Character Charts

8/18/2019 Character Charts

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Republic of the Philippines

RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY

Castillejos Campus

Castillejos, Zambales

Bryan Jester S. BalmeoCompiler

November 2012


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+W4

This man"al entitle! #Teachin$ o %iterat"re: Teachin$ o %ie& is a compilation

o lect"re materials rom !ierent so"rces in the internet an! te9tboo*s cite! at the en! o

each lesson.

With the "se o this man"al( st"!ents 'ill no' in! it easy to learn the !ierent

strate$ies an! techni;"es in teachin$ literat"re. This man"al 'ill also serve as a bi$ help

in revie'in$ lessons re$ar!in$ this s"b)ect 'hen they ta*e other e9aminations in the

"t"re( an! also as an instr"ctional material 'hen they become "ll7le!$e! teachers o

%iterat"re.

4espite the approval rom the ice o the +9ec"tive 4ean( this man"al is al'ays

open or improvement to cater the nee!s o %iterat"re st"!ents in the "t"re.


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Teaching Literature Strategy No. 1

Tal Sho!

Description:

The tal* sho' !ramati>es the e9ploration o literat"re.

Beca"se st"!ents are $enerally amiliar 'ith the ormat( tal*

sho's are a partic"larly en$a$in$ orm o ?rea!er@s theater(? or minimalist classroom theater in 'hich the st"!ents 'rite an!

perorm s*its base! on the literat"re they are st"!yin$. In

creatin$ a tal* sho'( the st"!ents interpret characters( conlicts(themes( an! iss"es or a live a"!ience on a classroom ?sta$e.?

To create a tal* sho'( some st"!ents role play *ey characters rom one or several

te9ts( 'hile other st"!ents role play intervie'ers or reporters. ten( teachers 'ill host(

!irectin$ the lo' o ;"estions an! ans'ers amon$ characters an! reporters. /ter the

class has e9perience 'ith this strate$y( a st"!ent mi$ht ta*e on the role o host.

Tal S!o" in Carol O#Donnell#s Classroo$

Beore creatin$ their tal* sho'( Carol @4onnell@s st"!ents rea! 'or*s by J"lia

/lvare>( 5ish Jen( Ahoi T. %""( %ensey Namio*a( an! James McBri!e that e9plore iss"eso i!entity. Then st"!ents ta*e on roles. @4onnell comments( ?ten I assi$n roles( as it

helps me challen$e some st"!ents to ta*e on partic"lar roles they mi$ht not have chosen

themselves.? The st"!ents 'ho 'ill play reporters !etermine their me!ia ailiation an!

'rite open7en!e! ;"estions or a speciic character or or the $ro"p. +ach character7 playin$ st"!ent 'rites an ?i!entity statement(? !ra'in$ on the te9t an! their ima$ination.

When the tal* sho' be$ins( the st"!ents playin$ characters sit at a table 'ithi!entiyin$ name ta$s( 'hile the st"!ents playin$ reporters sit across rom them 'ith

me!ia ailiation name ta$s. The panelists irst present their statements o i!entity( an!

then the reporters pose ;"estions. @4onnell acts as the host( !irectin$ the lo' o ;"estions an! ans'ers an! occasionally a!!in$ comments.

Tips an% Variations &or t!e Tal S!o"

• Teachers sho"l! remin! st"!ents thro"$ho"t the process( as Carol @4onnell !oes(that this activity m"st be very stron$ly $ro"n!e! in the te9t. Tho"$h the st"!ents'ill have a $reat !eal o ima$inative inp"t( as characters they m"st spea*( act( an!

emote in 'ays consistent 'ith the literat"re. ,The st"!ents mi$ht even be re;"ire!

to "se a certain n"mber o act"al lines rom the te9t to ma*e s"re they havecons"lte! the literat"re closely eno"$h.- Similarly( the iss"es that these !ramatic

presentations e9plore m"st be tr"e to the ori$inal te9t.


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• The st"!ents mi$ht collaborate to 'rite an! perorm a script base! on a pivotal

scene( chapter( or event in a te9t. Sometimes( as in @4onnell@s class( this script is

base! on a te9t the 'hole class is rea!in$( an! the 'hole class can collaborate in'ritin$ it. ther times( a script can be 'ritten an! perorme! by a small literat"re

circle $ro"p to intro!"ce to the rest o the class a boo* that the $ro"p is rea!in$.

•

ther ormats or !ramati>in$ te9t"al iss"es incl"!e trials( ne'scasts( !ebates( ora vi$nette series.

Assess$ent o& t!e Tal S!o"

To help st"!ents assess their o'n learnin$ thro"$h this strate$y( teachers mi$ht

pose ;"estions s"ch as:

•

What !i! yo" learn by playin$ a character or reporter

• What !i! yo" learn abo"t the te9t or theme rom this conversation

'ene&its o& t!e Tal S!o"

1. St"!ents $enerally in! this creative !rama activity motivatin$ an! memorable.

4ra'in$ "pon their interpretations an! their ima$inations( the st"!ents can

!emonstrate their "n!erstan!in$( synthesi>e inormation( an! ma*e sophisticate!connections bet'een te9ts an! their lives.

