Activity 2.1

There are traditions around the world of stories being expressed through puppeteering. From hand puppets to marionettes to shadow puppets, stories have been shared through puppeteering for millennia.

Choose a classmate's play to portray through puppet theater. You can choose any type of puppet to use in your theater production. Work with a partner or in a group to create the puppets and set for the play you will share. Perform the play for your class. 

Bonus: 

While preparing to present your puppet play to the class, also consider some discussion questions about your play. Brainstorm at least 3 questions that you could ask the audience. Write your questions on a piece of paper. After you present your puppet play to the class, lead a discussion with the audience about the ideas, literary devices, or language used in the play. 

Activity 2.2

With a group of your classmates, decide on a movie or an episode from a TV show that you would like to watch and study for this activity. Complete the activity below. Then, discuss the questions as a group. 

Part A

Transcribing Activity

Watch the movie or TV show you chose. Choose one scene from the movie or TV show to transcribe. Write out the dialogue as you hear it individually (Each group member writes the dialogue so you can practice listening individually and have multiple copies of the dialogue create the most accurate scene write-up). Then with your group, add stage directions. 

     Example:     

     Movie/TV dialogue:

          I love you!

     Movie/TV dialogue with stage directions:

          Jenny: I love you! (Jenny reaches for Edward. Edward turns away.)

Part B

Discussion Questions

• How are movies and TV shows similar to stage plays? 
• How did the screenwriter(s) of the movie you watched use literary devices?
• Is the language used for dialogue and stage directions the same or different? How so?
• If you could change the dialogue or stage directions in some way, how would you change it? 

Activity 2.3

Read "A Doll's House" by Henrick Ibsen. Then with your class, write a sequel play. Divide into 3 groups, so that each group can write one part of the play: Act I, Act II, and Act III. Use the brainstorming questions below to plan the general plot with your class. Then write your act with your group. 

Brainstorming Questions

• What has happened in Nora's life after she left Helmer?
• What has happened in Helmer's life after Nora left?
• What could be "the most wonderful thing of all" that Nora and Helmer are discussing at the end of the original play?
• Should Nora and Helmer get back together by the end of the sequel play?
• What might get in the way of "the most wonderful thing" from happening to cause a complication to the plot?
• How will the characters overcome that complication or fail to overcome that complication?
• Do you want to include old characters in the sequel play? Mrs. Linde, Krogstad, or Dr. Rank? 
• Should any new characters be introduced? Will the children make an appearance?
• How will the actions of the other characters help Nora and Helmer? How will the actions of the other characters hinder Nora and Helmer?