Lesson 5: Plan of Action // Leçon 5 : Un plan d'action

Refer to Appendix 1 for Curriculum Expectations.

Learning Goals

Drama

I can:

role play and build a drama with my classmates
share my feelings and ideas about a drama activity by speaking, drawing and writing
show what my character is thinking and feeling

L'art dramatique

Je peux :

jouer un rôle et construire un drame en processus avec mes camarades de classe
partager mes sentiments et mes idées sur une activité dramatique en parlant, en dessinant et en écrivant
montrer ce que mon personnage pense et ressent

Language

I can:

begin to understand different points of view of different characters
help write a letter using the proper form for a letter, and using persuasive and respectful language

Littératie

Je peux :

commencer à comprendre les différents points de vue des différents personnages
aider à rédiger une lettre en utilisant la forme appropriée et en utilisant un langage persuasif et respectueux

Materials

Props for acting in role
PDF#2 (ENG & FR) Letter from the Mayor
Class set of exit cards
Chart paper and markers
PDF#4 (ENG) Role Play Checklist

Approximately 5 minutes Minds On // Esprit en marche	Notes/Assessment
Whole Group > Teacher in Role // Classe entière > Enseignant.e en rôle Print PDF#2 (ENG & FR) Letter from the Mayor, and place in a large envelope marked IMPORTANT in red lettering. In role as Mrs. Ahmed, return to the classroom and inform the students they have mail from the mayor. Have students talk to an elbow partner and predict what they think the mayor said in response to the letter. Record a couple of predictions on chart paper. Read letter aloud. Whole Group > Discussion > What Did the Mayor Say? // Classe entière > Discussion > Qu'est-ce que le maire a dit ? Since the letter is written in a formal voice, you may want to spend some time checking for understanding with your students. Go through a couple of lines at a time and have students talk to their elbow partners about what they think the mayor is saying in their own words. Take some suggestions from the pairs and share with the whole group to establish a common understanding. Individual > Whole Group > Revisiting Predictions // Individu > Classe entière > Revoir les prédictions Revisit the students' predictions. Have them reflect upon their accuracy individually and then pick one or two predictions from your chart paper to discuss collectively. Try to find the exact information in the letter that supported or invalidated the prediction.	Differentiated Instruction (DI) You may want to transcribe the mayor letter onto chart paper to make it more visible for all students so that it can be referred to as a shared text. If you have an ELMO you may want to project the contents of the letter onto a screen. Similarly, you may want to type up the letter and pretend that you received an email response and project it. If your students are having a hard time discussing the letter contents with their partners, re-read the lines one more time and have them try again.
Approximately 90 minutes Action!	Notes/Assessment
Whole Group > Preparation for Visit to Mayor // Classe entière > Préparer pour la visite du maire Still in role as Mrs. Ahmed, explain that it sounds like the mayor means business and that if we only have half an hour that we better make sure that we're really prepared about what we want to say. Get a blank piece of chart paper and make three columns: Needs To Be Fixed/How it Will Be Fixed/By Whom // À réparer / Comment réparer / Qui répare ?. Revisit the chart from the guest visits to refresh ideas about what needs to be fixed and put the information into the first column. Complete the next two columns as a group. Determine what a regular citizen would be able to do and what a professional might need to do (e.g., community helpers such as construction workers, sanitation workers, sign makers, translators, cleaners architects, etc.). Small Group > Role Play > Preparing To Meet The Mayor // Petits groupes > Jeu de rôle > Préparer à rencontrer le maire Tell students that before meeting the mayor, it is important to practise speaking clearly and confidently. Divide the class into groups of four. In each group, one student will act as the mayor, the other three students will act as citizens. Each citizen will greet the mayor and tell them how they plan to fix one of the problems in the park. The mayor can either nod in agreement or can ask questions to seek more information from the citizens about their plan. Prompts: That sounds like a good idea. How many people will you need? or How much do you think that will cost? or How long do you think that will