2. Incl"!in$ !rama in literary st"!ies provi!es access points or st"!ents 'ith

!iverse learnin$ styles.


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Teaching Literature Strategy No. "

Character Charts

Rationale:

5raphic or$ani>ers( li*e the sample belo'( can be "se! to help

st"!ents or$ani>e inormation abo"t ma)or an! minor characters in ate9t. Complete! character charts are "se"l tools or 'ritin$ essays

an! st"!yin$ or tests. They are oten "se! to recor! inormation abo"t

literacy characters( b"t can also be a!apte! to recor! inormation

abo"t historical i$"res.

(roce%)re:

Step one: Deci%e "!* *o) are !a+in, st)%ents eep t!ese c!arts-

There are many reasons to have st"!ents "se i!entity charts. ere are some:

• To help st"!ents !eeply "n!erstan! characters in the te9t

• To help st"!ents !evelop the s*ill o loo*in$ or te9t"al evi!ence

• To ens"re acco"ntability that st"!ents are rea!in$

• To help st"!ents prepare or an essay or inal pro)ect

• To serve as an assessment tool to meas"re st"!entsE "n!erstan!in$ o the te9t

Why are yo" havin$ st"!ents *eep a character chart Fo"r ans'er to this ;"estion

'ill inorm ho' yo" approach steps t'o an! three.

Step t"o: Desi,nin, t!e c!aracter c!art te$plate

Which characters yo" 'o"l! li*e st"!ents to oc"s on What inormation yo"

'o"l! li*e them to trac* 4o yo" 'ant st"!ents to trac* m"ltiple characters or to ollo'

one character B"il! a chart base! on yo"r ans'ers to these ;"estions. ere are t'o

e9amples:

/ character chart or ollo'in$ m"ltiple characters:

C!aracter.s Na$e 'io,rap!icalin&or$ation

Ma/or actions taen0* t!is c!aracter

1"it! pa,e n)$0ers2

I$portant 3)otationssai% 0* t!is c!aracter

1"it! pa,e n)$0ers2

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/ character chart or ollo'in$ one character:

C!aracter Na$e:

Description a0o)t t!e C!aracter

Dialo,)e Spoen 0* t!e C!aracter

Dialo,)e Spoen a0o)t t!e

C!aracter 0* Ot!er (eople in t!e

Te4t

Actions Taen 0* t!e C!aracter

Step t!ree: Deci%e !o" st)%ents "ill "or on co$pletin, t!eir c!arts

St"!ents can 'or* on character charts in!ivi!"ally or in small $ro"ps. tenteachers have st"!ents share inormation on character charts thro"$h "sin$

the /i,sa" teachin$ strate$y. Sometimes st"!ents complete charts as a 'hole class

activity. Fo" co"l! also or$ani>e this activity as a ,aller* "al H 'here a sheet or eachcharacter is poste! on the 'all an! st"!ents 'al* aro"n! the room illin$ inormation in

the charts.

Source: www.facing.org/node/54!

http://www.facinghistory.org/resources/strategies/jigsaw-developing-community-dhttp://www.facinghistory.org/resources/strategies/gallery-walk-teaching-strateghttp://www.facinghistory.org/resources/strategies/gallery-walk-teaching-strateghttp://www.facing.org/node/5436http://www.facinghistory.org/resources/strategies/jigsaw-developing-community-dhttp://www.facinghistory.org/resources/strategies/gallery-walk-teaching-strateghttp://www.facing.org/node/5436


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BJSB_14

Teaching Literature Strategy No. #

$igsa! % &e'eloping Community an( &isseminating )no!le(geRationale:

6sin$ the )i$sa' teachin$ strate$y is one 'ay to help

st"!ents "n!erstan! an! retain inormation( 'hile they !eveloptheir collaboration s*ills. This strate$y as*s a $ro"p o st"!ents to

become #e9perts& on a speciic te9t or bo!y o *no'le!$e an! then

share that material 'ith another $ro"p o st"!ents.

These #teachin$& $ro"ps contain one st"!ent rom each o the #e9pert& $ro"ps. St"!ents oten eel more acco"ntable or

learnin$ material 'hen they *no' they are responsible or teachin$the content to their peers. The )i$sa' strate$y is most eective'hen st"!ents *no' that they 'ill be "sin$ the inormation they have learne! rom each

other to create a inal pro!"ct( participate in a class !isc"ssion( or ac;"ire material that

'ill be on a test.

