Whole Class > Process Drama > The Event! //
Classe entière > Drame en processus > L'événement !
Have greeters at the doors let in the visitors and encourage them to interact with the community helpers at the various stations in the room. In role as the mayor, circulate in the room yourself to model how to interact at the stations.
After about 10 minutes of letting the guests freely interact with community helpers at the various stations (or until a moment where you feel like student engagement at the stations is waning), announce that it's time for students to switch roles: those who were visitors will now be the community helpers and those who were community helpers will leave the room and come back as visitors. Allow at least 5-7 minutes for this transition to take place.
Whole Group > Second Round of Station Visits //
Classe entière > Deuxième tour de visite des stations
Once again, allow at least 10 minutes of time for students to interact at the stations in the room. When you feel that student interest in waning, in role as the mayor, call the students together to meet in the centre of the room.
Teacher in Role > Mayoral Closing //
L'enseignant.e en rôle > Fermeture de l'événement par le Maire
Once everyone is assembled, thank everyone for coming and make a statement about the importance of people in a community working together to solve their problems and fighting for what's important.
L'enseignant.e dit :
- Merci à tous et toutes d'être venu.e.s aujourd'hui !
- Il est très important que les membres d'une communauté travaillent ensemble pour résoudre les problèmes.
- C'est très spécial de vous voir vous battre pour ce qui est important.
- Merci encore !
Whole Group > Community Handshake //
Classe entière > Poignée de main communautaire
Encourage everyone in the community to form two lines on the same plane facing each other just like teams at the end of a hockey game. Ask the leaders of the line to approach each other simultaneously and shake the hand of each person in that line as a way of showing appreciation for one another.
L'enseignant.e dit :
- Créez deux lignes.
- Nous allons nous serrer la main comme lors d'un match de sport.
You may want to end with a cheer:
"Together, we're better! Together, we're better!"
"Ensemble, nous sommes meilleurs ! Ensemble, nous sommes meilleurs !"
Whole Group > Partners or Small Group > Discussion //
Classe entière > En partenaires ou petits groups > Discussion
Facilitate a class discussion about the learning that has taken place, encouraging students to cite examples from unit activities or from everyday life. Provide opportunities for partner and small group discussion of some of the following:
Unit Guiding Questions
- Who are our community helpers and how do we understand their roles in meeting our needs?
- How can drama activities and dance build an understanding of these community helpers and their important roles?
- How do community helpers rely on each other and solve problems?
- How can we help build a safe and inclusive community?
- How does hearing multiple points of view about a problem help us to better understand it?
- What powers/rights/options do we have as citizens when we face a problem in our community?
Questions directrices pour la discussion
- Qui sont nos aides communautaires et comment comprenons-nous leur rôle dans la satisfaction de nos besoins ?
- Comment les activités dramatiques et la danse peuvent-elles nous aider à comprendre ces aides communautaires et leurs rôles importants ?
- Comment les aidants communautaires s'appuient-iels les un.e.s sur les autres et comment résolvent-iels les problèmes ?
- Comment pouvons-nous contribuer à construire une communauté sûre et inclusive ?
- Comment le fait d'entendre plusieurs points de vue sur un problème nous aide-t-il à mieux le comprendre ?
- Quels sont les pouvoirs/droits/options dont nous disposons en tant que citoyens lorsque nous sommes confrontés à un problème dans notre communauté ?
Record some of their key ideas so that they can use them in their culminating writing task.
Individual > Culminating Writing Task //
Individuel > Tâche d'écriture culminante
Below are two possible culminating writing tasks, allowing for teacher and/or student choice, to respond to student readiness and interest. Both tasks allow students to demonstrate their learning and understanding of the big ideas and guiding questions for this unit.
Option 1:
As a final culminating task, invite students to share what they know, understand and value about community by contributing to a big class book. Read the picture book The Important Book by Margaret Wise Brown, or show a slide show on YouTube, to familiarize students with the text pattern and format of the book. Together, identify the pattern:
The important thing about _________ is that it is _________. It ______________, and it _________________, and ___________, and it ____________________, and _____________________.But the important thing about _____________ is that it is ________.
L'important à propos de _________ est qu'il s'agit de _________. Il y a ______________, et _________________, et ___________, et ____________________, et _____________________. Mais la chose importante à propos de _____________ est qu'il s'agit de ________.
Explain that each student is going to create one or more pages of the class book with an illustration and their writing, and that everyone's contribution will be combined to create a big book called "The Important Thing About Community" // "L'important à propos de la communauté". Explain that this book should contain everything they have learned about community and everything they value about community. Review the ideas that were recorded during the previous discussion. Generate success criteria for the task with students (see sample criteria in side bar). To help with this, show samples of big books and other student published books, and identify the elements that are effective. Post the criteria for their reference. Have students create a rough draft, revise and edit their illustration and writing, before finalizing a copy for publication in a class book.
Option 2:
Ask them to share what they have learned by writing an article for the local newspaper telling citizens what makes a healthy and inclusive community and what they can do to make a difference. CLStudents may choose to write the article from the point of view of someone other than themselves, such as mock citizen, e.g., Mrs. Ahmed, the youth worker who led the basketball games, etc.
Take about three days to support students in their article writing. On the first day, you may want to have students in pairs orally telling their partner the things that they have learned. Collectively, generate some success criteria for what might be included in a good article.
On another day, provide a variety of article templates, scaffolded for higher and lower degrees of support so that all students can be successful. Share samples of good articles as the students work so that they have a sense of what they're working toward. Encourage students who have difficulty writing to start by drawing a picture story of what they have learned as a starting point. Once completed, have students share their articles with one another orally.
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