Critical Learning

Guiding Questions

In this lesson, students build on their understanding of the hero by researching and assuming the role of a chosen hero.  Students create a Museum of Heroes simulation during which they speak and are questioned in role as well as write in role as their hero characters. 
 
What examples of heroes are there in history, literature, theatre and other art forms?
What are some of the common traits that heroes share?
What are the benefits and pressures of being considered a hero by others?
Who are heroes to specific groups of people, such as cultural or other identity groups?
Which hero stories are privileged in society?
Whose hero stories are lesser known?  Why are these stories sometimes ignored?

Curriculum Expectations

Learning Goals

A1.1 use a variety of print and non-print global sources to generate and focus ideas for drama activities and presentations

A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works

A2.1 use the elements of drama to suit an identified purpose and form in drama presentations

A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations

A3.2 use a variety of expressive voice and movement techniques to support the depiction of character

B1.2 interpret short drama works and identify and explain their personal response to the works

B2.1 identify and explain the various purposes that drama serves or has served in diverse communities and cultures from the past and present

C1.2 use correct terminology to refer to the forms, elements, conventions, and techniques of drama

C2.2 describe ways in which contemporary dramas show the influence of social trends

 At the end of this lesson, students will be able to:

  • use research to create and assume a role
  • speak and respond to questions in role
  • write in role as their selected characters

Instructional Components

Readiness

This lesson builds on the discussion and research of heroes from the previous lesson.  Students will revisit dramatic forms such as frozen statues and will also improvise with the teacher in role, speak and answer in role and write in role as their chosen characters.

Terminology

Teacher in Role / Le professeur joue un rôle
Simulation / La simulation
Hot-Seating / Mettre un personnage sur la sellette
Writing in Role / Écrire dans la peau de son personnage
Carousel / Le carousel
Jigsaw / Les structures coopératives du découpage
For a more in depth explanation of the Jigsaw literacy strategy, see Think Literacy.

Materials

Costume and prop pieces (optional)
Paper or journals for writing in role
BLMS
 
 

 

Approximately 15 minutes

Minds On

Pause and Ponder

Whole Class > Teacher in Role > Simulation Role Play

Greet students as teacher in role as the curator of the Museum of Heroes.  Inform them that as contributors to the museum they will be "building" their hero statues in the classroom space and then presenting to their classmates who will be in role as visitors of the museum.  Invite them to tour the space and find an area where they would like to build their hero statues (e.g. tragic heroes in one zone, superheroes in another).
Give students time to create their hero statues by rehearsing their presentations with a partner.  Use the blackboard or an anchor chart to guide students through the following steps of their presentations as they practice.
  • Assume a frozen pose of your hero
  • Animate the statue and speak in role, giving the four key pieces of information you have researched on your chosen hero 
  • Prepare to be hot-seated by the teacher and respond to the questions posed in character
Assessment for Learning (AfL)

Circulate and give feedback to students as they rehearse their Museum of Heroes presentations.  Collect their writing in role drafts and offer formative feedback on their work.

Assessment as Learning (AaL)

Use the Visitor Exit Cards to gauge students' learning throughout the lesson.  Revisit ideas if they were unclear and share interesting responses from the Exit Cards with the class.

Differentiation (DI)
Use different grouping techniques for presentations, such as having types of heroes (e,g, folk heroes) present their frozen statues together so that they are more comfortable.  Consider using the Carousel technique (i.e. multiple presentations at the same time for smaller visitor groups) or the Jigsaw (small groups presenting to each other).
Quick Tip
Consider presenting your own model hero statue for students before they rehearse and present their own.
For more reticent performers, pair students together and have one act as the "tour guide" who presents information about the frozen statue.  Consider allowing students to reference their Hero Crest Graphic Organizer when presenting their research to the class.
Use your discretion when following activities; some activities may be skipped or reordered depending on students' needs.  For example, consider having students complete exit cards or write in role rather than doing both.
Link and Layer
Explain to students how dramatic techniques such as thought-tracking, hot-seating and writing in role can be used to extend and develop background information and subtext for their characters.
The Debrief Discussion is an opportunity to engage in critical literacy with students around issues of representation.  This teachable moment might include a discussion of what kinds of hero stories are often left out of history, including those of specific genders, cultural backgrounds and sexual orientations.  Acquaint students with examples of these heroes, such as Tecumseh, Harvey Milk, and Angelique and the burning of Montreal.
Hyperlinks in the Lesson
Approximately 40 minutes

Action!

Individual > Hero Statue Presentations > Hot-Seating

Tour the Museum of Heroes in role as visitors.  At each zone stop, students performing their chosen heroes in that zone assume their roles.  Signal students to freeze and animate in role using a cue such as a clap or snap of the fingers.
After each student has presented, hot-seat the heroes by posing questions and allowing students to respond in role.  Give them the option to pass if they are unable to answer a particular question.  You may also wish to invite student visitors to pose questions as well.
Questions for Hot-Seating:
Why are you considered a hero?
What is your greatest accomplishment?  What has been your greatest disappointment?
What is your goal?  What has stood in the way of your goal?
Who considers you to be a hero?  Where are you considered a hero?
Questions pour Mettre un personnage sur la sellette

Pourquoi êtes-vous considéré un héros?

Quelle est votre plus grande réussite? Quelle a été votre plus grande déception?
Quel est votre objectif? Qui a fait l’obstacle de votre objectif?
Qui vous considère un héros? Où êtes-vous considéré un héros?

 
Approximately 20 minutes
Consolidation

Whole Group > Debrief Discussion > Exit Card

After presentations conclude, students abandon their roles and assemble as a class.  Facilitate a discussion based on their observations of the Museum of Heroes. 
Key Questions for Discussion:
Which heroes stood out to you?  Why?
Did you learn about something or someone you didn't know before?  What was interesting about this story?
Are there any patterns or similarities between the heroes depicted?
Are there certain kinds of hero stories that are more well-known than others?
Are there specific kinds of heroes whose stories are often untold or lesser-known?  Why might this be?
What are the benefits of being considered a hero? 
What might the pressures be of being considered a hero to others?
Why are we attracted to the stories of heroes?
Questions clés pour discussion

Quels héros avez-vous remarqués? Pourquoi?
Avez-vous appris quelque chose de nouveau ? Pourquoi cette histoire était intéressante ?
Y at-il des motifs ou des similarités entre les héros représentés?
Y at-il certains types d'histoires de héros qui sont plus connues que d'autres?
Y at-il des types spécifiques de héros dont les histoires sont moins connues? Pourquoi?
Quels sont les avantages d'être vue comme un héros?
Quelles sont les pressions être d'être vue comme un héros?
Pourquoi sommes-nous attirés par les histoires de héros?

Students fill out BLM#4 - Hero Museum Visitor Exit Card  based on their learning during the lesson and collect them.

Individual > Writing in Role

Distribute paper or journals for in-class writing.  Students write in role as their hero characters, expressing their feelings about being a hero.  Are they happy? Sad? Feeling pressured?  They may wish to choose a particular moment in time during their hero's story from which to write.