(roce%)re:

Step one: (reparation

Select the material yo" 'ant st"!ents to e9plore. It mi$ht be a collection o !oc"ments ,e.$. rea!in$s( ima$es( charts- or it co"l! be a series o ;"estions. /lso(

!eci!e ho' many st"!ents yo" 'o"l! li*e to 'or* to$ether in an #e9pert& $ro"p.Teachers oten in! that $ro"ps o


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Step t!ree: St)%ents Meet in Teac!in, Gro)ps

/ter #e9pert& $ro"ps have a soli! "n!erstan!in$ o the material they 'ill be

presentin$( assi$n st"!ents to #teachin$& $ro"ps. #Teachin$& $ro"ps are typicallycompose! o one or t'o members rom each e9pert $ro"p. +9perts ta*e t"rns presentin$

inormation. ten teachers as* st"!ents to ta*e notes 'hile the e9perts present. or

$reater acco"ntability it is best i st"!ents are re;"ire! to synthesi>e the material presente! as part o an assi$nment( presentation or !isc"ssion.

Step &i+e: S*nt!esis an% Re&lection

#Teachin$& $ro"ps can be assi$ne! a tas* that re;"ires them to synthesi>e the

inormation that has been share!( s"ch as ans'erin$ a lar$er ;"estion( comparin$ te9ts( or

$eneratin$ a plan o action. r( st"!ents can synthesi>e inormation in!ivi!"ally or in

pairs. It is appropriate to str"ct"re a class !isc"ssion that as*s st"!ents to !ra' rom thematerial they )"st learne! to ans'er a ;"estion abo"t history an! apply this inormation to

society to!ay.

E4a$ple:

This strate$y is !esi$ne! to incl"!e all st"!ents in the rea!in$ an! !issemination o

*no'le!$e. The *ey to its s"ccess is that each ?e9pert& $ro"p has inormation that

contrib"tes to the lar$er $ro"p.

St"!ents are !ivi!e! into #e9pert& learnin$ $ro"ps an! $iven one rea!in$ to st"!y an!

share 'ith one another. or e9ample( a selection o ive rea!in$s rom Chapter =: The

Na>is Ta*e o'er in Holoca)st an% H)$an 'e!a+ior Reso)rce 'oo* co"l! incl"!e:

• ea!in$ 2: "hreats to #emocrac$% p. 1D0

• ea!in$ isE rise

to po'er. 5ro"ps can present their list to the lar$er class.


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http://www.facinghistory.org/resources/hhbhttp://www.facing.org/node/5436http://www.facinghistory.org/resources/hhbhttp://www.facing.org/node/5436


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BJSB_14

Teaching Literature Strategy No. *

Rea(er+s Theater

Rationale:

ea!erEs theater is an eective 'ay to help st"!ents to process problems e9perience! by characters in a te9t. In this activity(

$ro"ps o st"!ents are assi$ne! a small portion o the te9t to present

to their peers. /s oppose! to presentin$ s*its o the plot( rea!erEstheater as*s st"!ents to create a perormance that reveals a messa$e(

theme( or conlict represente! by the te9t. The more amiliarity

st"!ents have 'ith rea!erEs theater( the more proicient they becomeat "sin$ the 'or!s o the te9t to !epict concepts an! i!eas.

(roce%)re:

Step one: (reparation

4epen!in$ on ho' many st"!ents are in yo"r class( yo" 'ill li*ely nee! to i!entiy =7

e9cerpts or #scenes& or this activity. Typically( $ro"ps o =7D st"!ents are assi$ne!!ierent sections o a te9t to interpret( altho"$h it is certainly possible to have $ro"ps

interpret the same e9cerpt. When selectin$ e9cerpts or "se 'ith rea!erEs theater( *eep in

min! these s"$$estions:

• Shorter e9cerpts allo' st"!ents to loo* more !eeply at speciic lan$"a$e than

lon$er e9cerpts. ten e9cerpts are only a e' para$raphs lon$.• 6se e9cerpts that contain one main action or !ecision7ma*in$ point.

• +9cerpts sho"l! a!!ress an important theme in the te9tK they sho"l! represent

more than )"st the plotline.

Step t"o: Rea% selections

Beore $ro"ps are assi$ne! scenes to interpret( $ive st"!ents the opport"nity to

rea! the selections silently an! alo"!. This step amiliari>es st"!ents 'ith the lan$"a$e o

the te9t. /ter the te9t is rea! alo"!( invite st"!ents to as* clariyin$ ;"estions abo"t the

vocab"lary or plot. That 'ay( st"!ents can be$in their $ro"p 'or* rea!y to interpret their

assi$ne! scene.

Step t!ree: Gro)ps prepare per&or$ances

1. /ssi$n scenes ,e9cerpts- to $ro"ps.

