Building a Community
Unit Overview
Context:Social Studies expectations are woven together throughout the various drama activities in this unit. Students should be familiar with basic tableau, role play and should have experience using the creative and critical analysis processes when creating and viewing drama work. | Summary:This drama unit examines the role of community and government in dealing with challenges. Students work collaboratively in groups to establish a fictional community and their own personal roles within it. When presented with a challenge, community members must join together to deal with the issues. Students engage in role play in a variety of different contexts to explore themes related to these issues. Students use the creative process to demonstrate an understanding of how time and place can support the development of role. Students will learn and use a variety of dramatic conventions to build their individual roles. As a final task, students will work in small groups to create the next chapter in the story. They will use techniques learned and understand the benefit of incorporating visual and technological aids in performance. |
ExpectationsB1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions to communicate feelings, ideas and stories B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences | Unit Guiding QuestionsHow do we work together to build a community and solve problems within the community? What drama strategies help us learn about different parts of the community? How do communities work together to solve problems? What obstacles might they face? Lesson Guiding QuestionsLesson 1 What defines a community? How does our town or city differ from other places in Ontario? How might a community face a conflict and solve problems? Lesson 2 How does developing your own personal character allow you to become more involved in the process drama? How does seeing the issue from a different standpoint (e.g., Mother Nature) allow us to take another perspective? Lesson 3 How does learning about a real life situation (Kirkland Lake) change the way we see the challenge in our own drama? How does using tableau crossover allow us to see the road/garbage dump issue from the perspective of the other community? How and why do our perspectives differ? Lesson 4 How does hearing testimony from various experts change your character's opinion? How do we maintain the integrity of our role and yet allow it to change/adapt when it is called for? Lesson 5 How might we consolidate our learning in a final dramatic piece that demonstrates our learning from the unit while illustrating what happens after the final town hall meeting? |
Assessment and Evaluation: How will students demonstrate their learning? | |
| Assessment of learning | Culminating Performance Task1. Students will be evaluated on the creation of a final dramatic presentation. Evaluative tools include a rubric (role play, tableau, use of props), and peer evaluation (Two Stars and a Wish). |
| Assessment for Learning | Four Checkpoints and a Rubric Check Point #1/Lesson 1 Check Point #2/Lesson 2 Role play checklist, writing in role Check Point #3/Lesson 3 Role play checklist, writing in role Check Point #4/Lesson 4 Mantle of the Expert template, journal response |
Unit Lessons: How will assessment and instruction be organized for learning? | Approx. Duration 1 class= 60 minutes | |
| Lesson 1 | Establishing CommunityStudents will establish a fictional community (each half of the class) as a group. Together, they will decide on defining features of this community as well as a list of rights and freedoms, flag and a municipal holiday. Governments will be elected and students will work to develop their own personal roles. | 4 classes |
| Lesson 2 | A Challenge is PresentedMembers from both communities will be faced with a common challenge: a road is being built on green space that divides the two communities and there is a possibility of a garbage dump being placed on site. Students must consider how this proposal affects their role and the community at large. | 3 classes |
| Lesson 3 | Will We Accept the Garbage Dump in our Community?An historical article detailing the Kirkland Lake controversy of 2000 is compared to the current fictional situation. Students will speak and question others in role while maintaining their focus. They will explore how to work collaboratively towards a common goal while representing their own personal interests. | 3 classes |
| Lesson 4 | Hearing From the ExpertsA dramatic convention called Mantle of the Expert is used to delve deeper into the various viewpoints of the issue at hand. Some students will take on the role of these experts while the others will evaluate their information and determine how it would change the perspective of their own characters. Students will become comfortable speaking in improvisational situations through the conventions learned and used in this lesson. | 3 classes |
| Lesson 5 | What Happens Next? The Final InstallmentStudents will use the creative process to create a dramatic depiction of their community's journey from its creation to the present. As a group, they will determine what happens after the final community meeting, including this in the final performance as well. Students will be able to reflect on their performance and the work of others using the critical analysis process. Students will articulate what worked effectively and what needs improvement, and will then have an opportunity to re-work their presentations. | 3 classes |
Lesson 1: Establishing Community
Critical Learning | Guiding Questions |