take to complete? Debrief with the students. Suggestions : C'est une bonne idée. De combien de personnes aurez-vous besoin ? ou Combien pensez-vous que cela coûtera ? ou Combien de temps pensez-vous que cela prendra ? Faites le point avec les élèves. Prompts: What did it feel like to be the mayor? What did it feel like to be speaking to the mayor? Invitation : Qu'est-ce que tu as ressenti en tant que maire ? Qu'est-ce que tu as ressenti quand tu as parlé au maire ? Determine who will represent the class as speakers when we go to visit the mayor, and have interested candidates practise the speeches for the mayor. Encourage classmates to give advice to the volunteers. Prompt: What could be added to make this presentation even more persuasive? Invitation : Que pourrait-on ajouter pour rendre cette présentation encore plus convaincante ? Choose 3 or 4 representatives, one for each problem that needs to be fixed. Whole Group > Process Drama > Meeting the Mayor // Classe entière > Drame en processes > Rencontrer le maire Arrange the space in your classroom to establish the formal setting of a conference room. Establish a place where the mayor and councillors sit, a place where the speaker stands, a place where the community members can sit, etc. Assign students the roles of greeters who let people into the space and seat them, a staff person who will officially start the meeting and introduce all of the speakers, media who film the meeting, clerks who will take notes of everything that was said in the meeting and councillors who will sit on either side of the mayor who will help him make his decisions. Everyone else will be community members. Remind students that when we are in role we need to control our emotions, listen carefully to what others are saying and make the drama come to life by really trying hard to become the people we are pretending to be. L'enseignant.e dit : Lorsque nous jouons un rôle, nous devons contrôler nos émotions, écouter attentivement ce que disent les autres et donner vie à la pièce en nous efforçant de devenir les personnes que nous prétendons être. Once students are in place in the room in role, have the staff member read your school's Land Acknowledgement and announce what the meeting is about and introduce the first speaker to come forth and present a solution to one thing that needs to be fixed to the mayor. Encourage students to come to life in role once a speaker speaks, nodding their heads, making notes etc. Whole Group > Teacher and Students In Role > Critical Questioning // Classe entière > Enseignant.e et élèves en rôle > Poser les questions critiques After each speaker presents their solution to the mayor, the teacher in role as mayor thanks each speaker and poses a question to them to make them think more critically about the suggestion they offered. Prompts: How much will it cost? How long will it take? Why is this more important than something else that the community has asked me to do? ^CL Who will this benefit? Is it good for the elderly as well as the youth? Suggestions : Combien ça coûtera-t-il ? Combien de temps ça prendra-t-il ? Pourquoi est-ce plus important que quelque chose d'autre que la communauté m'a demandé de faire ? ^CLC'est bon pour qui ? Est-ce que c'est bon pour les personnes âgées et les jeunes ? Speakers can consult with their citizen/classmates if they need to before responding to the mayor. Similarly, the mayor may consult with their councillors after each speaker to determine whether or not they agree with the proposed solution. Once the solution has been presented and discussed, the greeter introduces the next speaker until they've all spoken. After all of the presentations have been made, the teacher in role as mayor needs to make closing comments: Teacher Script: I want to thank you all for taking the time to come here today. As you know I am very busy but I wanted to make sure to see you after you wrote me such a convincing letter about the problems with the park in your community. You have presented some very interesting and thoughtful solutions to the problems that you noticed and while I would love to be able to say that I will approve them all, I can only afford to fix four things. Please take a few minutes as a community, to reach consensus on the four most important things to fix. Script de l'enseigant.e : Merci à tous et à toutes d'avoir pris le temps de venir ici aujourd'hui. Je suis très occupé.e, mais votre lettre était si convaincante sur les problèmes du parc de votre communauté que je devais venir vous voir. Vous avez présenté des solutions très intéressantes et réfléchies aux problèmes. Je veux dire que je les