2. In their small $ro"ps( st"!ents rea! their assi$ne! scenes alo"! a$ain. /s theyrea!( st"!ents sho"l! pay attention to theme( lan$"a$e an! tone. Fo" mi$ht as*

st"!ents to hi$hli$ht or "n!erline the 'or!s that stan! o"t to them. 5ro"ps may

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choose to rea! their scenes t'o or three times( an! then to have a conversation

abo"t the 'or!s an! phrases they have hi$hli$hte!.

es *ey

phrases. St"!ents can "se movement( or they can hol! their bo!y positions to

create an ima$e ro>en in time( m"ch li*e a photo$raph. It oten helps to $ive

st"!ents a list o $"i!elines or s"$$estions to ollo' 'hen preparin$ their presentations.

(+ample:

• epeat ke$ words% phrases or sentences.

• ead some or all of $our selection as a group% as part of a group% or as

indiiduals.

• 0lter the order of the te+t.

• osition $ourseles around the room as $ou see fit.

• ou ma$ not use props% -ut $ou can use -od$ positioning to achiee a certain

effect.• (er$one has to participate.

Step &o)r: (er&or$ances

There are many 'ays to str"ct"re perormances. Some teachers as* st"!ents to

ta*e notes 'hile all $ro"ps perorm. Then st"!ents "se their notes to $"i!e their reactionsto the perormances. r( teachers as* st"!ents to comment imme!iately ater each

perormance. It is best i st"!entsE comments are phrase! in the orm o positive ee!bac*

rather than in the orm o a criti;"e ,e.$.( #It 'o"l! have been better i . . .&- Beore!ebriein$ perormances( yo" can $o over the types o comments that are appropriate an!

inappropriate( or yo" can provi!e st"!ents 'ith starters they co"l! "se 'hen phrasin$their ee!bac*.

(+amples of starters that frame positie feed-ack:

• 3t was powerful for me when . . .

• "he performance that helped me understand the te+t in a new wa$ is . . . -ecause .

. . .

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• 3t was interesting how . . .

• )ne performance that stood out to me is . . . .-ecause . . ..

• 3 was surprised when . . ..-ecause . . .

Step &i+e: Re&lection

/ter presentin$ an! !ebriein$ perormances( $ive st"!ents the opport"nity to

relect on their learnin$ an! participation in this activity. o' !i! it eel to present To

receive ee!bac* What 'o"l! they !o !ierently ne9t time St"!ents can ans'er these;"estions in their )o"rnals an! then yo" can allo' vol"nteers to share i!eas or ;"estions

rom 'hat they 'rote.

E4a$ple:

This strate$y is most oten "se! 'ith a rea!in$ passa$e that is emotionally po'er"l.

+9amples can incl"!e:

• /ter rea!in$ Ni,!t by +lie Wiesel.

• E),enics an% Ci+ic 'iolo,*: An E4ploration o& ')c +- 'ell Lesson ,see

olmes ma)ority !ecision-


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BJSB_14

Teaching Literature Strategy No.

Rea(ing -lou(

Rationale:

or many st"!ents( i!eas on the pa$e come alive 'hen they are spo*en. ea!in$te9t alo"! provi!es a 'ay to help all st"!ents access the

material an! !evelops st"!entsE s*ills as active

listeners. %istenin$ to proicient rea!ers provi!es amo!el or l"ent rea!in$ an! can help st"!ents(

especially +%% st"!ents( reco$ni>e ho' to prono"nce

"namiliar 'or!s. By invitin$ st"!ents to rea!( thisstrate$y enco"ra$es class participation an! ta*es the

oc"s o o the teacher as the only so"rce o

inormation.

(roce%)re:

Step One: Selectin, a te4t

Most te9ts are appropriate to rea! as a rea!7alo"!. It can be challen$in$ to hol!

some st"!entsE attention or te9ts lon$er than 2 pa$es. B"t( an e9tremely en$a$in$ story

can hol! st"!entsE attention or ;"ite a'hile. 6se yo"r *no'le!$e o yo"r st"!ents(co"ple! 'ith the appeal o the te9t( to select a rea!in$ o an appropriate len$th.

Step T"o: Rea%in, alo)%

When !oin$ a rea!7alo"!( it is best i all st"!ents have a copy o the te9t so that they

can ollo' alon$( "s"ally ta*in$ notes as they listen. The teacher or a vol"nteer can be$in

rea!in$ the te9t( rea!in$ a e' lines or a 'hole para$raph. There are many 'ays tostr"ct"re a rea!7alo"!:

• St"!ents can rea! in the or!er in 'hich they are sittin$ ,li*e a "raparo)n%-(

contin"in$ aro"n! the room "ntil the te9t is inishe!. Sometimes teachers allo'

st"!ents to say #pass& i they preer not to rea!.

• ea!7alo"! can be str"ct"re! #popcorn style.& /s soon as one st"!ent stops

rea!in$( another st"!ent can be$in.• Teachers can assi$n st"!ents a section o the te9t to rea!. ten teachers $ive

st"!ents the assi$nment the ni$ht beore( so that they can practice rea!in$ orhome'or*.

