BLM 97 in aVinegar Bottle he little old lady who lived T

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Teaching notes for TheLittle Old Lady Who Lived in a Vinegar Bottle Text form: Playscript Medium: Book of plays Field: Folktale adaptation Mode: Includes both written and written to be spoken Tenor: Moves from informed to uninformed, to the tenor between characters in the dialogue OTHER RESOURCES Tape recorder to tape speech patterns. Butcher’s paper and paints for the scenery. Material remnants, feathers and scraps for costumes. INTRODUCING THE UNIT Allow students to form groups to read through and become familiar with the playscript. LET’S TALK ABOUT IT! Encourage students to discuss aspects such as intonation, pitch, rhythm and the emphasis placed on particular words in the dialogue. Students may refer back to their notes during later rehearsals. If possible tape record students as they experiment. Some responses may include: ‘Now she was not very happy living in the vinegar bottle’ can have a different effect when different words are emphasised. Near the end of the extract the Kind Fairy may start sounding a little tired or exasperated with the Little Old Lady while the Little Old Lady may sound more demanding. THE NARRATIVE ELEMENTS Discuss the structure of the narrative with students (orientation, complication, sequence of events, resolution, coda). Have they observed a similar structure with this playscript? Point out that some of these elements are missing because we are only working with the first part of the playscript. Encourage students to locate the parts of the text which indicate the orientation, the complication and some of the events. Now students will be able to discuss the features of the 132 narrative that are still missing. A classroom chart illustrating the structure of the narrative would be a useful resource. HOT SEAT Before students formulate their questions, it might be useful to have a whole class discussion about the personality of the Kind Fairy and of the Little Old Lady. Ask students how the personality of each character might have affected her actions. Encourage students to think of questions exploring why the characters behaved as they did. YOU FINISH IT! Have students work in groups to jointly construct a draft on butcher’s paper, remembering to include poetic text types. Encourage students to plan, review, proofread, edit and publish as a group, if possible using a word processor. Guide them to refer to the playscript as a model. FOLLOW-UP/EXTENSION • Students should work as a group to perform the whole play including their own ending. Encourage groups to take responsibility for their own costumes, sets, scenery, rehearsals, music, advertising, venue etc. • Have students create a storyboard for a movie director who wants to make a movie of the play.
BLM 100 Name _________________________________________ Date _______________ The Little Old Lady Who Lived in a Vinegar Bottle Let’s talk about it! Work in a group of six or seven. In your group, read the script aloud a few times, experimenting with pitch, intonation, rhythm and emphasis at different times during the dialogue. What effect do different speech patterns have on the characters and on the story? On the lines below, write some of the ideas you tried and the effect they had. Speech patterns Effect NA 3.1 NSW 2.1 Communicates and interacts for specific purposes with students in the classroom and in the school community using a small range of text types. NA 3.3 NSW 2.4 Uses common spoken language structures and features appropriately for expressing and interpreting ideas and information. Blake Education Fully Reproducible 133
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BLM 97 in aVinegar Bottle he little old lady who lived T

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