Learning Goals

Buts d'apprentissage

Drama

 I can: 
  • explore the relationship of trees and humans through tableaux, role-play and choral dramatization, based on poems, stories, and my imagination
  • describe how the elements of tableaux, role-play and choral dramatization were used in my own and my peers' work to convey meaning
  • reflect on how drama experiences make me think and feel, sharing opinions about human/tree relationships

Drame

 Je peux :

  • explorer la relation entre les arbres et les humains au moyen de tableaux, de jeux de rôles et d'une mise en scène chorale, en m'inspirant de poèmes, d'histoires et de mon imagination
  • décrire comment les éléments des tableaux, des jeux de rôle et de la dramatisation chorale ont été utilisés dans mon travail et dans celui de mes camarades pour transmettre du sens
  • réfléchir à la manière dont les expériences théâtrales me font penser et ressentir, en partageant des opinions sur les relations entre l'homme et l'arbre.

Language

I can:
  • identity the point of view in a text, and give examples from the text to support my opinion
  • use vocal effects such as tone, pace, pitch, and volume, to help communicate the meaning of my poem during choral reading
  • judge the relationship of the tree as being fair or unfair based on what I read and what I already know
  • discuss how trees are treated fairly or unfairly, by using evidence from the text, and drawing on my personal knowledge of the world around me

Littératie

Je peux :

  • identifier le point de vue d'un texte et donner des exemples tirés du texte pour étayer mon opinion
  • utiliser des effets vocaux tels que le ton, le rythme, la hauteur et le volume pour aider à communiquer le sens de mon poème pendant la lecture en chœur
  • juger la relation de l'arbre comme étant juste ou injuste sur la base de ce que j'ai lu et de ce que je sais déjà
  • discuter de la façon dont les arbres sont traités de façon juste ou injuste, en utilisant des preuves tirées du texte et en m'appuyant sur mes connaissances personnelles du monde qui m'entoure.

Science

 I can:
  • understand how trees relate to their environment and to humans

Les sciences

Je peux :

  • comprendre comment les arbres sont liés à leur environnement et à l'homme

Materials

PDF#3 Judgement Card (Fair/Unfair) // Cartes de jugement (juste/injuste)
Tableau Anchor Chart // Tableau d'ancrage pour le tableau
PDF#4 Tableaux Checklist // Liste de contrôle pour les tableaux
PDF#5 Choral Dramatization Checklist // Liste de contrôle pour la dramatisation d'un chant oral
Appendix 4 - Tree and Human Poem // Annexe 4 - Poème des arbres et des humains
Projector

 

Approximately 10 minutes

Minds On // Esprit en marche

Notes/Assessment

Whole Group > Shared Reading > Choral Dramatization 

Explain to the students that we will now look at another poem for two voices, which describes a different kind of relationship. Display Appendix 4 - Tree and Human Poem // Annexe 4 - Poème des arbres et des humains on a projector or chart paper, and read the poem aloud. Once the first reading has finished, divide the class in half. Half of the class will read the poem in the voice of the tree and the other half of the class will read the poem in the voice of the human. Have students experiment with volume, pace and a wide range of vocal qualities and movements as they read the poem.
Using their Judgment Cards from the previous lesson (PDF#3 Judgement Card (Fair/Unfair) // Cartes de jugement (juste/injuste)), have students indicate the type of relationship that exists between humans and trees. Gather their decisions and come up with a group consensus about this relationship. (The Tree and Humans have an unfair relationship.)
Differentiation (DI)

Give the students various opportunities to listen to the poem before they read it aloud.

Using the Judgement Cards, students will be challenged to express and stand up for their opinions.  If you sense that students are following friends, have them close their eyes and lift their cards, so that their opinions remain confidential at first.
Approximately 35 minutes

Action!

Notes/Assessment

Whole Group > Partner Tableaux and Thought-Tracking //
Groupe entier > Tableaux par deux et le repérage des pensées

As in the previous lesson, pair students and instruct them to select a few lines from the poem and then create a tableau that represents the unfairness of the relationship. Circulate around the room, inviting some students to speak in role as the tree or the human, sharing their inner thoughts and feelings.
 
L'enseignant.e dit :
  • Avec votre partenaire, trouvez quelques lignes du poème.
  • Créez un tableau qui représente l'injustice de la relation.
  • Lorsque je vous tape sur l'épaule, jouez le rôle de l'arbre ou de l'homme, en partageant vos pensées et vos sentiments.

Small Groups > Partner Tableaux Crossover //
Paires > Tableaux croisés des partenaires

Revisit the Tableau Checklist and emphasise the importance of focus and concentration in the following activity. Instruct all of the students in role as trees (i.e., students who read the voice of the tree) to create a tableau of a forest at one end of the room, while all of the students in role as humans (i.e., students who read the voice of the human) create a tableau of people using and taking from trees.
 