/s the te9t is rea!( st"!ents can mar* "p their o'n te9t or ta*e notes on a $raphic

or$ani>er. Many teachers have st"!ents "n!erline or hi$hli$ht important 'or!s or

1=

http://www.facinghistory.org/resources/strategies/wraparound-whiparoundhttp://www.facinghistory.org/resources/strategies/wraparound-whiparound


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BJSB_14

Teaching Literature Strategy No.

"he ish-owl "echniue

5!at#s it &or7

The ishbo'l e9ercise is a techni;"e or !isc"ssin$ !iic"lt an! controversial

iss"es bet'een t'o $ro"ps o people 'ho may be in !isa$reement. It overcomes barriers

to comm"nication s"ch as press"re to conorm rom peers( proessional !etachmentE an!

intimi!ation.

5!o can )se it7

The ishbo'l can be "se! by sta an! resi!ents that 'ish to comm"nicate in

!epth. No special s*ills are necessary( b"t there are some $eneral $"i!elines an!

principles that 'ill enhance an! improve res"lts.

Ho" to )se it

The ishbo'l involves bet'een 10 an! 20 people. / circle o chairs is arran$e! in the

centre o a room 'ith chairs arran$e! aro"n! the o"tsi!e. / acilitator( ,someone airly

ne"tral i possible-( splits the $ro"p into t'o ro"$hly e;"al teamsE that apparently share

the same vie's or are reco$ni>able as peersE ,e.$. resi!ents( sta-. ne teamE sits in the

centre ,the ishbo'l- an! one team aro"n! the o"tsi!e. The people in the ishbo'l 'ill be

involve! in the !isc"ssion an! cannot involve anybo!y aro"n! the o"tsi!e in the

!isc"ssion ,tho"$h they may( o co"rse( reer to them-. The people aro"n! the o"tsi!e are

privile$e! listenersE. The people aro"n! the o"tsi!e cannot spea* "ntil they are invite!

into the mi!!le by the acilitator. The acilitator starts the !isc"ssion by provi!in$ a

contentio"s statement or the ishbo'lE to comment on. The statement 'ill relate to a

s"b)ect o concern or the $ro"p. e.$.

Why sho"l!nEt 'e have visitors ater 10.00pmE

They treat "s li*e chil!ren...E

They !onEt respect o"r space...E

1D

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/s an alternative the contentio"s statement can be a s"b)ect o c"rrent concern or

society( one 'hich is li*ely to polari>e the ishbo'lE.e.$.

Smo*in$ sho"l! be banne! every'hereE

Be$$ars sho"l! be loc*e! "p...E

The !isc"ssion contin"es "ntil it appears that nothin$ ne' is bein$ sai!. The

acilitator may inter)ect rom time to time to stir "p the !isc"ssion an! involve everybo!y

in the ishbo'l in the !isc"ssion b"t( in $eneral( less intervention the better.

Then the listeners s'ap places 'ith the ish bo'lersE an! contin"e the !isc"ssion

a!!in$ their vie's to the !isc"ssion. The teams may s'ap hal a !o>en or more times

"ntil the s"b)ect is e9ha"ste!.

/n alternative metho! is to brin$ in!ivi!"als into the ishbo'lE 'ho then s"m "p

the !isc"ssion so ar as they see it. The !isc"ssion then contin"es 'ith the ne'

participant.

When the ishbo'l !isc"ssion is e9ha"ste! the participants then )oin to$ether in a

more conventional !isc"ssion havin$ establishe! a pattern o tal*in$E an! listenin$E in

an e;"itable 'ay.

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Source: http://hand-ooks.homeless.org.uk/hostels/enironment/participation/fish-owl

BJSB_14

Teaching Literature Strategy No. /

Correlating De&inition:

This is abo"t correlatin$ selections to 'orl! events an! events in o"r co"ntry(

comparisons 'ith people( an! other s"b)ects li*e social st"!ies( m"sic( arts( etc. This 'ill

help the st"!ents to apply 'hat they have learne! in real lie.


ncouraging 2utsi(e Rea(ing

De&inition:

The teacher sho"l! motivate the st"!ents to have

their rea!in$s o their avorite literary masterpieces o"tsi!e

the classroom premises. This 'ill enhance their rea!in$

s*ills an! 'ill increase their interest in literary articles.

Ma$a>ines( ne'spapers( novels( or any printe! materials can

be "se!.


&ya(s, Tria(s an( 4uarters De&inition:

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27= st"!ents 'ill $et to$ether to comm"nicate verbally abo"t an iss"e.


&iscussion of the message of the selectionDe&inition:

O"estions are $iven ater rea!in$ the selection to test "n!erstan!in$ an! to

!evelop the rea!in$ s*ills.


Picture Tal De&inition:

ict"res are presente! at a visible level.

S"$$este! proce!"re by 4onal! Broncar!:

a. 5or%s7 'hat 'or!s !o yo" associate 'ith this pict"re

b. Facts7 'hat !o yo" really see in the pict"re

c. Interpretation7 What title 'o"l! yo" $ive to this pict"re 4o yo"

ima$ine yo"rsel in the pict"re What role 'ill yo" play

!. Application7 st"!ents are as*e! to have a !ialo$"e by pairs an! sharestories in class.

