This document outlines a drama workshop to be conducted at IES Antonio Calvin high school in Almagro, Spain. The workshop aims to improve students' oral expression, comprehension, communication skills, and comfort with public speaking through adapting and performing short scenes from Miguel de Cervantes' novels "La Gitanilla" and "Rinconete y Cortadillo". Students will contextualize, rehearse, and perform a 20 minute adaptation of each story. Their performance will be evaluated using a rubric assessing oral fluency, clear expression, effective language use, and ability to engage with and provide feedback on theatrical works.

1. IES ANTONIO CALVIN (ALMAGRO)
DRAMA WORKSHOP

2. Introduction.
Contextualization.
Timing.
Workshop difficulty.
Learning targets.
Skills.
Contents.
Methodology.
Assessment.
Bibliography.

3. In this activity, we suggest a teaching secuence in order to improve
oral expression and comprehension, as well as the importance of
communicating properly and knowing and managing our
communicative skills.
First of all, as some teachers think that we are lacking of these skills in
some occassions, the Spanish language and literature Department has
carried out this drama workshop with two different versions of Miguel
de Cervantes’ novels: `La Gitanilla´and `Rinconete y Cortadillo´.
To achieve this goal we will take into account the contextualization,
timing, learning targets and skills, contents, the methodology and the
assessment.

4. This innovating project’s aim is to be developed in IES
Antonio Calvin. It will be carried out by one of the
members of the Spanish language and literature
Department for first of Bachillerato with the help of all the
other members from that department.
As said before, almost all of the students dislike the
theatrical activity and speaking in public as well as
communicating and acting live.

5. This drama workshop is designed to hold a
representation of 20 minutes maximun of each novel.
Medium.

6. General:
•Improve communicative competence.
•Practice oral expression.
•Improve oral comprehension.
•Encourage live creativity and communication.
These ones are essential as human beings:
•Improve interpersonal relationships among students.
•Develop habits and attitudes in order to improve the mediation space.
•Increase students’ self-esteem and confidence.
•Encourage pleasure for good job.
•Create responsability among students.
•Encourage personal and intelectual growing of students.
•Find in their bodies communicative resources and enjoy them.
•Develop creativity to create the clothing, scenography…
•The ability to travel to any situation thanks to imagination.
•Make constructive critic of themselves and their classmates

7. Oral expression, oral and written comprehension and oral interaction
Creation and representation of two versions of La Gitanilla and Rinconete y
Cortadillo.

8. Some proposals from the methodological point of view would be the following: clear,
simple and reasoned exposition of the conceptual contents, with a language adapted
to the student and that contributes to improve your oral expression, treatment of
content in a way that leads to a comprehensive, active and significant; and a proposal
of varied and motivating activities that we take to the final work, the interpretation
of the small exemplary novel.
If we consider learning as a social and personal process that the students build by
interacting actively with people and with the culture, it is easy to understand the
importance of social interectacion and language they have in learning. Therefore, it
will be convenient that the dialogue, the debate and the confrontation of ideas and
hypotheses constitute an important element in the practice and development of this
project.
On the other hand, learning involves modifying and enriching the knowledge we have
to better understand reality and act about it; therefore, we will start from what
students know about Miguel de Cervantes and his work, leading to significant
learning. In addition, at all times the playful aspect of the activity will be enhaced to
make students enjoy theatre and face new live communicative situations.

9. The final dramatitation will be evaluated through a rubric; they will
also pass the rubric the students betweem them with the intention
of making them participants in learning and demystify evaluation.
This rubric will follow:
• They are able to understand a wide variety of long texts of a high
level, as well as, acknowledging implicit senses .
• They know how to expres themselves in a fluid way without
showing difficulties to find the correct expression.
• They can use efectively the language with social academic and
profesional aims.
• They can produce clear texts well structured and detailed about
difficult topics showing a correct use of the organization,
articulation and cohesion mechanisms of the text .
• They can assess and enjoy a theatrical activity and help their mates
to achieve a well done work.

10. Reading of La Gitanilla and Rinconete y Cortadillo
Reading of adapted classics of Vicens Vives
Theater plays in www.teatrodeco.es