L'enseignant.e dit :
  • Si tu étais un arbre dans le poème, crée un tableau d'une forêt à ce bout de l'espace.
  • Si tu étais un humain dans le poème, crée un tableau de personnes utilisant et prenant les arbres à ce bout de l'espace.
 
Ask the trees to remain frozen in their tableaux while the humans approach to study the body positions and facial expressions of their partners. Switch and ask the humans to recreate their tableaux. Direct the trees to now study the body positions and facial expressions of their partner humans.

L'enseignant.e dit :

  • Les arbres, restez figés dans leur tableau. Les humains, approchez-vous des arbres et étudient leurs positions corporelles et leurs expressions faciales. Retournez dans votre propre espace et recréez votre tableau humain.
  • Les arbres, dégelez et étudiez à leur tour les positions corporelles et les expressions faciales des humains.
Direct both groups to assume their positions in their own tableaux. When the music begins, ask everyone to slowly unfreeze and begins to cross the room. Emphasize the importance of moving in extreme slow motion. Each person then takes up the position of his or her partner, and freezes. Advise students to remain frozen in their new tableau until you signal for everyone to slowly dissolve and in slow motion, return to the original tableau.

L'enseignant.e dit :

  • Reprenez vos positions dans vos propres tableaux.
  • Lorsque la musique commence, dégelez-vous lentement et commencez à traverser la pièce au ralenti.
  • Reprenez la position de votre partenaire et figez-vous.
  • Restez figé dans votre nouveau tableau jusqu'à ce que vous entendiez le signal.
  • Lorsque vous entendez le signal, dissolvez-vous lentement et revenez au ralenti dans le tableau original.
Variation: Have half the class perform at a time so that they can take turns observing and sharing feedback with each other.

Whole Group > Shared Reading and Choral Dramatization //
Groupe entier > Lecture partagée et le chant oral

Ask students to think about this unfair relationship that the tree has with humans. Prompt them to focus on their schema and what they have learned so far. Display Appendix 4 - Tree and Human Poem // Annexe 4 - Poème des arbres et des humains again and read it aloud now, exploring the new point of view that they experienced in the cross-over. Remind the students to experiment with volume, pace and vocal qualities as well as movement. Have students complete the PDF#5 Choral Dramatization Checklist // Liste de contrôle pour la dramatisation d'un chant oral for assessment.
Assessment for Learning (AfL)

Review PDF#5 Choral Dramatization Checklist // Liste de contrôle pour la dramatisation d'un chant oral with the students to guide their exploration, and prepare them for evaluation.

Observe to what extent students are able to maintain role and concentration throughout the tableaux and the crossover, referencing Tableau Anchor Chart // Tableau d'ancrage pour le tableau for support.

During the Consolidation, assess students' ability to understand multiple points of view in a text, as well as voices that are missing.

Assessment as Learning (AaL)

By observing one another's tableaux, students will identify how elements of drama are used to convey meaning, thus enriching their own performances.

Have the students complete PDF#5 Choral Dramatization Checklist // Liste de contrôle pour la dramatisation d'un chant oral to self-assess their learning.

Notes
Choral Dramatization invites students to read the poem aloud by working with peers to experiment with variations to the poem. Choral Dramatization supports students' skills of reading aloud and presentation. Working with a partner helps develop their problem-solving skills as they make the best decision possible to represent the poem.
Provide a soundtrack of instrumental music for the Tableaux Crossover that helps set the tone of unfairness. For free music that you can download visit: Freeplaymusic.com
Approximately 10 minutes

Consolidation

Notes/Assessment

Whole Group > Discussion

Challenge students to think about the voice that is represented in the poetry.
Prompts: (all are CL questions)
  • Does the poem: "Tree and Human", represent the perspective and point of view all humans?
  • Describe the human whose voice is represented in this poem.
  • Identify a human voice that is not represented in this poem.
  • Do you agree with the way the poet represents humans in the poem?
  • Is the portrait of humans fair or unfair?

Groupe entier > Discussion

Incitez les élèves à réfléchir à la voix représentée dans la poésie.

Suggestions : (toutes les questions sont des questions LC)

  • Le poème "L'arbre et l'homme" représente-t-il la perspective et le point de vue de tous les humains ?
  • "L'arbre et l'homme " représente-t-il la perspective et le point de vue de tous les êtres humains ?
  • Décrivez l'être humain dont la voix est représentée dans ce poème. Identifiez une voix humaine qui n'est pas représentée dans ce poème.
  • Êtes-vous d'accord avec la façon dont le poète représente les êtres humains dans le poème ?
  • Le portrait des humains est-il juste ou injuste ?
 CL Remind students that texts are never neutral; all texts reflect someone's point of view. Encourage students to be good bias and point of view detectives.