Teaching Literature Strategy No. 1"

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Chamber Theater De&inition:

The narrator an! the characters are the same person.

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6ollo! up -cti'ity No. 1

&ebateDescription

4ebate can be "se! in any classroom. It can be as !etaile! an! ormal as the

%incoln74o"$lass str"ct"re "se! by !ebate teams( or as simple an! inormal as pairin$st"!ents to research an! !isc"ss the pros an! cons o an iss"e. /s st"!ents i!entiy(research( an! ar$"e abo"t comple9 i!eas( they hone their s*ills in critical thin*in$(

or$ani>ation( pers"asion( p"blic spea*in$( research( an! team'or*. I the iss"e they

!ebate is somethin$ that is important to their amilies( their comm"nities( or themselves!ebate can also be a po'er"l 'ay or st"!ents to eect chan$e.

De0ate in La)ra Al+are8#s Classroo$

In %a"ra /lvare>@s class( !ebates( li*e pers"asive letters( help the st"!ents to

aca!emically en$a$e the social iss"es that aect their lives. The oral !ebates help

st"!ents verbali>e an! lesh o"t their tho"$hts. /lvare> scaol!s st"!ent !ebates oniss"es 'ith $reat careK at each step( she e9plains( mo!els( provi!es $raphic or$ani>ers(

an! s"pports small $ro"ps. She be$ins by havin$ the st"!ents i!entiy common iss"es in

their boo*s an! in their intervie's. The st"!ents loo* at the e9pectations immi$rants haveabo"t the 6nite! States an! the realities they in!. /lvare> provi!es them 'ith a $raphic

or$ani>er that helps them classiy the problems they see "n!er several lar$e hea!in$s:

saety( e!"cation( 'or*( health( ri$hts( lan$"a$e( poll"tion( an! other. This helps thest"!ents crat problem statements 77 a step many in! !iic"lt.

/s the st"!ents research( /lvare> helps them interpret 'hat they in! in boo*s

an! on the Web. She rea!s alo"! to the small $ro"ps( as*in$ them to stop her 'hen they

hear somethin$ relevant to their problem statement. She sho's them ho' to ta*e notes onthese so"rces. She remin!s her st"!ents re$"larly that there 'ill be a real a"!ience or

this 'or*: ater the st"!ents con!"ct their oral !ebates( they 'ill 'rite letters to their inten!e! a"!ience.

/ter the st"!ents have researche! their iss"e( /lvare> $"i!es them to !etailvario"s ar$"ments abo"t it by han!in$ o"t a list o an! !emonstratin$ the ollo'in$

steps:

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1. I!entiy the problem.

2. I!entiy someone 'ho co"l! a!!ress this problem.


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• The st"!ents may sta$e !ebates or the class( lar$er school a"!iences( an!Lor

comm"nity members.

The most common ormal !ebate str"ct"re is the %incoln74o"$lass style. The ollo'in$variations are partic"larly appropriate or mi!!le school.

• T!in6pair6s!are %e0ate strate,*: +ach st"!ent researches a common topic an!

spen!s 10 min"tes ma*in$ notes on possible ar$"ments. Ne9t( the st"!ents orm pairs in 'hich they share i!eas( compare notes( an! "rther their thin*in$ or

another 10 min"tes. +ach pair then )oins another pair to share i!eas an! compare

notes or another 10 min"tes. I there is time( t'o $ro"ps o o"r can )oin oranother 10 min"tes o sharin$. +vent"ally the 'hole class re$ro"ps to share as the

teacher acilitates an! ta*es notes.

•

Ta,6tea$ %e0ate strate,*: / team o ive members represents each si!e o a!ebatable ;"estion. +ach team has three to si9 min"tes: each spea*er rom theteam can spea* or one min"te( an! then ta$ another team member to contin"e.

,/ny team member can vol"nteer to $o.- No member o the team can be ta$$e!

t'ice "ntil all the members have been ta$$e! once.

• (articipation co)nt%o"n strate,*: This strate$y ens"res that no st"!ent

!ominates a !isc"ssion. When the st"!ents are presentin$( as* that every time

a"!ience members raise their han!s to pose co"nterar$"ments( they in!icate ho'

oten they have participate!. The st"!ents sho"l! raise their han!s the irst time

'ith one in$er pointin$ "p( the secon! time 'ith t'o in$ers( etc. /ter threetimes( they are no lon$er allo'e! to participate. This helps in!ivi!"als ration their

involvement.

