributes (qualities) a teacher needs to have.

You will do well in this if you:

• Give an opinion about one of these characters in Our Day Out • Give valid reasons for your opinion based on information that you infer (work out from what the character says or does)

Record your agreed qualities that a teacher should have here.

Qualities Reason

(Level 2/3)

2


Record your opinion about Mrs Kay or Mr Briggs here

Character Your opinion Reason using information from the play

(Level 2/3)


1

Name:

Level 3

Learning Outcomes:

The learner will



Title: Our Day Out, Carol’s Diary

Write Carol’s Diary entry after the day out.

To do well in this task you should:

• Write as if you were Carol• Use words that you think Carol would say• Include detail about her home life • Retell what happened that day as if you were Carol• Say how she feels and what she thinks about Mr Briggs and Mrs Kay• Use capital letters, full stops, exclamation marks and question marks

(Level 3)


1

Name:

Level 3

Learning Outcomes:

The learner will


Assessment Criteria: 1.1/1.2/1.3/1.4

Title: Mrs Kay’s Diary Entry – Our Day Out by Willy Russell

After reading the script of Our Day Out by Willy Russell or watching a performance of it either live or recorded, focus on the character of Mrs Kay for this task.

Imagine you are Mrs Kay. Write a diary entry for the day out you had with the pupils.

To do well in this task you should:

• Write as if you were Mrs Kay giving detail about the day that only Mrs Kay would know e.g. about what she thinks of the pupils and Mr Briggs• Retell, in your own words, what happened during the day• Start sentences in different ways • Use capital letters, full stops• Use exclamation marks, question marks and other punctuation, if appropriate• Spell words accurately

(Level 3)


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

3: Know about features of a play


Title: Generic play task1. Tick the correct spelling for things you would find in a play.

A play is divided up into these.

seen scene sen sine

ac atc act aect

charachtr character carecter ceracter

(Level 1/2/3)

2


2. Word search

a r q p y u h t p y

b c w k s e t r i c

l t t h z g o n s o

o o b a q g h j p s

d g y i s c e n e t

e t d z x u c f r u

s g e s t u r e o m

i n s n p m p l f e

g c h a r a c t e r

n d m f m k l d r m

Words to look for

set

costume

gesture

act

design

scene

(Level 1/2/3)

3


3. A play is different from other texts because it has what?

Circle 3 things that make a play different.

characters

setting

acts

beginning

stage Directions scenes

end

(Level 1/2/3)


1

Name:

Level 2/3

Learning Outcomes:

The learner will

2: Know about characters that appear in the play3: Know about features of the play4: Know what happens in events in a visual representation of the script of the play

Assessment Criteria: 2.1/2.2/2.3/3.1/3.2/3.3/4.1/4.2

Title: Generic Task for any suitable play script

ACTIVITIES BASED ON SCRIPT WORK

As a class, read through the script extract and then do the following:

TASK 1:

1. Underline, with a brightly coloured pen or highlighter, where the scene takes place. 2. Underline, in a different colour, all the stage directions. (Stage directions tell us where characters move, or how they should speak a line). 3. How many characters are in the scene? 4. Who do you think is the most important character in the scene? 5. Who is the least important? 6. Why?

(Level 2/3)

2


TASK 2:

In threes, or in pairs, act out the scene.

Don’t just sit on your chairs and read it through. Follow the stage directions to help you decide where to move. You may also add movements of your own.

TASK 3:

Do either or both of the following:

1. Now you know how to set out a script, try writing your own version of the scene. You can change the dialogue (what the characters say) and give your own detailed stage directions of where the characters move and how they should say their lines.

2. Continue the scene from ‘_______________.’ What do you think happens next?

Here are some ideas to help you when writing the characters:

• How is ___________________ (insert name of character) feeling at the start of the scene? • How could you show this physically with your facial expressions, body and gestures (arm and hand movements)? How could you then write this down in the stage directions? • Write where your scene is set. • Include all stage directions and if possible write them in italics. • Don’t use speech marks when you write the dialogue. • Write the characters’ names in capital letters.

(Level 2/3)


1

Name:

Level 1

Learning Outcomes:

The learner will

1: Know about events that occur in a play2: Know about characters that appear in a play3: Know about features in a play

Assessment Criteria: 1.1/1.2/2.1/2.2/2.3/3.2/3.3

Title: I want to go out

Play script by Roisin Marshall

Read the play and complete the activities that follow.

Emily is 15 years old. She is tall with long, dark hair.

She lives with her Mum, Dad and brother Adam who is a few years older than her.

