Lesson 1: Defining Home

Critical Learning	Guiding Questions
In this lesson, students will use dramatic forms to explore the importance of home and the role home plays in the healthy life of the individual. Students will use role play and tableau to dramatize the stories of homes lost and homes found from studying various social settings and historic events globally. Students will use their prior knowledge of these concepts to explore the basic human need to have a home and the social implication our homes have on our development and our lives.	What is a home? What is the difference between a home and a house? What does having a home mean to individuals? How are homes and families linked? What would cause an individual to leave home? To return home? What cultural conditions apply to us when we leave home or return to home, either temporarily or permanently?
Curriculum Expectations	Learning Goals
A.1.1 develop interpretations of issues from contemporary or historical sources A2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective B1.1 use critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works. B2.2. explain how dramatic exploration helps develop awareness of different roles and identities people have in society. B3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts. B3.3 identify and describe skills, attitudes and strategies they used in collaborative drama activities. C3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing dramatic works	At the end of this lesson, students will be able to define home and house and the role the home plays in daily life explain why home is different for everyone and provide examples of homes and their make up creatively and collectively create a collage of an ideal home and present this ideal home to their peers
Instructional Components
Readiness Students should have familiarity with group discussion, group work and role on the wall. Students should be familiar with class norms such as trust, mutual respect, discussion etiquette and proper audience behaviour. This lesson may act as a starting point to explore current social issues such as homelessness, natural disasters and missing peoples; links could be made to other subjects areas such as family studies, geography and social studies. This unit explores issues that resonate personally with students, and so caution and sensitivity on the part of the teacher is of great importance. Depending on the individual backgrounds of students, teachers may wish to reorder or re-emphasize certain lessons in order for students to feel comfortable and safe when discussing issues of home in their personal lives. Issues of trust, safety and sensitivity should be addressed prior to this unit of study and throughout the duration of the unit (e.g. giving students the right to pass, mutual respect, etc.) Terminology Home/House Role on the Wall/Home on the Wall Creative Collage Group Presentation Think-Pair-Share Tableaux	Materials Chart paper Markers Magazines and pictures for cutting and exploring Scissors and glue Bristol board or large paper for each group BLM BLM#1 Home Examples and Association BLM#2 Home Collage Graphic Organizer BLM#3 Home Collage Presentation Checklist

Approximately 30 minutes Minds On	Pause and Ponder
Whole Class > Visualization > Role on the Wall Invite students to sit in a circle around a large piece of paper on which is drawn a simple outline of a house (a square with a triangle on top). Ask the students to close their eyes and envision their version of an ideal home. What does an ideal home look like? What is inside of it? What does it provide to its inhabitants? How does it make you feel to be in this space? Whole Class > Debrief Discussion After the students have written on the Home on the Wall, invite them to read and discuss the impact of their chosen words. Key Questions for Discussion: Are there any similarities or links that can be made between these words? What feelings or emotions are present in these words? What associations do we make with the concept of home? What is the difference between a home and a house? What makes a home a home? What makes us want to be in our homes? Why might we not not want to be in our homes? How does your home make you feel? What makes our homes different from one another? What commonalities do we share among our homes? After the discussion, students close their eyes again and envision reasons why people leave their homes daily. Invite them to once again write these reasons the outside the outline of the home. Facilitate a second discussion around these new words generated. What reasons for leaving are needs? What reasons for leaving are desires/wants? For a final time, students close their eyes and envision reasons why a person would leave his or her home permanently. Have them write these reasons on the perimeter of the large paper and discuss their responses. What causes someone to leave home? What causes are positive? Negative? In what ways could leaving home be seen as a pivotal moment in a person's life? In what ways might leaving home change a person?	Assessment for Learning (AfL) Use the role on the wall activity to gauge students' understanding of homes and the world around them. Use follow up discussion to see what prior knowledge students have of facts and experiences associated with home. Assessment as Learning (AaL) By using the Home Collage Graphic Organizer, students solidify and track their learning about homes and the various opinions of the group. The collage, organizer and presentation can be formatively assessed to provide students with feedback on their work. Differentiation (DI) Use a variety of grouping strategies (numbering off, pulling names out of a hat, Popsicle sticks) to ensure students get to work with a variety of people. Consider using the literacy strategy of Think-Pair-Share during the role on the wall activity for students who may need to talk about their ideas before writing them. Post the Home on the Wall sheet and collages around the classroom as anchor charts for students to reference throughout the unit. Quick Tip As an alternative to a cut and paste collage, students could create their collages using computer technology and graphics that depict their concepts of home. Consider playing thematically linked music such as Michele Buble's " I Want to Come Home" or Simon and Garfunkel's "Homeward Bound " to inspire students during their collage creations or in the extension activity. Link and Layer Be prepared for a variety of sensitive and empathetic reactions as to why some students leave home or why a current home situation may not be ideal. Remind students that they may draw from their own lives if they are comfortable doing so, but are not obliged to. Hyperlinks in the Lesson BLM#1 Home Examples and Association BLM#2 Home Collage Graphic Organizer BLM#3 Home Collage Presentation Checklist See Think Literacy for an in-depth explanation of Think-Pair-Share
Approximately 75 minutes Action!
Small Group > Creative Collage Divide students into groups of 4-5. Distribute BLM#2 Home Collage Graphic Organizer to write down at least five key ideas of what an ideal home represents to them. Encourage students to consider the words brainstormed in the Minds On activity when completing their organizers. Inform students that as a group they will be using the ideas from the organizer as the basis for a visual collage that they feel represents their idea of the ideal home. The collage could contain examples of essentials, comforts, visuals, people, words, sounds, and even tactile elements that represent home, using the magazines and other materials provided to them. Whole Class > Collage Presentations In their small groups ,they use the collective collages and the notes from their graphic organizer to present their ideas of home to the class. Use the BLM#3 Home Collage Presentation Checklist as a checklist for presentation of their collages.
Approximately 45 minutes Consolidation
Whole Class > Debrief Discussion After each group presentation, guide students through a discussion of the choices of images students made, and the effect the collage has on them as an audience (e.g. the mood or emotions represented in their collages). Invite groups to explain why they chose to represent home through these images and words. After the presentations have concluded, facilitate a class discussion of the similarities and differences evident in the collage presentations. Key Questions for Discussion: What needs are similar in these concepts of the ideal home? Which images are consist ant in the collages (e.g. people, emotions, etc.)? What comforts, textures and sounds are shared between them? What conclusions about home can we draw as a class from these presentations? Now that we have seen these various interpretations of home, how would you answer the question "what is a home?" Extension Activity > Tableaux Invite students to take one of the concepts evident in the collages (e.g. family, love, protection, etc.) and create a frozen image that depicts this idea. Review the elements of a good tableau, such as concentration, use of levels, facial expression, etc. and give students time in their groups to create these tableaux. Finally, invite students to share their tableaux with the class.