In this introductory lesson, students will explore the question: how is a community established? Using the creative and critical analysis processes, students are challenged and inspired to imagine and generate their community. Students will establish two separate and cohesive communities and know their differences and similarities. | How do communities work together to solve problems? What obstacles might they face? What defines a community? How does our town or city differ from other places in Ontario? How might a community face a conflict and solve problems? |
Curriculum Expectations | Learning Goals |
B1.1 Engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times and places B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others' drama work Social Studies: summarize the structures, functions, and interactions of Canada’s federal, provincial/territorial, and municipal governments, and identify and describe significant Canadian symbols, ceremonies, buildings, and political figures. | At the end of this lesson, students will be able to
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Instructional Components | |
ReadinessStudents should have an understanding of democracy and elected officials. They should recognize the three levels of Canadian government and be familiar with the Charter of Rights and Freedoms.TerminologyVenn Diagram Community Anchor Chart Municipal government Mayor Councillors Electoral process Democracy Group Sculpture Thought tracking Teacher in Role | MaterialsTwo-colour counters or tiles List of Ontario Municipal flag images Response journal or notebook BLMs |
Approximately 40 minutes Minds On | Pause and Ponder |
Whole Class > Community Building GamesPlay a variety of community building games with the class to establish trust, cooperation and mutual respect. See BLM#1 Community Building Games Recommended Resources for sources. Whole Class > Venn DiagramPrompt: How does our town/city differ from one that is elsewhere in Ontario (e.g. Oakville or North Bay)? Have anyone lived in a community other than this one? How is it similar? different?Create a venn diagram to examine the similarities and differences between two different communities. Repeat the process with a neighbouring town/city/community. Prompt: How do we, as a community, distinguish ourselves from others? Extension: Students can extend their learning of their own/neighbouring communities through library/Internet research. | Assessment for Learning (AfL) Assess student knowledge of communities that differ from their own during the venn diagram activity. Observe students during the electoral process. Which students are engaged? Which need your assistance to become involved? Look for students in role, focused on the task, and able to use the elements of tableau. Assessment as Learning (AaL) Collect response journals and provide formative feedback on the quality of students' reflections. Differentiation (DI) Create heterogeneous community groups ahead of time to ensure strong leaders in each group. Use a buddy system to enable ELL students to participate fully. Expectations should be modified to ensure assessment is appropriate. Display anchor charts for effective tableau work. Give students newspaper headlines instead of creating their own. To prepare students for thought tracking, ave a discussion with the class about what types of questions a reporter might ask if he/she was coming to take a photo of this municipal holiday for the newspaper. Write the possible questions on chart paper. Have students answer the guiding questions about their character by creating a web or mind map, either using the computer or by hand. This would include both images and words.
Quick Tip As communities are established, ensure equity is in place and that communities are differentiated in unique ways that are not biased. For example, do not allow defining features that are about the way community members look. Link and Layer Link to prior learning in Social Studies. Hyperlinks in the Lesson List of Ontario Municipal flag images: http://en.wikipedia.org/wiki/List_of_Ca nadian_flags#Ontario
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Approximately 150 minutes Action! | |
Whole Class > Dividing the CitizensDisplay the map of the two new communities on the board using BLM#2 Communities Map (or create your own). Invite students to observe and describe the map. For example, they may notice that the two towns border on one another or that they are separated by an open field which is divided equally with a fence.Separate the class into groups to represent two municipal towns. Students will pull a coloured tile out of a bag to determine if they live in Community A or Community B.The two towns are separated by a fence but also by a different feature. Provide students with this defining feature or have students decide on one as a class. Prompt with example: Community A gets out on the right side of bed and Community B gets out on the left side of bed. Citizens take this part of their community very seriously. Ask students: What part of your community is special? What do you hold dear? Decide on a name for each community. Explain that the citizens are now to perform their first tasks as a community. Remind students that community means working together to achieve a common goal. Review BLM#3 Canadian Charter of Rights and Freedoms before breaking off into groups. Small Groups > Jigsaw > First Tasks as a CommunityHave each new town group define more information about their community in small groups. Then, divide each community into groups of four.Give each group a piece of chart paper, markers and pencils. Explain that they will be forming committees. Each small group divides up the following tasks to complete, as town members: Rights and Freedoms Committee
Flag and Holiday Committee
