(This could definitely take a whole 90 mnutes section of the entire afternoon especially, if you have a large group

and they really et into the pantomime activies) Script for Act without Words + Pantomime Activities (Movement and Motion) OPTIONAL: Read Act without Words - 10 minutes - Read Around FFW: What was your emotional response to text? How did it make you feel? Or start with everyone watching it ---- Everyone Watch Act without Words on Youtube Beckett on film (15 minutes) http://www.youtube.com/watch?v=M02v9PyxVr8 FFW How did WATCHING the play make you feel? What were your the emotional responses to the video? FFW: How was your response different to the video from the text?

and/OR How would they describe the mood of the play? How would they describe the subject matter of the play? What do you think Becket was trying to convey? How is this different or similar to plays or other performance youve seen?

Writing Prompt: You say ----- In Act without Words, that which is given, is always taken away. FFW: Write about a time something was taken away from you and the events that followed. How did you respond? Link to Sources fores http://tedb.byu.edu/unit/show?id=30 TRANSITION TO PANTOMIME ACTIVITIES: Ask students to quietly stand up. Have them spread out away from neighbors and friends as best they can. Begin playing relaxing music. Lead the students in relaxation and stretching exercises. -Deep breathing -Stretching arms, legs, back -Have them make small circles with shoulders, arms, legs, feet, head etc. -Have them shake out at the end and sit quietly. Explain as you lead them how relaxation releases tension and allows you to move more freely. Instruction: Ask the students if any of them know what Pantomime is? Explain that pantomime is the art of telling a story through body movement and emotion. It does not involve sound.

Modeling: Have the students get up and ask them to walk around the room as they normally do. For 5-10 minutes have them walk around following your instructions. Ask them to change the pace of their walk, faster, slower, etc. Have them walk as properly as they can with good posture. Tell them to walk as if they are on a beach, then in a crowd, on a hike in the woods, on a dirt trail as it starts to rain and turns muddy, walking as an athlete that just won a big game, or a burglar trying to steal across a room, etc. Explain each thing in detail, then crunching of the glass, the coldness of the rain and stickiness of the mud etc. Have the students sit dowm. FFW:How did how they change their walk according to what they were imagining? How did they feel as they walked in the rain? etc? FFW: What did they notice in the people around them that demonstrated the way or place in which they were walking? FFW: What ideas they felt they conveyed - could you see the coldness of the rain, or the warmth of the sun because of how they carried their bodies? Explain that we are always conveying ideas with our bodies even we are not moving. Explain that the first part of conveying a story is establishing a place which they have started doing through their walking. Guided Practice: Have two chairs set up. Break the class up into two teams. Explain that you have written on slips of paper different places. The first person in the line is to draw out a place and then convey that place by sitting in or using the chair. The rest of the team guesses. When the correct place is said the next person comes up. The team that has guessed the most places right at the end wins. Have the students return to their seats. EITHER DISCUSSIONS OR WRITING: What things were easy to guess? Why? What was hard to guess or act out? Why? What could be done to change it? Or how did they change it so that their team would guess it? Explain/discuss that emotion adds depth to a moment. It allows us to connect with the actor in a scene or to people in our lives and experience because even though we may not have had that experience we probably have felt that emotion. Ex. We may not have had someone close to us die, but we know what it is like to feel sad or alone. An actor by conveying these emotions to us allows us to connect with him/her. What would happen if we didnt have or show emotion? Would we want to watch something that had no emotion? Modeling: Pause of different points of Act without Words or the Charlie Chaplin Clip and ask what emotion they think he is conveying and why. http://www.youtube.com/watch?v=pZlJ0vtUu4w&feature=related

Guided Practice: Photo shoot Have the students write down an emotion on a slip of colored paper to be put in a hat. Break the class into groups of three or four. Each group will draw out an emotion. They then have 1-2 minutes to come up with a photo displaying that emotion. Explain that they will be the people in the photo and freeze on stage. Then the rest of the class will explain what they see and what emotion they think they are portraying. Transition: Explain that emotions are more effective when we can see them while the person is doing something else. We can probably tell someone is angry much better if they are angrily unpacking groceries than simply standing. Explain that in their pantomimes they will need to convey emotion as they perform. Guided Practice: Red/Green Give each student a slip of green paper and have them write down an action. Pull the red papers out of the hat and give one to each student. Have the students sit in a circle. Have everyone pass the green papers to the left and the red papers to the right. Each student will then take a turn acting out their action with the emotion they have been given. The rest of the class will guess. When they have guessed right the student sits down and the next student goes. Ask again what Pantomime is? - the conveyance of ideas and emotion through movement and facial expression. Process Writing: WRite about this process of pantomiming or of watching the video.