The scene is set in the kitchen of her house. She is having a row with her mother.

(Level 1)

2


EMILY: (shouting) You never let me go out!

MOTHER: (quietly) You were out yesterday and last weekend.

EMILY: I was only at my friend Aoife’s house. That’s not going out. I want to go out for the night like Adam.

MOTHER: But you are only 15. Adam is older.

EMILY: He went out when he was my age. It’s because I am a girl, isn’t it? You allowed him to go out.

MOTHER: When you are old enough you will get out. For now you must wait.

EMILY: (almost crying) Everyone is going out this Friday. I am going to look stupid and it’s all your fault.

MOTHER: You are putting me under pressure and it is not fair. I worry about you.

A. Tick the answers:

1. What characters are in the play?

2. What does Emily look like? Use the pictures to help you read the words.

3. What does Emily say?

Emily Mum Dad Adam Aoife

Dark hair small tall blonde hair short hair long hair

(Level 1)

3


4. Where does the play take place?

5. When Emily says she wants to go out, what does she mean?

B. Choose either True or False

Statement True False

The play is about a girl who wants money

The play is about a girl who wants to go out

Emily is 18

Emily is upset

The mother never lets Emily go out

She wants to go to her friend’s house

Her mother does not treat her children the same

Emily has blonde hair

(Level 1)

4


C. Say what you think by choosing your answer from list:

I think Emily is being unfair because

1. She is putting her Mum under pressure2. She is still too young to go out 3. Her Mum is only worried about her

I think the mother is being unfair because:

1. She is not allowing Emily to go out2. She is treating Emily different to her brother3. She is worried

D. Speaking and Listening

1. Talk to your talking partner about what you think and why.2. What do you think might happen next?

(Level 1)


1

Name:

Level 1

Learning Outcomes:

The learner will

2: Know about characters that appear in a play

Assessment Criteria: 2.1/2.2/2.3

Title: Romeo and JulietA character is a person in a play. Look at the names of the characters at the beginning of the play.

1. How many characters are there altogether? ________

2. Name two of these characters. Circle your answers.

Friar Tuck Romeo Bencutio Oriolo

Mercutio Friar Lawrence Benvolio Juliet

3. What does Benvolio say to Tybalt?

Benvolio “Manage to part these men with me.”

4. Is this a good thing? Circle your answer. Yes No

(Level 1)


1

Name:

Level 2

Learning Outcomes:

The learner will

2: Know about characters that appear in the play


Title: Romeo and JulietAfter having read about, listened to or watched Romeo and Juliet answer these questions:

1. What is the main event that happens in the play?

2. Briefly explain what happened to Romeo and Juliet in your own words.

(Level 2)

2


Ask for words for your word bank if you need to:

3. Who are the main characters in the play?

6. Give a reason why you think this.

4. Circle the words you think best describe Romeo.

kind friendly in love poor

tired foolish evil clever

4. Do you think Romeo is brave? Circle your answer. Yes No

(Level 2)

3


7. What do you think about Juliet?

I think Juliet is because

8. How do you think their parents might feel when they realise what has happened to Romeo and Juliet?

(Level 2)


1

Name:

Level 2

Learning Outcomes:

The learner will

2: Know about characters that appear in the play


Title: Romeo and JulietSpeaking and Listening

1. Imagine you could ask Romeo two questions. What two things would you ask him?

3. What have you learned about Romeo from asking him questions in the hot-seating activity?

2. Hot seat the character of Romeo (either you, another pupil or the teacher can pretend to be Romeo). Ask him questions about himself and things that are happening in the play.

I took part in a hot seat activity. Tick the box to show that you did it.

(Level 2)


1

Name:

Level 1/2

Learning Outcomes:

The learner will


Assessment Criteria: 1.1/1.2/2.1/2.2

Title: Romeo and JulietListen to your teacher tell the story of Romeo and Juliet. Answer the following questions orally.

1. What is the title of this play?

2. Who are the main characters in this play?

3. What is Juliet’s surname?

4. What is Romeo’s surname?

5. Where do they live?

6. How do you know the two families do not like each other? Tick the correct phrase. a. They are kind to each other b. They fight c. They talk to each other

(Level 1/2)

2


Teacher Notes:

Tell the story of Romeo and Juliet.

Show the learners the play and let them explore the script.

Enable them to notice the title and the names of the characters.

This activity can be carried out as a quiz and you can add in more questions.


1

Name:

Level 1/2

Learning Outcomes:

The learner will



Title: Romeo and JulietRead the short story of Romeo and Juliet by William Shakespeare and fill in the blanks using the word bank below.

