Learning Goal: To take on the roles of our characters who live in a small town and face a difficult choice, and to conduct research to explore the consequences of this choice.
Minds On
Recreating the Image > Inside our Small Town
Revisit the image of the small town of Milford we created last class, either by projecting the image and discussing it, or recreating it live. Ask students to voice some of the details of the town that they remember from their character-building last class. For example, you could have them locate the town on a map, construct a map, make a list of jobs in the town, share their research information about types of land and resources are in our town, etc.
Whole Class > Mime and Narration
Ask students to find a spot in the room where they can stand. They should imagine now that they are their character in Milford. It’s a typical day, one like any other. As you narrate, ask students to mime any actions described as their characters, without talking or interacting with others. As they listen to the narration, they should react in role with facial expression and gestures. Consider modeling this mime by doing some actions with them as you speak.
Teacher Script: ‘It was a typical day in Milford. The citizens of the town woke up in the morning. Some woke very early to complete their chores on the farm, such as milking the cows and feeding the chickens. The store owners opened and set up their shops. Children climbed the big yellow school bus to get to school and played soccer in the school yard. Everyone in Milford worked hard for what they had. Sometimes, they did wish that life was a bit easier, that they made a bit more money, that they didn’t need to travel as far for work, and that there was more recreation for their children.’
‘They were thinking about these exact things when they heard an announcement: on the radio, on the PA system at school, through the telephone. The Mayor of Milford was asking all citizens to come together at the local community centre for a very important announcement!’
Action!
Whole Group Role Play > Preparing our Roles
Freeze the action and ask students to step out of role for a moment. What do you think is going to happen? What could the Mayor’s announcement be? Make some predictions together.
Inform students that we will now have a whole group role play as people of the town of Milford. You, the teacher, will be in role as the Mayor. Remind students of the success criteria of role play (staying concentrated, listening to others, speaking role, building on the ideas of others).
Give students time to prepare for the role play. Depending on students’ experiences with working in role, you may wish to create prepared role descriptions and hand them out.
See this CODE Resource as an example: https://www.code.on.ca/sites/default/files/assets/resources/94-building-community/documents/5drama-buildingcommunity-blm10mantleofexpertroledescriptions.pdf
Some students could use index cards to write 2-3 sentences of script for themselves, or details about their character. You could also provide students with sentence starters for the role play. Give students a few minutes with their elbow partner to practice what they might say to the Mayor, or to make some guesses about what she will reveal. Check in with students who might need extra explanation or scaffolding. Consider pairing them with a partner for the role play activity.
Teacher in Role > The Mayor’s Announcement
Enter the space in role as the Mayor. Consider wearing a costume piece, such as glasses or a jacket, and bring a prop, such as a briefcase. The Mayor enters in a hurry; she is polite, but she does seem a bit worried, as if she has big news to share.
The Mayor greets the people and has a few students introduce themselves in role by name. She then launches into her announcement.
Sample Teacher Script: ‘People of Milford, I am so happy you could be here today. I have some news to share with you . . .it is exciting, and important, but also might be something you have strong opinions about.’
‘In the past few months I have heard some of your concerns about our town. About how hard you are working, about the difficulties of farming and making a good living. I know that many of the young people in our town are looking for part-time jobs and things to do, and that many of our families are faced with the choice of having to move away to bigger cities for work and recreation. Well, this letter might be the answer to our troubles!’
The teacher in role then pulls out an envelope with an official-looking letter from a company called the City Company. She reads the letter, which details a proposal to build a giant indoor amusement park in Milford. These types of projects have been very successful in the city, and have brought jobs, recreation, and tourism. The City Company would like to build this on a large tract of land which is now green space for farm animals to graze, near the shores of the lake in Milford. It would like approval from the town of Milford to begin its development.
Questions for In-Role Discussion
(could be done with an elbow partner first, or as a whole class)
What is the City Company proposing?
Do you think it’s a good idea? Why or why not?
What will be the impact of this indoor amusement park on our land? Our community? Our jobs?
What benefits might it bring to our town?
As students discuss the proposal in role, consider using a Role Play Checklist to track their participation or have an outside eye assess them. Or, record the role play to watch back later.
Sample CODE Resource:
Consolidation
Debrief > KWC Chart
After the role play has concluded, thank students for their participation and give them descriptive feedback about their role play. Look-fors might include staying in role, speaking as the character, using specific details from the character-building exercises, and building on the ideas of others. Consider using the Role Play Checklist as success criteria for feedback.
Pose the following questions and make a KWC (adapted from the KWL Chart) for the class detailing their concerns and questions about the City Company.
K What do we know about this project?
W What more do we want to know?
C What are our concerns?
Whole Class > Spectrum of Difference
Place a line of tape along the floor and tell students that one end of the line represents those who are FOR the project and the other end those who are AGAINST it. This is a spectrum of difference, and so they might fall anywhere along the line. Invite them to take their place on the line as their character from the role play. Ask a few students to explain their choices, using prompting questions to get supporting details. This activity could be repeated out of role.
Two Stars and a Wish > Reflection on Role Play
Invite students to give themselves two stars (strengths) and one wish (a goal for improvement) based on their participation in the whole group role play. Remind them that they will have another opportunity to take on this role next lesson, and so they should think about what they want to do differently next time.
Extension Activity > Inquiry Research
Inform students that they will soon have an opportunity to meet the head of the City Company and ask her questions about the amusement park project.
What are our concerns when we meet the person from the company?
What do we need to know more about before we meet with her?
Generate a list of inquiry questions based on students’ responses. For example, students might want to know more about how this kind of development would impact land and water, or how many jobs it might create. Take time to unpack the concept of ‘impact’ and what that means in this context.
Give students time to conduct research and/or prepare materials based on their inquiry questions before the next lesson.