Once each committee has completed their tasks, invite them to share in a town meeting as a class; or, have the two committees switch papers and add/revise ideas. Post the chart papers as anchor charts for learning for future tasks. Individual > Building a CharacterExplain to students that in order to be successful in role play, they must have a strong belief in their own personal role/character. Use BLM#4 List of Guiding Questions to Build Character to prepare students to face a problem or event that must be handled in role. Have students create characters using the guiding questions. Individually, provide students with time to explore their new roles in the community. Small Group > Electing a GovernmentStudents will now choose a government to lead their community. Review the democratic process of electing a municipal government and voting. As a community, students should vote into power a mayor, councillors and a clerk/ secretary Students should consider the individual roles that their community members have taken on. This portion of the lesson can take a longer amount of time if you choose to have the candidates prepare platforms and speeches in role and to be nominated. Students interested in a position can prepare a short speech detailing how they will represent their constituents. Consider modelling a speech for students. After speeches have been given, students should vote anonymously; the teacher will tally the numbers and announce elected officials.Small Group > Group Sculpture Newspaper PhotoInstruct students as a whole group and then provide adequate time for them to create based on the prompt. Prompt: A local newspaper has come to take a photograph of each community during a time of celebration for their municipal holiday. Create a group sculpture that illustrates an important or unexpected moment during the festivities. Everyone must have a role in the tableau. Upon completion, students should also create a short caption that would be read underneath the photo and write it on a piece of chart paper, or share it orally. Whole Class > Thought TrackingRefer students back to their role/character and let them know that when they are thought tracked, they must speak in role. Have one group freeze in their group sculpture while the other group observes. Tapping one student on the shoulder at a time, ask them questions that they are to answer in role (see BLM#5 List of Suggested Thought Tracking questions.) Switch groups and repeat the process. Thought-tracking is an effective tool for assessment. Observe to what extent students are able to maintain role and think as a character, rather than as themselves (see BLM#6 Role Play Checklist in Lesson 2). | |
Approximately 30 minutes Consolidation | |
Whole Class > Sharing of Communities and ReflectionInvite citizens from each community to present their list of Rights and Freedoms, flag and created holiday. Students from the other community may question and/or challenge others in role. Consider assuming the teacher in role as a supportive mediator between communities. Have students record thoughts and feelings in role on today's lesson in their response journals. Key Questions for Journal Prompts: What is special about your new community? Why are you proud to be a member in this community? How will you contribute to this new town? What makes your role/character important? Who might you connect or work with in the future? |
Lesson 2: A Challenge is Presented
Critical Learning | Guiding Questions |
In this lesson, students will deepen their understanding of community by working together in role to face a challenge that will be presented by the teacher. Students will explore the following questions in their drama work: What strengths do we have to face such a challenge? Where are we lacking and where can we find the resources to help us? | How do communities work together to solve problems? What obstacles might they face? What are the characteristics of a strong leader? Do leaders take charge and follow their own ideas? Do leaders listen to others' ideas before making a decision? How does developing your own personal role/character allow you to become more involved in the process drama? How does seeing the issue from a different standpoint (e.g. Mother Nature) allow us to take another perspective? How might we use process drama to evaluate a conflict and make decisions? |
Curriculum Expectations | Learning Goals |
B1.1 Engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times and places B1.2 demonstrate an understanding of the element of role by selectively using some other elements of drama, to build belief in a role and establish its dramatic context B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others' drama work | At the end of this lesson, students will be able to
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Instructional Components | |
ReadinessShare the criteria for successful role play with students (for an example see Larry Swartz's from Dramathemes as adapted in BLM #6 Role Play Checklist). Discuss what each criteria would look like in practice (e.g., how will you question others in role?) Create a class generated rubric as an anchor chart to which students may refer. TerminologyRole on the Wall Role Play Tableau Appropriate Graffiti Writing in Role Inner Outer Circle | MaterialsChairs, desks, pylons Chart paper Markers Instrumental music Response journals Map from Lesson 1 BLMs BLM#7 Letter from Minister of Transportation (2 copies) |
Approximately 30 minutes Minds On | Pause and Ponder |
