Lesson 8 - Culminating Activity

Drama

B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas and stories

Drama

• I can use tableau to communicate how and why characters feel the way they do
• I understand that giving a character a specific time, place and relationship to others helps make the drama believable

Dance

 Dance

• I can create a short movement phrase to communicate my ideas and feelings about the possible development of a community centre in this drama
• I can use the elements of dance to help me communicate my ideas and feelings

Language

1. Writing: generate, gather and organize ideas and information to write for an intended purpose and audience

Language

•  I can generate various ideas about the building of the community centre
• I can use my own writing voice to show what I feel about the subject

Five pieces of chart paper posted around the room with 1-3 markers at each station
A character prop for each character (see teacher's notes)
BLM #21: Community Centre Presentation Checklist 
BLM #22: Culminating Rubric

Whole Group > Reviewing Characters in the Drama

Inform the class that we are going to be reviewing all of the characters we have met so far in this drama. Together, make a list of all the characters.

Small Group > Role on the Wall

Divide students into five groups and give them the following: a character prop and initials of the name, a blank piece of chart paper, markers. Next instruct students to draw a large silhouette of a person's head and shoulders on the chart paper that will be used for the 'role on the wall' activity (see teacher's note). On the inside of the silhouette, write what you know about this character (e.g., name, age, hobbies, job, character traits). On the outside, write how this character feels about the building of the community centre and why. Remind students to use their journals to help them remember. Once students are finished, have each group post their role on the walls around the room.

Whole Group > Gallery Walk

Direct  the students to take a gallery walk around the room to familiarize themselves with all of the characters. ^CL Invite students to add any other information that they feel is missing. Partner up readers with non-readers to read aloud what has been written. Come back as a whole group.

Whole Group > Questioning

Ask the students to consider the following questions which you will read aloud. Prompts: What is the right thing to do about the building of the community centre? Should it be built? Should the building be stopped? What is the best thing to do for the environment? What is the best thing to do for the community and its members? What is your opinion? ^CL How does one arrive at an informed point of view?

Individual > Taking a Stand

Invite the students to consider their answers while you play soft music in the background. ^CL Let students know that when the music stops, they are to go and stand by the character who has the most similar opinion to their own.

Whole Group > Introducing Culminating Activity

Tell the students that as friends of the characters in the drama, they will have the opportunity to share their opinions with the mayor of Habitown.  There is going to be a community meeting and it is at that meeting that the mayor will make his/her final decision regarding the building of the community centre.

Small Group > Creating Community Meeting Presentations 

Organize students into small groups (groups of 3 - 5 students) to prepare their opinion for the mayor. Explain that they must present their opinion using:
1) a tableau to begin their presentation
2) a short movement phrase included at some point
3) a chant included at some point
4) a tableau to conclude their presentation
5) a verbal or written statement that summarizes their recommendation regarding the building of the community centre, with a clear rationale

Encourage students to draw from previous lessons using their journals to remind them of their work (e.g., students may use part of their written chants, movement ideas, tableau work, etc.) The presentation should last no more than 2 minutes long. Hand out BLM #21: Community Centre Presentation Checklist to each group as an assessment tool as well as to help keep students on track. Hand out BLM #22: Culminating Rubric and discuss as a whole group.

Whole Group > Role Play/Sharing at the Community Meeting 

You will go in role as the mayor (or invite another teacher/older student to go in role as the mayor). In role, you will call the meeting to order, and explain that the purpose of this meeting is to hear the opinions and feelings of the community around the building of the community centre. Still in role, call the groups forward to share their presentations.  Students must first introduce themselves as friends of the one character they are aligned with. (Or alternatively, one member of the group could be in role as the character from this drama, and this person could introduce the rest of the group.) By the end of the presentations, after listening carefully to each group, you will decide whether the building of the community centre will continue or be permanently stopped. Share your decisions with the students to end the role play.

Character Props

KC

BLM #1: Letter, role on the wall 
compass, sticks, 
picture of an animal

RJ

 hardhat,
measuring tape,
BLM #7: Letter to the Editor
 

NP

 medal or trophy, 
picture of a swimming pool,
BLM #6: Newspaper Editorial
 

LB

BLM #9: Animal Rights Rally Flyer, picture of an animal
 

FL

 picture of a park,
BLM #7: Letter to the Editor

Silhouette Outlines for the Role on the Wall Activity

This lessons will take place over several classes as it is the culminating activity.

If you find that there is only one student standing by one of the characters, ask the student if they are comfortable with switching to another character. If not, ask if there is a volunteer who would be willing to join this student.

Creative Process

Give students plenty of time to work through the creative process (see page 19 - 22 of the Arts Curriculum). Give them many opportunities to share with you and others before the final presentation. Side coach students when they are off track or need fresh ideas.

Assessment for/as Learning (AfL/AaL)

Provide specific feedback while students are working,  directing their attention to 
 

BLM #21: Community Centre Presentation Checklist

Half way through the process, conference with each group using the assessment tools from the unit: 
BLM #3: Creating an Individual Tableau
BLM #12: Self-Assessment Dance Checklist
Effective Dance Work anchor chart from Lesson 6
BLM #10: Choral Dramatization checklist
Posted Elements of Dance from Lesson 2

Assessment of Learning 

(AoL)

Use BLM #22: Culminating Rubric to evaluate student achievement of unit expectations.

Individual > Writing and Reflecting

Assessment of Learning (AoL)  

Review student journal entries, from the beginning to the end of the unit, with a focus on how well they have internalized and demonstrated their knowledge and understanding of the big ideas.