Teac!er9 (eer9 an% Sel&6Assess$ent o& t!e De0ate

Many teachers "se r"brics that the st"!ents have helpe! create. In a!!ition(

teachers sho"l! as* the st"!ents to 'rite or !isc"ss !ebatin$. Sample ;"estions

incl"!e:

b)ective ;"estions abo"t the !ebates:

• o' lo$ical 'ere the ar$"ments o' pers"asive What e9amples( acts( or other

evi!ence 'ere especially pers"asive o' stron$ 'ere the co"nterar$"ments

• o' 'ell 'as the !ebate presente! 4i! the st"!ent,s- spea* clearly an!

orce"lly 'ith $oo! eye contact Was the style pers"asive

To sel7assess the !ebate strate$y as a 'hole:

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• o' !i! yo"r research process an! !ebate help yo" better "n!erstan! the

literat"re an! the social iss"e

• What aspects o the !ebate !i! yo" !o especially 'ell Why

• What aspects o the !ebate mi$ht yo" !o !ierently ne9t time Why o'

•

What have yo" learne! abo"t p"blic spea*in$• o' !i! yo"r o'n i!eas an! vie's !evelop thro"$h this process

• What !i! yo" learn abo"t the ?other si!e?

• What !o yo" hope 'ill happen as a res"lt o this !ebate What are yo"r ne9t steps

on this iss"e

'ene&its o& De0ate

• By posin$ !ebatable ;"estions( teachers help st"!ents thin* critically abo"t

important social iss"es.

• By helpin$ st"!ents research their ar$"ments( teachers en$a$e them as critical

rea!ers. With $"i!ance( the st"!ents learn to eval"ate so"rces( ta*e notes(!etermine the relative importance o ar$"ments( an! val"e co"nterar$"ments.

• By havin$ a real p"rpose an! a"!ience( the st"!ents have more o'nership o an!

pri!e in their ar$"ments.

• The st"!ents see that their vie's an! voices ma*e a !ierence.

• The st"!ents learn to spea* pers"asively an! to listen respect"lly.

• The st"!ents connect lan$"a$e arts 'ith their 'orl!s.

• 4ebates challen$e the st"!ents to "n!erstan! m"ltiple points o vie'. They m"st

be able to s"pport their o'n opinions an! others@. Teachers can "se the ri$or an!

ormality o a !ebate to ma*e s"re every voice is hear! an! respecte!. /s teacher

e!"cator Sonia Nieto notes: ?When yo" p"t Preal problems an! iss"esQ in the

c"rric"l"m( instea! o sli!in$ them "n!er the r"$( yo"@re better able to !eal 'iththem an! ma*e them transparent. This is really 'hat e!"cation sho"l! be abo"t: to

loo* at thin$s critically( to teach *i!s to en$a$e 'ith the s"b)ect matter. /n! thes"b)ect matter in this partic"lar case happens to be their lives.?

Source: http://www.learner.org/workshops/tml/workshop6/teaching.html

BJSB_14

6ollo! up -cti'ity No. "

Role Playing reparin$ or 4iic"lt Conversations an! Sit"ations

Thin* bac* to the last time yo" prepare! or an important meetin$.

erhaps yo" nee!e! to convince a prospective client

to !o b"siness 'ith yo"r or$ani>ation. r maybe

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yo" ha! to present to e9ec"tive boar! members( an! yo" *ne' that they 'o"l! be

pepperin$ yo" 'ith ;"estions abo"t yo"r proposal.

Whatever the sit"ation( chances are that yo" 'ere nervo"s abo"t the

meetin$K an! practicin$ in ront o a mirror may not have helpe! yo" overcome yo"r

an9iety( especially 'ith respect to ans'erin$ !iic"lt ;"estions.

This is 'here role playin$ can be "se"l. In this article( 'e@ll loo* at 'hat

role play is( an! 'e@ll see ho' yo" an! yo"r team can "se this techni;"e to prepare or avariety o challen$in$ an! !iic"lt sit"ations.

Uses an% 'ene&its

ole playin$ ta*es place bet'een t'o or more people( 'ho act o"t roles to

e9plore a partic"lar scenario.

It@s most "se"l or preparin$ or "namiliar or !iic"lt sit"ations. or e9ample( yo" can "se it to practice sales meetin$s( intervie's( presentations( or

emotionally !iic"lt conversations( s"ch as 'hen yo"@re resolvin$ conlict.By actin$ scenarios li*e these o"t( yo" can e9plore ho' other people are

li*ely to respon! to !ierent approachesK an! yo" can $et a eel or the approaches that

are li*ely to 'or*( an! or those that mi$ht be co"nter7pro!"ctive. Fo" can also $et asense o 'hat other people are li*ely to be thin*in$ an! eelin$ in the sit"ation.

/lso( by preparin$ or a sit"ation "sin$ role play( yo" b"il! "p e9perience

an! sel7coni!ence 'ith han!lin$ it in real lieK an! yo" !evelop ;"ic* an! instinctively7

correct reactions to sit"ations. This means that yo"@ll react eectively as sit"ationsevolve( rather than ma*in$ mista*es or becomin$ over'helme! by events.