Whole Class > Lead the WayDivide the class in half (or thirds, depending on numbers) and have students choose a leader. This could be the mayor of the community or another student. Inform students that this is the only person who is allowed to speak. Prior to students entering the room, clear an open space and set up a simple obstacle course using desks, chairs, pylons, etc. The leader will position her/himself at one end of the space while her/his teammates are at the other end. Leaders give each teammate detailed directions to get them through the course safely and successfully. Whole Class > Role on the WallPrompts: What are the qualities of a strong leader? What type of a person would you want representing you in your democratic government? Create a role on the wall using a successful leader as the character of focus. Draw a figure (like a gingerbread man) to represent the character. On the outside of the figure, list the qualities and characteristics of a strong leader. On the inside, record the feelings that person may feel when in a leadership role. Discuss the importance of these qualities in a leader and a community at large when dealing with challenges. Key Questions for Discussion:What is an example of a community that has been faced with a challenge? How did it face this challenge? Did it need assistance from outside sources to solve the problem? Who are strong leaders you know who have faced problems? | Assessment for Learning (AfL) Assess what students know already about qualities of a leader using the Role on the Wall activity. Use BLM#6 Role Play Checklist to formatively assess students. Assessment as Learning (AaL) Use the writing in role and inner outer circle activity as a method of reflection for students. Differentiation (DI) Consider playing the warm up game in partners. Alternate leaders in the obstacle course. Have two smaller obstacle courses running at the same time to allow more participation. Add more obstacles to the warm-up game by putting limits on some characters. Examples could include, a broken leg, vision loss, or a broken arm. During Role on the Wall, use visuals of successful leaders that students would be familiar with to help guide activity. Scribe for students having difficulty with writing in role. Quick Tip Students may find it challenging in the Lead the Way exercise to stay quiet and let one person lead. Provide a non-verbal task, such as blowing wind, if they get too close to the trees and have students not in the obstacle course form a line of trees (setting) in role. Meet with the two mayors prior to giving them the letters. They are not to share any information with their community before they meet. This will allow them to prepare their thoughts and ask any questions. You will need to decide if the mayors have agreed to accept the garbage dump or if they are being told that they must agree. If you decide on the former, prepare the mayors in advance. Have students highlight their chosen sentence, phrase, or word to ensure flow in Inner Outer Circles activity. Link and Layer Refer back to the list of Rights and Freedoms created by each community. How do these new developments infringe on their rights? Possible Extension: Brainstorm a list of strong leaders that the children look up to and post in the classroom.
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Approximately 100 minutes Action! | |
Whole Class > Town Hall Meeting Role PlayInvite members from both communities together for a special regional meeting. Introduce yourself as a special representative from the Ministry of Transportation. Read aloud the letter from the Minister of Transportation (BLM#7 Letter from Minister of Transportation). Invite students to respond and react in role. Students should speak in role as the character they have created for themselves. Give a copy of the letter from the Minister of Transportation to each mayor and ask them to discuss it with their constituents. Allow time for initial reaction and discussion. If the discussion is slow to get started, write some guiding questions on the board to spark conversation: Key Questions for Discussion: What are the benefits of having a road in between the two communities? What are some of the negative implications? How will this affect your daily/family life? Does this decision infringe on your personal rights and freedoms? How might this affect your neighbouring community? Small Group > TableauHave each community create a tableau to illustrate how they are feeling at this moment. Reinforce that within the community, there may be people who are in favour of the road and people who are opposed. When constructing the tableau, students may wish to group themselves with people who are like minded or be separated to show conflict. Upon completion, students will choose one word or phrase that demonstrates how their personal character is feeling (e.g., "frustration", "hear my voice", "great for business"). Invite all groups to freeze in tableau at once.Then invite each community to share their tableau and view the other half of the group. Switch. One half of the class will sit as an audience while the other takes their tableau pose. When tapped on the shoulder by the teacher, each student will say her/his phrase aloud (in role). Teacher must ensure that all voices are heard; she/he has the freedom to go back to students multiple times if their voice adds to the overall theme of the piece or return to a student who wasn't able to speak. Repetition can be powerful! Students are to hold their position until the teacher has finished leading the thought tracking voices. Switch and repeat with the other group. Prompt: What similarities and differences do you see between the two communities? Whole Class > Visit from the Minister Role PlayHave both communities will come together in a whole class town hall meeting (still in role) for another announcement. Enter as teacher in role as provincial Minister of Transportation. Announce that a potential deal has been made between the provincial government and a large city an hour away to take over (appropriate) the vacant land. This is the reason for the new highway being put in through their communities to reach the large city.Take questions as teacher in role from community members (try to lead them toward asking what the land will be used for). Tell them that because of the rapidly expanding population of the larger city, there is no room for waste storage. Therefore, a monetary agreement has been made with the