Lesson 7: Building a Story Drama; Examining Impact

Drama

B1.3 Creating and Presenting: plan and shape the directions of the drama or role play by collaborating with others to develop ideas, both in and out of role

B2.1 Reflecting, Responding, and Analysing: express personal responses and make connections to characters, themes, and issues presented in their own and others' drama works.

Drama

 I can:

• come up with ideas to develop a character's story during the drama 
• express my ideas  through writing in role

Language

Oral Communication

1.8 students will identify the point of view presented in oral texts and ask questions to identify missing or possible alternative points of view

Reading

1.5 students will use stated and implied ideas in texts to make inferences and construct meaning

Language

I can:

• find out information while in role through questioning
• use the information in the picture to build the story drama

BLM #8 Poem
BLM #16 Letter to School
Backpack with artifacts (see notes section in Minds On)
BLM #17 Note From Boy 
BLM #18 The Boys Assignment (print off and write F across it in red)
BLM #19 School Picture
BLM #20 Vote for Me Sign
BLM #21 Tickets to Dance
BLM #22 Hot Seating the Object
Image of boy behind the glass (printed out--the picture is also found in his backpack)
CD player and appropriate music
Chart with writing in role prompts written out (see "writing in role" section of lesson)
Journals or paper for writing in role
One strip of paper per student
Index cards
BLM #23 Rubric for Writing in Role
Appendix #4 Teacher Observation Tracking Sheet

Whole Group > Setting the Context

Explain to the class that the purpose of this lesson is to investigate the following questions:
In what ways are exclusion and discrimination hurtful?
What strategies can one use to cope when feeling hurt and unjustly treated?
How can one reach out and encourage inclusivity?
In what ways can inclusivity be powerful?

Post the questions on the wonder wall for reference.

Draw student attention back to the list of common reasons that people feel excluded and the related forms of discrimination, posted to the wonder wall. Advise students that while the last lesson focussed specifically on gender-based exclusion of a girl, they are now going to use the creative process to build a different story drama about a boy. Explain that in this drama, they they will get to determine the form of discrimination or exclusion that is creating a problem for the boy.

Whole Group > Role Play

Explain that you will be in role as the teacher of the central character in the drama, and they will be in role as his classmates. Set the scene by inviting them to imagine that the students are aware and concerned that their teacher seems somewhat distressed. The teacher has asked them to stay in from recess, because he/she needs their help with something. Advise students that when you sit down the drama begins. Explain that you want everyone to sit in silence to allow some tension to build for a minute or so. The role play will begin when someone says, " What is it Miss/Sir?"
Once a student cues the role play to begin, present the class with a letter.

Teacher Prompt Narration:

Students: This letter was shared with all of the staff at our school and we don't really know how to address this matter. We decided as a staff that this letter should be shared with you, as you may be able to help.  Please listen carefully and understand that I am really counting on you to be as helpful as you possibly can.
Read the letter aloud. (see BLM #16 Letter to School). Select a name for the boy in the letter, ensuring that you do not use the name of anyone in your class, or school, if possible.
I have no idea why he is staying away from school, if he is not ill. 
Do you have any knowledge whatsoever that might help us understand why he isn't coming to school? Can you suggest who I should speak to that might be able to share more information?

Invite students to interact with you in role, sharing some ideas and observations, and make a list of people who might be able to provide more information. Conclude the role play by thanking students for their help.

Suggested Artefacts to use in this lesson

1. A sweater with gum smeared on it (Find something at a thrift or second hand store to use)
2. An assignment with negative teacher comments written on it (rewrite it in shaky handwriting)
(BLM #18 The Boys Assignment )
3. A smashed or broken watch (You can probably find something at the dollar store or in a drawer)
4. School picture with his face scratched or cut out (BLM #19 School Picture)
5. "Vote for Me for Class Prime Minister" sign with something unpleasant written across (BLM #20 Vote for Me Sign)
6. 2 Tickets to School Dance slightly crumpled and obviously unused/forgotten (BLM #21 Tickets to Dance)
7. Use the poem that was used in Lesson 3 (BLM #8). The students will find it interesting to revisit the poem in this context.