Fo" can also "se role play to spar* brainstormin$ sessions( to improve

comm"nication bet'een team members( an! to see problems or sit"ations rom !ierent perspectives.

Ho" to Use Role (la*in,

It is easy to set "p an! r"n a role playin$ session. It 'ill help to ollo' the

ive steps belo'.

Step 17 8(entify the Situation

To start the process( $ather people to$ether( intro!"ce the problem( an!

enco"ra$e an open !isc"ssion to "ncover all o the relevant iss"es. This 'ill help people

to start thin*in$ abo"t the problem beore the role play be$ins.

2

http://www.mindtools.com/pages/article/DeliveringGreatPresentations.htmhttp://www.mindtools.com/pages/article/newLDR_81.htmhttp://www.mindtools.com/pages/article/DeliveringGreatPresentations.htmhttp://www.mindtools.com/pages/article/newLDR_81.htm


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I yo"@re in a $ro"p an! people are "namiliar 'ith each other( consi!er

!oin$ some icebrea*er e9ercises beorehan!.

Step "7 -(( &etails

Ne9t( set "p a role playin$ scenario in eno"$h !etail or it to eel ?real.?Ma*e s"re that everyone is clear abo"t the problem that yo"@re tryin$ to 'or* thro"$h(

an! that they *no' 'hat yo" 'ant to achieve by the en! o the session.

Step #7 -ssign Roles

nce yo"@ve set the scene( i!entiy the vario"s ictional characters involve!

in the scenario. Some o these may be people 'ho have to !eal 'ith the sit"ation 'hen itact"ally happens ,or e9ample( salespeople-. thers 'ill represent people 'ho are

s"pportive or hostile( !epen!in$ on the scenario ,or e9ample( an an$ry client-.

nce yo"@ve i!entiie! these roles( allocate them to the people involve! inyo"r role play e9erciseK they sho"l! "se their ima$ination to p"t themselves insi!e the

min!s o the people that they@re representin$. This involves tryin$ to "n!erstan! thecharacters@ perspectives( $oals( motivations( an! eelin$s 'hen they enter the sit"ation.

,Fo" may in! the ercept"al ositions techni;"e "se"l here.-

Step *7 -ct 2ut the Scenario

+ach person can then ass"me their role( an! act o"t the sit"ation( tryin$

!ierent approaches 'here necessary.

It can be "se"l i the scenarios b"il! "p in intensity. or instance( i the aim

o yo"r role play is to practice a sales meetin$( the person playin$ the role o the potentialclient co"l! start as an i!eal client( an!( thro"$h a series o scenarios( co"l! become

increasin$ly hostile an! !iic"lt. Fo" co"l! then test an! practice !ierent approaches

or han!lin$ sit"ations( so that yo" can $ive participants e9perience 'ith them.

Step 7 &iscuss 9hat :ou ;a'e Learne(

When yo" inish the role play( !isc"ss 'hat yo"@ve learne!( so that yo" or

the people involve! can learn rom the e9perience.or e9ample( i yo"@re "sin$ role play as part o a trainin$ e9ercise( yo"

co"l! lea! a !isc"ssion on the scenarios yo" have e9plore!( an! as* or 'ritten

s"mmaries o observations an! concl"sions rom everyone 'ho 'as involve!.

F)rt!er Tips

2D

http://www.mindtools.com/pages/article/newLDR_76.htmhttp://www.mindtools.com/pages/article/newCS_93.htmhttp://www.mindtools.com/pages/article/newLDR_76.htmhttp://www.mindtools.com/pages/article/newCS_93.htm


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Some people eel threatene! or nervo"s 'hen as*e! to role play( beca"se it

involves actin$. This can ma*e them eel silly( or that they@ve been p"t on the spot.

To ma*e role playin$ less threatenin$( start 'ith a !emonstration. an! t'o?actors? a prepare! script( $ive them a e' min"tes to prepare( an! have them act o"t the

role play in ront o the rest o the $ro"p. This approach is more li*ely to s"ccee! i yo"

choose t'o o"t$oin$ people( or i yo"@re one o the actors in the !emonstration./nother techni;"e or helpin$ people eel more comortable is to allo' them

to coach yo" !"rin$ the !emonstration. or instance( i yo"@re playin$ the role o a

c"stomer service representative 'ho@s !ealin$ 'ith an an$ry c"stomer( people co"l!s"$$est 'hat yo" sho"l! !o to ma*e thin$s ri$ht.

Role Play


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)ey Points

ole playin$ happens 'hen t'o or more people act o"t roles in a partic"lar scenario. It@s most "se"l or helpin$ yo" prepare or "namiliar or !iic"lt sit"ations.

Fo" can also "se it to spar* brainstormin$ sessions( improve comm"nication

bet'een team members( an! see problems or sit"ations rom !ierent perspectives.

To role play:

1. I!entiy the sit"ation.2. /!! !etails.

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