Lesson 5: Working Together

Critical Learning	Guiding Questions
In this culminating task, students will create scenes illustrating common problems that could arise between genders in today's workplace. Through the use of statistics, expert information and the experiences and understanding generated in earlier lessons, students will create scenes to both illustrate conflict and misunderstandings and to offer solutions. Furthermore, the work could be presented before a live audience of Grade 10 Careers classes, so the students will gain experience crafting their message to a specific group as well as honing personal interaction skills	What gender based tensions/conflicts exist in the workplace today? What are some of the strategies students can employ to deal effectively with conflict at work? Is gender a bigger issue in some workplaces? How are non-binary and trans people experiencing discrimination in the workplace? What are your rights as a worker when these conflicts arise? How can drama help to prepare you for dealing with conflicts in the workplace?
Curriculum Expectations	Learning Goals
A1.1 use a variety of sources as a basis for creating scenes about workplace issues A1.2 choose appropriate drama forms to explore a variety of perspectives on the world of work and business A1.3 create a scene or sequence of scenes featuring a character who demonstrates employ-ability skills A2.1 combine and arrange the elements of drama to create scenes that explore common workplace roles and situations B1.1 use the critical analysis process to determine the responsibilities attached to different roles within the group and to guide and monitor progress B1.2 analyse presentations about workplace topics to determine how accurately they depict workplace realities B2.2 identify ways in which drama activities strengthen their social and employ-ability skills B2.3 explain how drama activities provide insight into different types of roles, social or occupational hierarchies, and issues they may encounter in the workplace B3.2 identify personal strategies and skills they have developed through drama activities and explain how they can contribute to success in workplace contexts.	Learning Goals At the end of this lesson, students will be able to: learn about today's gender based conflict from personal stories understand the importance of tailoring a message to a specific audience develop communication and interpersonal strategies for dealing with workplace problems develop self awareness to monitor and adapt behaviours to suit given situations
Instructional Components
Readiness This lesson continues to build on the areas of discussion and drama techniques explored in the previous four lessons. Students should have familiarity with the phases of the creative process when rehearsing dramatic work. As it is intended that the students will be present their work to an unfamiliar audience, extra vocal work may be required - articulating, vocal support, qualities of voice. Furthermore, work on maintaining the energy required to sustain a scene may be useful. Terminology Tokenism Sexism Discrimination Forum Theatre Transgender Non-binary	Materials BLM #6 Miscommunication Scenarios BLM #7 Culminating Task Instructions BLM #8 Culminating Evaluation BLM #9 Self Evaluation and Reflection Chart Paper Markers For more information on Forum Theatre, see Augusto Boal's Theatre of the Oppressed and Games for Actors and Non-Actors

Approximately 20 minutes Minds On	Pause and Ponder
Individual > Guided Visualization Invite the students to find a place to work alone in the room. Ask them to close their eyes and imagine themselves 10 years from now and consider the following questions: What kind of job would you like to have? What kind of job do you think you will have? What obstacles do you see standing in the way? How will your gender help you get what you want and keep it and how might it be an obstacle in getting and keeping what you want? Note: This may generate some sensitive conversations around gender, particularly for students who may be trans or non-binary. Teacher may need to step in and debrief as needed. Pairs and Small Groups > Sharing and Brainstorming Invite the students to turn to a partner and share some of their predictions. Invite students to share with the class. Ask students to work in groups of five and brainstorm on chart paper issues, tensions and conflict based on gender in the workplace today drawing on their imaginings, the stories they heard and their own personal working experiences. Invite the groups to share their lists and create an anchor chart list on the board. Whole Class > Discussion Examine the issues created in the whole class list and facilitate a discussion on gender in the workplace. Key Questions for Discussion: What do you think are the main reasons for tension and challenges in the workplace because of gender? To help people navigate and be successful, what would you want to tell young workers today? What changes do you think would improve the situation for women, men, non-binary and trans people? Distribute BLM #6 Miscommunication Scenarios to generate further discussion and scenarios about gender based conflicts at work. Reaffirm the goal of the unit to the students: to raise awareness of women in the workplace and communicate the idea that women and men are equally able.	Assessment for Learning (AfL) During the rehearsal process, schedule in conference time to learn how students would deal with an analogous real life situation Assessment as Learning (AaL) Have audience complete a post show survey after the performances. Direct students to complete their own self-evaluation based on their work in the unit. Assessment of Learning (AoL) Students will be individually evaluated based on their work during the rehearsal process and the final performances. Differentiation (DI) Allow some students to write out material and use scripts. Quick Tip Visit and side coach students to create authentic characters and situations. Fore-go live performance and create a video of the work. Work with the moderators to facilitate the discussions at the end of the scenes. Work with another teacher in Business Studies or Careers to set up a class together to try out some of the scenarios. Organize the session and discussion to maximize the learning opportunities. Link and Layer Think back to the discussion in Lesson 1 and the BLM #1 Character Traits and Interests to stimulate discussion. As an extension, students can discuss brain differences using the resource 10 Big Differences Between Men's and Women's Brains Hyperlinks in the Lesson "Much left unsaid in workplace gender dialogue" 10 Big Differences Between Men's and Women's Brains Link to Creative Process Chart BLM #6 Miscommunication Scenarios BLM #7 Culminating Task Instructions BLM #8 Culminating Evaluation BLM #9 Self Evaluation and Reflection
Approximately 75 minutes Action!
Small Groups > Culminating Task Give each group a copy of the assignment instructions (BLM #7 Culminating Task Instructions) and read through them together to ensure understanding of the assignment. Instruct students to work in groups of 4 or 5 to create a truthful, realistic scenes about gender issues in the workplace. Each group will present scenes illustrating examples from the list the students generated in the previous activity. This might include scenes showing stereotyping, discrimination, miscommunication between men/women/trans/non-binary people in the workplace. Inform the students that the scenes are to establish and represent the issue and tension but not resolve the problem. Instruct students to end the scene at the moment of the greatest tension or conflict. Each group must have one or two members who function solely as “moderators.” They will introduce the scenes, dialogue with the audience, and articulate what the problem is and counter any misunderstandings about the issue. Instruct the audience that they will make suggestions to resolve the conflict at the end of the scenes. Ask the audience to begin by saying to one of the characters: "If I were you I would. . ." and give a suggestion. The moderators will then continue the discussion. Direct the students to use the creative process to rehearse the scenes for presentation. Give students time to write, rehearse, and present the work to the class in the form of a “dress rehearsal.”
Approximately 75 minutes Consolidation
Whole Class > Presenting, Evaluating and Reflecting Negotiate the next steps with the class after the dress rehearsal, They can decide if they feel ready or comfortable to perform the open ended scenes for an outside audience. Ideally, the class will present their work before the Careers classes or a Business English class. The students will be responsible for all aspects of the presentation, from introducing the work to facilitating the suggestions and discussions and any wrap up discussion. See BLM #8 Culminating Evaluation for evaluation checklist and rubric. After the presentation, hold a whole class debriefing. Key Questions for Discussion: Did you think the scenes were realistic? As the character in the scene did you feel that you could implement some of the suggestions? Was it difficult to play any of the roles and why? What can we learn about the workplace or any other issue working in drama in this way? Following the debriefing, have students complete an individual self evaluation using BLM #9 Self Evaluation and Reflection