Media Literacy

It is important to understand that the artefacts are texts in this lesson

Whole Group > Museum Walk of Artefacts

Present a backpack filled with items to the class and invite students to imagine that this is the boy's backpack. Slowly remove each item from the backpack, showing each one to the class. Distribute the artefacts around the classroom. Play some quiet music, and have students go around the room and take a close look at each of the boy's items. Encourage students to be silent and reflective as they complete the activity. At the end of the museum walk, encourage students to stand beside an object that stands out to them or they find particularly interesting. Encourage students to ensure that the groups are even, and if the object that they initially wanted to stand beside already has enough people, they should move to another object.

Whole Group > Writing in Role

Explain to students that they are going to take on the role of someone who knows the boy really well. Refer back to the list that was generated in the role play to give them ideas. Ask them to take a moment to decide who they are in relation to the boy (e.g., friend, aunt or uncle, mother, coach, sibling,etc.).
Prompts: From the perspective of your role, what does this object mean to the boy? What information can we gain about the boy when you tell your story about him and this object?

Give each student a piece of paper or a file card and ask them to write in role, using and expanding upon the following writing prompt: 

This is important to him because _________. 

He always ____________.

Whole Group > Pairs > Hot Seating

Invite three student volunteers who are comfortable with improvisation to leave their writing aside, and be hot-seated. Explain that the students in the hot seat will explain who they are in relation to the boy, and then tell their story about the boy and a particular object. Students are then invited to ask questions about the boy and the object, to gain a better understanding of him. Encourage students to look for clues that might relate to his unwillingness to come to school. 
Organize students in pairs and direct them, in turn,  to interview each other in role about their selected object and the boy.

Optional Extension or Variation

Another creative way to gain information about the boy and his relationship to each object is to give voice to the objects themselves. In this activity, direct students to write in role as the objects, and then invite students to hot-seat students in role as the objects. See BLM #22 Hot Seating the Object.

Whole Class > Role on the Wall

Display an enlarged  version of Image of boy behind the glass (see hyperlink) or project the image onto a white surface from a projector. Distribute one sticky note to each student.
Prompts: What do we think we know about this person? What is he feeling or thinking inside?  What are his hopes? Does he have power to change things? What power does he have within?
Have them record their answer to this question on the sticky note. Instruct each student to stick their note somewhere on the inside of the boy. 

Distribute another sticky note (preferably in a different colour) to each student.
Prompts: What is going on in the world around this person that is causing the things we've listed on the inside of his body? What are other people saying or doing that is affecting him? What expression of power does he have to contend with (e.g., power against)? 

Instruct the students to post these thoughts on the outside of the boy in the photo. Continue to engage students in a discussion about this representation of the boy.
Prompt: What is he refusing to tell his mom?

Small Groups > Tableau

In small groups, direct students to create a tableau that clearly depicts the act of exclusion or discrimination that has upset the boy to the point that he is refusing to return to school. Invite two groups at a time to present their tableaux and engage viewers in an analysis of the images. 
Prompts: 
What do you think has occurred here? What suggests that to you?
What emotions do you read in this image?
What form of exclusion or discrimination is depicted in this image?
What is the impact on the boy?

Whole Class > The Wave: Expressions of Power

Explain to students that they are going to use another non-verbal technique to explore expressions of power in relation to the situation this boy is facing.  

Ask for a group of about ten volunteers. Direct these students to stand shoulder to shoulder in a straight line at one end of the room. Instruct students to walk slowly to the other side of the room, while staying in a straight line. Their focus needs to remain completely ahead of them and they should not look side to side. Encourage students to feel the energy of the group and move slowly and controlled in order to stay in line with each other. Once they have reached the opposite side of the room, instruct them to turn around and walk back in the same straight line. Instruct all members of this group to refer to the role on the wall and choose an emotion or expression of power.  Direct the group to perform the wave again, however, this time only one person will make it to the end of the room. Instruct the other students to drop off the wave at any point and freeze into a shape that shows either the boy's inner feelings, hopes, and power, or the outer expressions of power that are working against him. The person who has been chosen to walk to the end of the room will then turn around and walk back. Instruct students who are in tableaux to join the wave again when the person walking passes them. Students should end up in their line at the end of the room at the closure of the activity. Repeat the activity with a new group of students, this time instruct them to choose words from the outside of the boy.

Optional Extension

Have two waves come together (starting at opposite ends of the room and walking toward each other), one representing the outer forces of power,  the other representing the boy's inner emotions, hopes, and power. Encourage students to make connections (in tableau and with eye contact) with people in the other wave if the opportunity presents itself. This requires a lot of focus, and should only be done if students are taking the activity seriously.  If it works, it can be a very moving and compelling experience for students, which builds empathy and understanding.