provincial government, wherein the larger city's garbage will be brought and dumped here. Allow time for a few questions but say that you must get back to the city for an important meeting. Students will challenge this decision in role. After the visit, make a list of the pros and cons of this decision. Prompts: How might this project benefit our town? What are the negative implications? How will this affect our surrounding environment? Small Group > Graffiti > Brainstorming Environmental PerspectivesOut of role, discuss how this decision will affect the local and broader environment. Have students create a graffiti brainstorming with the central word being environment or the image of an Earth. Have students list ways in whichthe garbage dump will affect the Earth/environment. Around the outside of the word/image, write words or phrases overheard in the community about the dump (e.g., someone else's problem, what are we going to do?). in a different colour, write corresponding feelings and emotions that come as a result of those words as written. | |
Approximately 30 minutes Consolidation | |
Individual > Writing in Role > Inner Outer CircleInvite students to write in role to the Minister of Transportation. Use the role play and the graffiti brainstorming as the basis for their writing. Prompt students to take a stand in role as citizens for or against this highway and garbage dump. Suggested Writing Prompts: Dear Minister, I believe this garbage dump is good for our town because. . . Dear Minister, I believe a garbage dump on our land is a huge problem because. . . Place students into two concentric circles. Place the pro-garbage dump people in one circle and the con-garbage dump letter writers in another circle. The inner circle should be those who have an opposing view point. Invite students to choose one powerful sentence, phrase or word to read aloud when prompted by the teacher. Play mood music to enhance reflection and focus. Begin to tap students individually, in turn to hear their words read aloud. Tap inner and outer circle students alternatively. Repeat powerful statements if appropriate by re-tapping certain students. Let students reflect in a moment of silence at the end of the activity. |
Lesson 3: Will We Accept the Garbage Dump in our Community?
Critical Learning | Guiding Questions |
In this lesson, students will debate and portray the differing perspectives towards the proposed garbage dump in their communities. Students will speak and question others in role, while maintaining their focus. They will explore how to work collaboratively towards a common goal while representing their own personal interests. Students will focus on the element of role/character, considering her/his inner and outer thoughts and feelings. | How do communities work together to solve problems? What obstacles might they face? How does learning about a real life situation (Kirkland Lake) change the way we see the challenge in our own drama? How does using tableau crossover allow us to see the road/garbage dump issue from the perspective of the other community? How do our perspectives differ and why? |
Curriculum Expectations | Learning Goals |
B1.1 Engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times and places B1.2 demonstrate an understanding of the element of role by selectively using some other elements of drama, to build belief in a role and establish its dramatic context B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others' drama work | At the end of this lesson, students will be able to
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Instructional Components | |
ReadinessRefer back to the checklist for successful role-play. List what students need to know and be able to do before beginning new learning. Post anchor charts of the pros and cons of the garbage dump and graffiti brainstorming from Lesson 2. TerminologyKirkland Lake Controversy Tableaux Crossover Corridor of Voices | MaterialsMasking tape Markers Paper Response journals Kirkland Lake article (see Hyperlinks) |
Approximately 30 minutes Minds On | Pause and Ponder |
Pairs > What's the Difference?Form students into pairs and have them face partners in two straight lines facing one another. Partner A turns away from Partner B, while partner B changes three things about her/his appearance (e.g. untuck shirt, change hair style, etc.). Partner A turns back around and tries to guess what has changes. Repeat with Partner A making the changes. Pairs > Clay and Sculptor > Mother Earth and the Garbage DumpRefer back to graffiti brainstorming from Lesson 2. Assign partners by having students pair with a member of the other community. Decide who will be the clay and who will be the sculptor. Choose a word or phrase from one of the charts and tell the sculptors to create a piece of art using that word as the title using the "clay" in front of them. Encourage students to create a sculpture of the unsightly garbage dump or Mother Earth's feelings about the dump. Upon completion, the clay remains still as the sculptors wander the room, appreciating the other pieces. Repeat with another word/phrase, then switch roles. Use mood music to enhance work. | Assessment for Learning (AfL) Collect writing in role from students and provide formative feedback. Use the Role Play Checklist from the previous lesson to assess students. Assessment as Learning (AaL) Use the tableaux crossover and corridor of voices activities as a means for discussion about how their points of view on this issue might have been affected by what they heard and saw from others. Differentiation (DI) Have sculptors model their clay through verbal directions rather than physical contact. Consider re-organizing the grafitti list with the class into a list of pros and cons to ensure students are able to see and understand both sides of the issue. Provide a writing structure/prompts for students having difficulty with the writing in role. Allow students time to read and edit their letter to the Minister with a partner. Quick Tip To prepare students for the meeting of the two communities, remind them of the aspects that make them unique and different from the other (e.g. right and left side of the bed). How might this affect their perspectives? In pairing students, form groups of three when a student is missing. Tapping students on the shoulder during Corridor of Voices will ensure flow and avoid interruptions. Link and Layer Review the Role Play Checklist from the previous lesson before beginning the Town Hall Meeting. Hyperlinks in the Lesson |