approuverai toutes mais je peux résoudre seulement quatre problèmes. Je vous demande donc de prendre quelques minutes, en tant que communauté, pour décider en consensus quels sont quatre points les plus importants à résoudre. Small Group > Discussion In Role // Petits groupes > Discussion en rôle Have the students in role as citizens gather to discuss and vote on which four items will be fixed while rest of students wait in role. Suggestion: In role as the mayor, you may want to appoint one of your strongest/most confident students as the person who will help maintain order as the citizens vote on their top 4. Once you feel as though the students have reached a decision, in role as the mayor, call upon a student to speak on behalf of the group with their decision.	Assessment for Learning (AfL) Before engaging in both of the role play activities in this section, revisit the role play success criteria that were established and posted in Lesson 2. Carry around a clipboard and make anecdotal observations of the students' ability to sustain their roles in their small group role play. Spend time side-coaching students who need some prompting/support to effectively engage in role. Assessment of Learning (AoL) Since students have had a lot of experience with role play by now, you may want to evaluate their role play skills at this point, using PDF#4 (ENG) Role Play Checklist. Consider inviting an older student or another teacher videotape the session so that you can watch it afterward to conduct your evaluation.
Approximately 30 minutes Consolidation	Notes/Assessment
Whole Group > Teacher in Role; Students in Role // Classe entière > Enseignant.e en rôle ; Élèves en rôle Next, the teacher in role as mayor concludes the session saying the following: Teacher Script: I think that my team and I should be able to get the support you need to fix your park in two weeks. Meet us at the park at 9:00 a.m. sharp. After we've finished the work, I'd like to have a re-opening ceremony with some food and entertainment. Of course we'd have to invite some community helpers to look after health and safety as well. Since you seem to care so much about your community, would you like to help us plan the event? (Wait for student response.) Excellent, let's take care of the clean up and repairs first and then we'll meet again to plan the re-opening. Script de l'enseignant.e : Je pense que mon équipe et moi-même peut trouver le soutien pour réparer votre parc en deux semaines. Rendez-vous au parc à 9 heures précises. Une fois le travail terminé, j'aimerais organiser une cérémonie de réouverture avec de la nourriture et des divertissements. Nous devrons inviter des membres de la communauté pour assurer l'hygiène et la sécurité. Parce que vous aimez aider votre communauté, voudriez-vous nous aider à organiser cet événement ? (Attendez la réponse de l'élève.) Excellent ! En premier, nous faisons le nettoyage et les réparages, puis nous allons planifier la réouverture. At this point, staff person who started session will formally close the session. Mayor and councillors exit and reporters can interview community members and speakers. Sample interview questions: How do you feel about the mayor's response? Would you bring a problem to the mayor again? Are you upset that not all of your items are going to be repaired? *Exemples de questions d'entretien :* Que penses-tu de la réponse du maire ? Est-ce que tu partagerais à nouveau un problème au maire ? Es-tu contrarié.e par le fait que tous tes objets ne seront pas réparés ? Exit Cards > How Convincing Was Our Group? // Cartes de sortie > À quel point notre groupe était-il convaincant ? Come out of the role as the mayor and congratulate your students on their efforts in the process drama. Focus their attention on the success criteria for role play chart that you referred to in the first part of this lesson. Distribute blank exit cards and invite students to write their name and draw a happy face, sad face or neutral face, to represent how well they feel they followed the rules of role play. Encourage them to add a sentence describing why they think this using the language from the chart.	Assessment As Learning (AaL) The content on the exit cards will give you a sense of how well the students are internalizing the success criteria and where they are in terms of their ability to accurately rate their own performance. Accept all responses given. There are no wrong answers at this point. Differentiated Instruction (DI) For students who are unable to record their thoughts beyond the smiley face symbols, have a conversation with them and record their thoughts on the back of the exit card.