Unit 4 Sample Lesson: Character Thesis

Critical Learning	Guiding Questions
In this lesson, students will learn how to develop a "point of view" for a character and how to use this point of view as a filter through which to see the world. Bias, super objectives and character history will be explored to better understand where point of view originates and how it serves to motivate characters to behave the way that they do and react in the ways that they do. By the end of the lesson students will have an understanding of how to develop a point of view and some understanding of how to use this in a scene.	Why do people see the same issue or problem in different ways? Why can we see people's point of view yet still disagree? Why is it important to do so? What informs the way a person sees the world? What influences a person's point of view on a situation/ themselves/ an issue/ the world/ their relationships? Why is it so difficult for people to agree to disagree?
Curriculum Expectations	Learning Goals
A1.3 Use role play to explore the possibilities of different scenarios, situations, and characters A3.2 Select and use appropriate role development techniques during rehearsal and performance B2.2 Identify ways in which drama can promote self- and social awareness C3.2 Demonstrate an understanding of the tasks and responsibilities involved in producing drama works	At the end of this lesson, students will be able to: Understand how to generate a point of view as a thesis and/or as a filter through which their character sees the world Develop an understanding that there is not always a right or wrong perspective, just a different interpretation of an issue Develop an understanding of what influences the development of a point of view
Instructional Components
Readiness Students should have basic improv skills including agreement, chivalry and the ability to commit to a character. They should have experience creating improvised scenes, creating a platform, and advancing offers. Students should have practiced creating characters spontaneously. However, some may need a starting point or a suggestion for their characters. Examples can include objects (bouncy ball, ruler), colours (red, blue, magenta), or weather systems (cold front, hurricane, breezy). For homework the day before, have students answer the following questions: Describe a situation in which you and another person disagreed because you saw the situation differently. Do not consider who was "right" or "wrong" in this situation simply what the different stands on the issue were. Describe why you and this other person saw things differently. Describe both perspectives. Terminology Point of View Thesis	Materials Write the following questions on the board for audience members to reference during the "Point of View as Thesis" exercise. "Why do you think this?" "How is this like something that has happened to you?" "Why is this important to you?" Peer assessment card on point of view. See BLM #7 Point of View.

Approximately 15 minutes Minds On	Pause and Ponder
Small Groups > Discussion In groups of 2 or 3, students share their homework (described in "Readiness"). During this discussion, students consider the following: What is the difference in point of view? What informed your point of view? What informed the other person's point of view? Allow students time to discuss each person's answers. Ask for a 'thumbs-up/thumbs-down' - How many of you have a clear understanding of how two different perspectives create a conflict?	Assessment for Learning (AfL) Identify students' understanding of points of view through the homework assignment. The whole group discussion can be used as a means of identifying the class' collective understanding of the concept and their readiness to acknowledge the lenses through which individuals see the world. Assessment as Learning (AaL) Anecdotal notes on the theses students develop in the "Point of View as a Thesis" exercise. Peer assessment of the point of view as scenic game. Differentiation (DI) For their homework (described in "Instructional Components"), students may write a story or script or draw a visual representations i.e. graphic novel of how the two individuals viewed their point of view differently. For Point of View as Thesis, some students may need a demonstration first before they can play the game. Quick Tip This could be an opportunity to explore the Eurocentric bias and to understand the point of view of other cultural biases. Bring in source material from a variety of backgrounds (social, geo-political, cultural, etc.) for them to make connections to. Tell students that the longer they talk, and the less they think about their news topic, the easier they will come to a point-of-view thesis. It is when people ramble without thinking about what they are saying that they often show what they are really thinking. They should allow spontaneity (see rule #1 in the first lesson) to lead them through the monologue. Link and Layer Consider why people are unwilling to see issues from different perspectives. How do players stay true to their point of view, and yet at the same time use agreement as is necessary in improvisation? Refer to a thesis statement in English (Literature) and compare this to how the term is used in this context. Ask students how the point of view theses created a scenic game. Students could play the "Point of View as a Game" activity similarly to "What you're saying makes me feel." Hyperlinks For explanations of tag-outs and other edits, see: http://jillbernard.blogspot.com/2005/12/editing-editing-is-very-cool-way-of.html
Approximately 40 minutes Action!
Pairs > Point of View as a Thesis Divide students into pairs and ask for a topic that has appeared recently in the news. In character, students then improvise a monologue to their partner explaining their point of view on this issue. Students need not be informed about the topic, as this is simply a way in to their character's point of view. Tell students to break the monologue into three separate stages. If the monologuer forgets the stage of the monologue that she should be in, her partner will prompt her with one of the accompanying questions in brackets. Write these questions on the board. Briefly describe the topic from the news. (Describe the topic to me.) Begin to give an opinion on the topic. (How does this topic affect you?) Relate this opinion to something that has happened in the character's life. (How is this like something that has happened to you?) Tell students that they need not know much about the topic, as many people form opinions which are uninformed. Tell them that the story from their lives can be as trivial as they wish. Tell students that the story itself need not relate to the topic, but it must relate to their opinion on the topic. When the monologue is finished, instruct students to distill their opinion, based upon the story in their life, into a one-sentence Point of View "Thesis." The thesis should be broad enough to apply to a wide variety of situations and should not be a thesis specifically on the topic. Examples of topics and possible directions that these monologues could take is included in Appendix B - Point of View Monologue Examples. Repeat so that each student has an opportunity to explore this activity. Whole Class > Sharing Share the theses as a class and discuss whether they are: Broad enough to apply to a wide variety of situations; or Specific enough to give a strong sense of the character's personality and point of view on the world. Small groups > Point of View as a Game Ask students to help pair the theses based on interesting combinations. Look for contrast and conflicts. Take each pair and put them with another pair. One pair will act as an audience while the other pair performs a short scene. Throughout the scene, have students repeat their point of view thesis, using it as a justification for the choices their characters make. The interaction of their theses can be treated as a scenic game (see looking for the game). After an allotted time, instruct the pairs to trade places and play their scenes for each other. Encourage students to provide peer assessment, giving feedback based on how well they stayed true to the character's point of view thesis. Ask students to discuss what changed in the course of the scene and why it changed. Instruct each student to write a short assessment of other students' scenes.
Approximately 25 minutes Consolidation
Whole Class > Tag Out Have students bring their characters into a long-form improvisation to be played with the whole class. The structure will be a series of tag-outs (see list of edits in the glossary). Tell students that each time they enter the scene they are to remember proper scene structure: Establish setting Establish relationship Establish action or activity After allowing the scenes to continue for some time, discuss with students whose point of view was most interesting for them to watch. What was compelling about this point of view?