Approximately 90 minutes Action! | |
Small Group > Review Pros and ConsHave students review the grafitti brainstorming about the potential dump site that was created earlier in their community groups. Students may wish to add more ideas. Each member should be able to speak to each point and voice their own personal concerns as well. Whole Class > Kirkland Lake ArticleEnter as teacher in role of a hired mediator between the government and these two communities. Invite students to bring the letters to the Minister from Lesson 2 to refer to. This will allow everyone an entry point and something to contribute. Begin by sharing the article about Kirkland Lake having to house Toronto's garbage from 2000. Inform students that a concerned colleague who lived through a similar situation in the year 2000 gave you this article to share. Read article aloud to the class and allow time for questions. Prompts: What is similar about the two situations? What is different? Whole Class > Town Hall Meeting Role PlayAs the hired mediator, maintain order, peace and fluidity of meeting. If the meeting is getting out of hand or not moving in a positive direction, stop the drama and speak to the students out of role; then go back into role and carry on. All students should have a chance to voice their concerns and opinions. Try to draw out some expert opinions from professionals in the group (e.g., doctors, environmentalists). Prompt students to share their personal stories with the group (e.g., how the situation affects their family). Whole Class > Tableaux CrossoverSeparate the two communities, one on either side of the room and place a visual marker (tape line, piece of material) in between the two. Ensure that there is an equal number of participants on each side, as much as possible. Label one group A and the other group B. Have each side create a group sculpture that shows how they are feeling right now, after the meeting has finished. Unfreeze Group A to study the position of their partner (from previous Clay and Sculptor activity) in Group B carefully so that they are able to recreate it. Repeat with Group B. On command, have students slowly transition across the center line to take on the position of their partner on the other side; two identical tableaux should appear! Prompt students to begin to change their shape, level and facial expression as they move from one position to the next. Give a slow ten beat count out loud for the students. Enforce that by crossing the center line, they are taking on the perspective of that person. Use mood music to enhance student work. Prompts: How might your body move differently on the other side? Would your opinion of the current situation change? Ask students to respond orally or in their journals. Prompts: How did it feel when you crossed over the midway point and took on the role of your counterpart? Have you ever been in a situation wherein taking on the perspective of someone else helped you to solve a challenge? | |
Approximately 60 minutes Consolidation | |
Individual > Writing in RoleHave each student write a more developed letter to the Minister describing how this possible dump site will affect their own personal lives. Suggested Writing Prompts: What is my position on this matter (for or against)? How might this affect my job? Will I still be able to provide for my family? Will our health be affected? Will we be able to stay living where we are or might we have to move? How will this affect my children? What can I do to bring about a solution? How has my learning about Kirkland Lake changed my thinking? Whole Class > Corridor of VoicesHave students choose an excerpt from their writing in role that they will share with the Minister to convince him to change his mind. Place students in two rows facing each other with an empty space in between. Invite students to choose their most powerful words/phrases or sentences to share aloud. As the teacher passes through the corridor of voices in role as the Minister, all citizens read an excerpt from their letter in role to convince the Minister to change his mind. Remind students not to read until the Minister is beside them or has tapped their shoulder. Pace walking slowly to allow all voices to be heard. Use mood music to enhance this convention. Whole Class > What Happens Next?As Minister, announce that you need more evidence to support their thinking. No decision can be reached yet. Exit the role play. Out of role, help students prepare a list of experts on chart paper that students feel would help to clarify the situation (e.g. environmentalists, architects, engineers, construction workers, doctors, parents, etc.) These 'experts' will appear in the next lesson. |
Lesson 4: Hearing From the Experts
Critical Learning | Guiding Questions |
Using the Mantle of the Expert strategy, students will deepen their role play, hear from a variety of 'experts', evaluate their information and determine how it would change the perspectives of their own characters. Students will become comfortable speaking in improvisational situations in role. | How do communities work together to solve problems? What obstacles might they face? How does hearing testimony from various experts change your character's opinion? How do we maintain the integrity of our role yet allow it to change/adapt when it is called for? |