Individual > Writing in Role

Connect to previous learning.

Teacher Narrative

We have been exploring the life of a boy who was not comfortable because he was possibly being excluded by his peers. By learning about this boy, we have examined what can really happen when we exclude people in the classroom, on the playground, and in our community. Today we are going to communicate what we have learned during our exploration by doing some writing.

Before continuing with the writing, review the role on the wall that was completed in the previous class. Ensure students all have an understanding of what we know about this boy, and why he may not be coming to school. Inform students that they will complete a writing in role assignment. Using the Differentiated Instruction structure of RAFT, invite students to choose a role, audience, format and topic or purpose for this writing in role task. Emphasize that this task is intended to address the questions: 
What strategies can one use to cope when feeling hurt and unjustly treated? (What can the boy do?)
How can one reach out and encourage inclusivity? (What can others do?)

Share and post the rubric (BLM #23 Rubric for Writing in Role) that will be used to evaluate the writing. Ensure students understand that their writing may contain questions, explanations, feelings, apologies, an explanation of what they might have done differently if they had a chance, or plans for what they may do in the future if they should ever encounter a situation like this one. Encourage students to draw from ideas presented in the role play and object work, role on the wall, the wave, the poem, previous lessons, and their own experience to help them construct ideas for this writing task

Whole Class > Inner/Outer Circle

Invite students to bring their letters to the centre of the room. 
Arrange students in two circles-- the inner circle is in the middle of the room facing out (this contains all of the students who wrote the letter from the boy's perspective). The outer circle forms around the inner circle, facing in (this contains all of the students who wrote the letter from the perspective of a friend, teacher, or excluding peer). The circles should be facing each other.

Ask students to select a section or sentence from their letter. Encourage them to choose whatever they believe will have the most impact. Inform students that they will be reading this section of their letter when they are tapped on the shoulder. Each time they are tapped they must begin with the salutation of the letter (e.g. Dear Friend, Dear Diary, Dear Mrs. Grover), so that everyone will understand who is speaking and to whom they are speaking. Instruct students to begin reading when they are tapped and stop when they hear someone else begin to speak.

Notes

Note about working in role: Role is the combination of one's own life experience combined with what we know about the character. It is important to be as authentic as possible. Keeping the drama open allows students to build the context.

You might consider having the chairs face backwards, away from the audience, if that is more comfortable for students.

If students haven't done this activity before it is a good idea to model it for them. Using an object from the classroom would be a good way to do this. They could even practise in partners or small groups with objects from the classroom before moving on to the boy's backpack.

During the "hot seating the object" activity you may invite students in the audience taking notes about what is being said. You can hand out index cards for them to write on. This will help them with the role on the wall activity that follows.

Hyperlink

Boy Behind Glass
http://www.flatrock.org.nz/topics/education/
assets/social_exclusion.jpg

Assessment for Learning (AfL)

Use Appendix #4 Teacher Observation Tracking Sheet, elements of dance checklist, and/or anecdotal notes regarding focus, connecting to previous information, and insight into the character.

Differentiated Instruction (DI)

For students who don't feel comfortable verbally expressing their ideas encourage them to record their thoughts on sticky notes and to engage fully in the activity.

Students who have difficulty expressing their ideas in writing, may want to 'draw in role' or create a 'mind map' of the person's thoughts. 

Scribing or having students record their ideas on tape is another option.

As the students post their sticky notes, music can be added to enhance the activity. It will also help students to stay focused.

Appropriate music will enhance the effect of the wave. See appendix for suggestions.

You may want to turn the chair for the hot seat around, so that the student is facing away from the class.  This will make it easier for the student in the hot seat to concentrate as they are not being stared at.

Assessment of Learning (AoL)

Use BLM #23 Rubric for Writing in Role to assess student achievement of the Curriculum Expectations.

One circle may be quite smaller than the other. That is okay. Students can be tapped to read more than once. 

It is especially important that ELL and students who struggle with literacy skills understand it is okay and often more dramatic to only read one line or word.

Individual > Adding to the Wonder Wall

Whole Class > Discussion

Engage students in a discussion about the drama. Revisit the questions introduced in the Minds On.
In what ways are exclusion and discrimination hurtful?
What strategies can one use to cope when feeling hurt and unjustly treated?
How can one reach out and encourage inclusivity?
In what ways can inclusivity be powerful?

Assessment as Learning(AaL)