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Capendit
Capendit
Capendit
Capendit
Capendit
Capendit
Capendit
Capendit
Capendit
Capendit
Capendit
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Capendit
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Capendit

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  1. The combination of depict life,character, or culture. They offer excellent opportunitiesto portray important ideas about life. It requires much time forpreparation and so cannot be part ofeveryday classroom program.
  2. To help thestudents/peopleapply gospelprinciples to real-life situations asthey find solutionsto problems.To stimulatediscussion about aprinciple in thelesson.
  3. It can be done by describing asituation which would createdifferent viewpoints on an issue. Ask the students to play theroles of the individuals involved.
  4. Any kind of conflict situationReal or potentialAny situation in which realfeelings are concealed.
  5. Provides opportunity for students to assume roles of others andthus appreciate another point of view.Provides opportunity to practice skills.Introduces problem situation dramatically and allows forexploration of solutions.Gives life and immediacy to academic descriptive material.Gives practice in various types of behavior.Closes gap between training and real life situation and to theoutside world.Gives students simple, direct and rapid feedback on the effects oftheir actions.
  6. DisadvantagesSome students may be too self-conscious.Not appropriate for large groups.Some students may feel threatened.Uses a large amount of time.May be seen as too entertaining or frivolous.May depend on what students already know.Uses other resources – people, space, special itemsSimplifications can mislead.
  7. 1. Prepare for those you teach for role- playing by briefly explaining the problem or situation. Give them enough information so they will be able to act out their roles thoughtfully. Emphasize that they are to play a role and not act as themselves.2. Select the participants or ask for volunteers. Indicate who will play each specific part. Arrange of as many participants as possible, since allowing several people to role- play a situation often tends to be more successful than having just one person act out what might happen.
  8. 3. Give the participants a few minutes to plan what they are going to do.4. To involve all those present, invite those not participating to watch carefully.5. After role- playing, discuss and evaluate what happened by asking questions such as “How did you feel about the problem?” or “Could this happen in real life?” or “how does this exercise help you know what to do if this really happen?” Allow those you teach to determine ways to solve similar problems in their own lives. Discuss various solutions.
  9. The role- playing has to be followed by a discussion ( among the questions that may be asked are: ) How did you, as an actors, feel? Would you act/ think that way in real life? As observers, would you agree with what the actors said or did? Any lessons learned?
  10. The Danish king Hrothgar was enjoying a great reign when hebegins having trouble in his kingdom with a monster Grendel thathas invaded his mead hall. The mead hall is the gathering place ofthe Danes where they sing and feast, yet Grendel occupies it nightlydevouring any Dane who enters. For twelve years Grendel preventsanybody from entering the mead hall causing Hrothgar to bemiserable. From across the sea the Geats hear of the Danes terribleproblem with Grendel and rush Beowulf and a group of his men toaid the Danes. The men arrive and immediately prepare to take onGrendel at night. They camp out in the mead hall and wait forGrendel. When he comes they are all asleep but Beowulf who isonly pretending. Grendel snatches up one soldier and eats him. Nexthe reaches to eat Beowulf, who grabs Grendels arm and rips it off.Grendel fleas leaving a long trace of blood, and Beowulf and hismen rejoice knowing Grendel is dead. Beowulf hangs the arm fromthe rafters of the mead hall. Later that night Grendels mother comes to the mead hall toavenge her sons death and snatches up one soldier quickly whilealso picking up her sons arm. She fleas quickly however becauseshe does not have the strength to battle like her son.
  11. Beowulf and his men are enraged so they follow her to her home under alake. Beowulf dives into the lake and finds her lair. He struggles with her andeventually finds a sword that is shining from the light of God, he takes and uses it tobehead her. He later chops the head off of the dead Grendel and takes it to thesurface. He comes out of the water and his men are all joyful as they go to give thegreat news to Hrothgar. Hroghgar is ecstatic and gives gifts to the men. 50 years later Beowulf is the king of the Danes, a Dragon is terrorizing thepeople. Beowulf by then is old and yet he still goes to fight the Dragon and takes agroup of men with him. When they arrive all but one of them flea, Wiglaf, he helpskill the Dragon, who slashed at Beowulfs throat causing him to die. Beowulf didmake a speech before dying saying that Wiglaf was the last true warrior. Wiglaf lateryelled at the other men for running away. And when all was said and done theDanes built Beowulf a funeral pyre to honor him. In the end it is obvious that Beowulf was a legend to the Danes and his legacylived on for thousands of years. Wiglafs bravery at the end to help Beowulf defeatthe dragon makes Beowulf proud and is in the tradition of great warriors likeBeowulf. This story has a great plot that develops because of the three problemsthat Beowulf encounters. It is very easy to follow and very good reading once thesummary and general idea is given off to the reader.
  12. In role- playing, participants act out a situationor problem that occurs in everyday life

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