Curriculum Expectations | Learning Goals |
B1.1 Engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times and places B1.2 demonstrate an understanding of the element of role by selectively using some other elements of drama, to build belief in a role and establish its dramatic context B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others' drama work | At the end of this lesson, students will be able to
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Instructional Components | |
ReadinessRefer to the list of experts the students wanted to meet in the previous lesson when devising expert roles. Prior to the lesson, choose students to take on the role of each of the experts. Provide them with resources to help them prepare to answer questions and field comments. Another option is to give all students an expert role to play. Every student is responsible for doing research to ready themselves for the discussion. Students may use the BLM#9 Mantle of the Expert Template to record and gather thoughts. TerminologySpectrum of Difference/Fold the Line Mantle of the Expert Forum Theatre Improvisation For more information on Mantle of the Expert, see the works of Dorothy Heathcote. For a more in-depth explanation of Forum Theatre, see Augusto Boal's Theatre of the Oppressed. | MaterialsList of Experts from Lesson 3 Response journals BLMs |
Approximately 20 minutes Minds On | Pause and Ponder |
Whole Group > Spectrum of Difference/Fold the LineInvite students to participate in the Spectrum of Difference/Fold the Line activity as outlined in BLM#8 Spectrum of Different/Fold the Line. Students will practice respectful listening to peers and make decisions on their own, without the influence of peers. See BLM#8 for a detailed explanation and list of suggested prompts. | Assessment for Learning (AfL) Observe student participation in the Fold the Line activity and make anecdotal notes. Observe students during Mantle sessions: Are viewers engaged? Are they asking questions their character would ask? Are they furthering the drama? Assessment as Learning (AaL) Collect journal responses to gauge the level of student reflection on the activities in the lesson. Differentiation (DI) If your space is not large enough for Fold the Line, try the hallway. Otherwise, set up a sign in each of the four corners of the room (e.g., strongly disagree, disagree, agree, strongly agree). Students will move to a corner to show their opinion. Complete the Consolidation section orally to allow for rich discussion instead of writing in journals. Quick Tip During Mantle of the Expert, lead the activity by inviting experts up to speak, rephrasing or redirecting comments made, and allowing questions one at a time. Experts should speak by choice and should never be forced. Before allowing students to come into the centre during forum theatre, observe them during candid conversations to be sure they can carry on a dialogue. Link and Layer Remind students of the successful components of role play. |
Approximately 90 minutes Action! | |
Whole Class > Speaking to the ExpertsInvite students to learn more from community and provincial experts about the garbage dump in their community. Inform them that students will research and participate in a process to learn more about different perspectives and points of view to formulate a position for their community. Explain the techniques of Mantle of the Expert. This is a convention wherein students act as experts in a field in order to resolve a problem or challenge. The teacher may wish to go first as an expert, followed by others. Students in the 'audience' are not just viewers; they are active participants, questioning the experts while maintaining their own roles. See BLM#10 Mantle of the Expert Role Descriptions for a brief summary of suggested roles. If students come up with others, write a brief summary and 'think about' for each additional role. Pairs > Candid ConversationsHave students pair off and dialogue with one another. Students need to maintain their strong sense of character. Those students who were 'experts' will stay in that role; others can maintain their own role in the community. The conversation should focus on working towards a solution. Prompts: What are we going to do? What if we can't fight the government on this? Circulate during partner exploration and jump into conversations as various characters who would challenge the current positions. Whole Class > Forum TheatreHave students make a circle with their chairs to form the audience. Pairs or small groups of students will bring their chairs into the centre to carry on a conversation with one another. Instruct students to speak in turn. If a student wants to speak from the edge of the circle, they may call "freeze" and replace one of the role players. If students from opposing communities speak in the centre, the issue of varying cultures should be addressed. Tell them that the purpose of their conversation is to move toward a solution using this technique of forum theatre. Because it is improvisational, students have the freedom to create fictional pieces of information that would further their ideas and support the context already established. | |
Approximately 20 minutes Consolidation | |
Individual > Journal ResponseHave students, in written form, explain if and how the testimony of the experts changed their individual perspectives. Journal Prompts: Do you find it easier or more difficult making decisions as a character (as opposed to yourself)? Create a graphic organizer (chart, venn diagram) that compares your role/character and yourself. |
Lesson 5: What Happens Next? The Final Installment
Critical Learning | Guiding Questions |
