Transcript Poetry - Rhinegold Publishing

Poetry
Scheme Objective
• Can demonstrate understanding of a poetic work through
drama.
• Can improvise and devise a drama from poetry.
Key words
Teacher in role (as a News Editor).
Hot seating.
Character.
Ballad.
Lesson 1
Objectives
• Can respond through questioning to character and story.
• To know what a ballad is.
• You are journalists, and you need to make notes.
Homework:
• Newspaper
• To find out what life was like in the 1840’s
The Ballad of Charlotte Dymond by Charles Causley
It was a Sunday evening
And in the April rain
That Charlotte went from our house
And never came home again.
Her shawl of diamond redcloth,
She wore a yellow gown,
She carried the green gauze handkerchief
She bought in Bodmin town.
About her throat her necklace
And in her purse her pay:
The four silver shillings
She had at Lady Day.
In her purse four shillings
And in her purse her pride
As she walked out one evening
Her lover at her side.
Out beyond the marshes
Where the cattle stand,
With her crippled lover
Limping at her hand.
Details
• We have a missing person. Charlotte Dymond is a young lady of about 18
years. She was last seen walking on Bodmin Moor after church on Lady’s
Day. 14th April 1844.
• Witnesses have reported her as being seen walking with a Matthew
Weeks.
• She was reported missing by her recent employer Mrs Peters of Penhale
Farm after she had failed to return when expected.
• A search was conducted by Mrs Peters of the farm, where she
discovered a ladies’ handkerchief in Mr Weeks’ room. Matthew Weeks is
a current employee of Mrs Peters, and works as a farm hand.
• Charlotte Dymond and Matthew Weeks are well known in the area and
are reported as being romantically involved.
• Thomas Prout is a relative of Mrs Peters and also works
on the farm.
• Thomas Prout who was planning to move closer to Penhale
where both Matthew and Charlotte worked.
• It is known that Matthew and Thomas did not get on.
• Charlotte had told Mrs Peters that she was meeting
Thomas Prout at the Chapel on the evening of the
Sunday that she disappeared.
• Matthew returned to the farm at 9:30 that evening.
• He said he had walked with Charlotte to the edge of the
moors and then left her, walking two miles to a
neighbouring village to see friends.
Task 2
• Groups of 3.
• Take it in turns to hot-seat the following characters.
Mrs Peters, Matthew Weeks and Thomas Prout.
Questions must be put to the characters by journalists.
N.B. Characters do not have to answer all questions, they
do not have to tell the truth.
Breaking News
• Matthew Weeks has run away to Plymouth and is being held
by the constable.
• He has been unable to account for Charlotte’s disappearance
even though witnesses had recognised the couple from a
distance walking on the moor on the day that Charlotte went
missing.
• On further questioning he has claimed that Charlotte has
found another job in Blisland and is working there.
• Use all the information that you have collected to create a
Newspaper article about Charlotte Dymond’s disappearance.
• What is the date of your Newspaper?
• What is the name of your Newspaper?
• What is the title of your Headline? (Gives a clue to what the
story is about).
• Write a paragraph explaining who and what the story is about.
Explain where it is, and when it happened.
• Write your interview notes into a paragraph for each character.
• Write a paragraph summarising the story and any additional
information. For example, a contact address or name if Charlotte
Dymond is found.
Possible resources for historical research.
• History resources for life in 1840s: Joseph Arch The Story of his
Life Told by Himself (from page 10).
• Internet
• Library
Key words
Building character
Spotlighting
Teacher in role
Lesson 2 Objectives
• To collaborate within a small group.
• To improvise typical family life in 1841.
• To work with teacher in role to improvise a village of
characters.
• To understand and respond to spotlighting.
• To respond to spotlighting appropriately.
Breaking News
• Miss Charlotte Dymond has been found on Bodmin Moor. She
has been murdered.
The Ballad of Charlotte Dymond by Charles Causley
Charlotte walked with Matthew
Through the Sunday mist,
Never saw the razor
Waiting at his wrist.
Charlotte she was gentle
But they found her in the flood
Her Sunday beads among the reeds
Beaming with her blood.
Matthew, where is Charlotte,
And wherefore has she flown?
For you walked out together
And now are come alone.