Romeo was a __________________ and Juliet was a __________________. They lived in a city called ___________________. The two _____________ had been ______________ for many years.

Juliet’s parents wanted her to marry a man called _________________. She met Romeo and they fell in

___________. Romeo asked her to ______________ him straight away. He went to Friar ______________

to set up the marriage.

Unfortunately Tybalt and Mercutio get in a fight and Tybalt kills Mercutio who is Romeo’s best ____________.

Romeo is very ____________ and upset. He kills _________________. The police tell him to leave Verona

and never come back.

Romeo and ________________ meet to say goodbye.

Juliet’s father is very cross because she won’t __________ Prince Paris. He ______________ at her.

(Level 1/2)

2


Juliet goes to Friar Lawrence for ________________. He gives her a ___________ and when she drinks it, it

makes it look as if she is dead. Friar Lawrence sends a note to ______________ to tell him about the plan for

him and Juliet to run away together.

Romeo does not get the note and when he ___________ at the Church he ____________ that Juliet is really

_____________.

Romeo takes out a knife and ______________ himself. Juliet wakes up and is so ___________ that she

takes her own __________.

Words

Verona late Capulet Montague

friend Romeo love angry

shouts Juliet help advice

drug asleep families fighting

Prince Paris dead Lawrence thinks

himself life takes fighting

(Level 1/2)


1

Name:

Level 1

Learning Outcomes:

The learner will



Title: Romeo and JulietCircle the correct response.

1. Can you find the beginning of Act 1 Scene 3? Yes / No

2. Point to the beginning of Act 1 Scene 4. Yes / No

3. Find the end of Act 1 Scene 2. Yes / No

4. The play takes place in Verona, in Italy. Can you find where that is on the map?

5. Communicate something you find out about Verona from the picture below:

(Level 1)

2


Teacher notes:

Tell the learner’s a summary of the story of Romeo and Juliet. The learners can also watch the Baz Luhrmann film version of the play or, if possible, they could go to see a production in the theatre.

Explain that a play is written to be watched by an audience and is divided up into Acts and Scenes. Direct them to identify and understand how the script is laid out enabling them to point out the word ‘Act’ and ‘Scene’ each time. They can identify Act 1, 2 and 3.

Point out the title of the play and the names of the characters.


1

Name:

Level 1

Learning Outcomes:

The learner will



Title: Romeo and JulietWatch the first ten minutes of the Baz Luhrmann film Romeo and Juliet. Notice the costume Tybalt is wearing. Communicate what it looks like. You can choose to draw it, take a photograph, point to the items, or talk about the colours.

Write what Tybalt is wearing

Alternatively, draw Tybalt’s costume below or choose from the list of options given to you by your teacher.

Teacher can help write what you see.

(Level 1)


1

Name:

Level 2

Learning Outcomes:

The learner will



Title: Romeo and Juliet

1. What is the name for a person in a play? _______________.

2. A play is divided into parts called _______________.

3. An Act is divided into _______________.

4. Actors know how and what to perform by reading the _______________.

5. The _______________ is where the play takes place.

6. The play Romeo and Juliet was set in a city called _______________.

7. Words to help with your answers above:

setting acts Italy stage directions Verona

place character scenes script two parts

(Level 2)

2


8. Find two things about this city that you didn’t know from the webpage below: http://www.lifeinitaly.com/tours/verona-with-kids2 You can cut and paste some information or you can write it down.

9. Find a picture of the city of Verona and find out what country it is in. You could look on the internet or in a magazine.

Insert picture here.

(Level 2)

http://www.lifeinitaly.com/tours/verona-with-kids2

3


10. Write down the last line from Act 1 scene 1 and the first line from Act 1 scene 2 to show that you know where one scene finishes and another one starts.

Last line from one scene

First line from next scene

(Level 2)


1

Name:

Level 1

Learning Outcomes:

The learner will

4: Know what happens in events that occur in a visual representation of the script of the play


Title: Romeo and JulietWatch Baz Luhrmann’s film production of Romeo and Juliet. What did you notice about how Tybalt looks as he draws (pulls out) his gun on Benvolio.

1. Choose an emotion (feeling) face to show how Tybalt was feeling. Circle the correct face.

2. What did he do?

• Showed his gun

• Spoke slowly

• Moved slowly

(Level 1)

2


3. What did he say?

Teacher can write for you or you can try it yourself.

(Level 1)

task sheet sheets... · 2019-09-27 · task sheet entry level english: unit 3 english through drama...

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