| Students will use the drama conventions learned throughout the unit to illustrate their community's journey from its creation to the present and to determine what happens after the final community meeting. Students will be able to reflect on their performance and the work of others using the critical analysis process. Students will articulate what worked effectively and what could be improved and have an opportunity to re-work their presentations. | How do communities work together to solve problems? What obstacles might they face? How might we create a final dramatic performance using what we have learned in the, unit while illustrating what happens after the final town hall meeting? |
Curriculum Expectations | Learning Goals |
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions to communicate feelings, ideas and stories B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences | At the end of this lesson, students will be able to
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Instructional Components | |
ReadinessStudents will take some time to read back through their response journals to remind them of what they have explored and learned. Create a list of conventions that were used throughout the unit. If needed, walk students through the list for reminders. Review the steps of the creative and critical analysis processes and post them in the classroom for students to refer to as needed. TerminologyThink Pair Share Mind Map Terminology used in Lessons 1-4 | MaterialsOverhead projector or document camera Various props and technological tools for performance (e.g. material piece, scarves, spotlight, CD player) Response journals Small pieces (4 x 5) of card stock Round container BLMs |
Approximately 10 minutes Minds On | Pause and Ponder |
Whole Class > Think Pair Share > Mind MapShare favourite moments from the process drama explored in Lessons 1-4 using the think pair share literacy strategy. Replay a community building game from the beginning of the unit. Create a mind map of favourite moments, drama strategies and learning. | Assessment of Learning (AoL) Use BLM#12 Culminating Task Rubric to evaluate student performances or create a new rubric as a class. Assessment as Learning (AaL) Use the Wish for the Future reflection exercise to consolidate student thinking on the issues presented in this unit. Differentiation (DI) Allow students to work in small groups to create mind map to ensure all voices are heard. Offer an option of videotaping the performance and watch it with the class before reflection. Quick Tip To create a 'spotlight' effect, use an overhead projector and a piece of paper with a circle cut out. Link and Layer Make a list on chart paper of all of the conventions students have experienced in the unit for students to reference. Revisit the forum theatre techniques from the previous lesson. |
Approximately 120 minutes Action! | |
Whole Class > Introduction of the Culminating TaskCopy BLM#11 Culminating Task Outline and Planning Chart and BLM#12 Culminating Task Rubric onto overheads so students can follow along as you walk them through the requirements. Allow students to ask questions now and throughout the various stages of the creative process to ensure their success. Students will work through the stages at various paces. Hold students accountable for productivity, but do not rush them through the stages. Throughout the various stages, scaffold and side coach as necessary. Pull the class together for small mini-lessons (e.g., staging, vocal techniques, prop use) as needed. Imagining and Generating Groups will create a series of three tableaux that depicts the journey of their characters from the beginning until this point in time. Tableaux can be as a group, individual or a combination of the two. Tableaux are each brought to life in a simple role play as outlined in BLM#11. Planning and Focusing From the review of what has already taken place, students now see into the future and create the next chapter. Using the forum theatre technique from Lesson 4, students will transition from the tableaux sequence into a group conversation. Students will re-create forum theatre to show what might happen in the future in their community. Exploring and Experimenting Layer in effective use of music. Provide a variety of instrumental music used throughout the unit that students may use to enhance their performance. When conferencing with students, ask them to explain their choices. Provide rehearsal time, while side coaching groups as they scaffold their tableaux, role play, forum theatre role play, and music. Revising and Refining When conferencing, encourage students to revise and refine their work through each stage. For the final piece, students will create a final tableau and caption that illustrates how the situation ends. Each individual (or on mass as a group) will then decide on a word or phrase that describes how they feel before refining their work for presentations. | |
Approximately 50 minutes Consolidation | |
Presenting and Reflecting After allowing sufficient amount of time for preparation and rehearsal, allow students to showcase their dramatic pieces for others to enjoy. Following each performance, have audience members complete BLM#13 Two Stars and a Wish or reflect in their journals. As a final activity to bring closure to the unit, give each student a piece of card stock. Students are able to cut the paper into a shape or figure that illustrates how they have felt about the entire process. They may think as themselves or as their character. On the shape, they should write a word or phrase. This should be a wish for the future; something they hope to see happen between these two communities. One at a time, students come up to the front and drop the pieces in a round container, symbolic of a wishing well. When they drop it in, they may wish to say their phrase aloud or silently to themselves. |