Why do you not answer,
Stand silent as a tree,
Your Sunday worsted stockings
All muddied to the knee?
Why do you mend your breast-pleat
With a rusty needle’s thread
And fall with fears and silent tears
Upon your single bed?
Why do you sit so sadly
Your face the colour of clay
And with a green gauze handkerchief
Wipe the sour sweat away?
Has she gone to Blisland
To seek an easier place,
And is that why your eye won’t dry
And blinds your bleaching face?
‘Take me home!’ cried Charlotte,
‘I lie here in the pit!
A red rock rests upon my breasts
And my naked neck is split!’
Her skin was soft as sable,
Her eyes were wide as day,
Her hair was blacker than the bog
That licked her life away;
Her cheeks were made out of honey,
Her throat was made of flame
Where all around the razor
Had written its red name.
Key words
Physicality.
Conscience Alley.
Character.
Lesson 3
Task 1 Objectives
• Can use body to express character
• Know how movement, stature and position shows character
and feeling.
• Can explore character through Conscience Alley.
As Matthew turned at Plymouth
About the tilting Hoe,
The cold and cunning constable
Up to him did go:
‘I’ve come to take you, Matthew,
Unto the magistrate’s door.
Come quiet now, you pretty poor boy,
And you must know what for.’
‘She is as pure,’ cried Matthew,
‘As is the early dew,
Her only stain it is the pain
That round her neck I drew!
‘She is as guiltless as the day
She sprang forth from her mother.
The only sin upon her skin
Is that she loved another.’
They took him off to Bodmin,
They pulled the prison bell,
They sent him smartly up to heaven
And dropped him down to hell.
All through the granite kingdom
And on its travelling airs
Ask which of these two lovers
The most deserves your prayers.
And your steel heart search, Stranger,
That you may pause and pray
For lovers who come not to bed
Upon their wedding day,
But lie upon the moorland
Where stands the sacred snow
Above the breathing river,
And the salt sea-winds go.
Charles Causley
Keywords
Freeze frame.
Narrator.
Devise.
Task 2 Objectives
• To select key moments of the ballad.
• To devise a freeze frame for each key moment.
• To understand the purpose of a freeze frame.
• To explore the use of Narrator/s in performance of the
ballad.
Character list
• Charlotte Dymond (The student playing Charlotte could
also double as the hang man).
• Matthew Weeks
• The Constable
• Thomas Prout and or Mrs Peters (Narrator characters)
Lesson 4
Keywords
• Devising.
• Monologue.
• Movement and mime.
• Rhythm, pace and tempo.
Objectives
• To demonstrate an understanding of a poem through drama
using monologue, mime, rhythm, pace and tempo.
• To build on other people’s ideas when working in groups.
• To know and be able to explain a monologue.
• To understand how rhythm, pace and tempo is used to create
meaning.
When the Nazis came for the communists,
I remained silent;
I was not a communist.
When they locked up the social democrats,
I remained silent;
I was not a social democrat.
When they came for the trade unionists,
I did not speak out;
I was not a trade unionist.
When they came for the Jews,
I remained silent;
I wasn't a Jew.
When they came for me,
there was no one left to speak out.
Pastor Martin Niemöller
When the Nazis came for the communists,
I remained silent;
I was not a communist.
When they locked up the social democrats,
I remained silent;
I was not a social democrat.
1. All very fast.
2. All very slow.
3. Normal pace and pause for 5 seconds at the end of
every line.
4. Normal pace and pause for 5 seconds at the end of ‘I
remained silent’.
Lesson 5
Keywords
• Acting
• Improvising
• Rhythm, pace and tempo.
Objectives
• To improvise a play inspired by the poem.
• To build on other people’s ideas
• To understand how rhythm, pace and tempo is used to
create meaning.
Lesson 6
Performance and evaluation
• To understand and contribute to rehearsal.
• To perform in front of others
• To analyse drama in performance, using appropriate
language and theatre vocabulary to suggest improvements
• To self-assess own work and assess the work of others
(Evaluation)
• To set their own targets for learning
Lesson 6
Performance and evaluation
• Can perform to others.
• Can evaluate own work and the work of others.
• Can show character and story to an audience.
• Can communicate a convincing character using
words, movement and gesture