Drama - Bullying Unit Plan

The Arts Curriculum Assignment #2 – Drama Unit of Work

Contents Page: Drama Unit Plan

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Drama Unit Plan Appendices

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Mind Map

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Detailed Lesson Plan #1

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Detailed Lesson Plan #2

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Drama Unit Planner

UNIT PLANNER: The Arts: Drama

UNIT/THEME/TOPIC: BAND: YEAR LEVEL:

Bullying Arts 5

OVERVIEW OF THE UNIT: This unit of work is designed to help students understand and deal with bullying. The unit is broken down into four separate components; understanding how to display emotions and feelings, verbal bullying, nonverbal bullying, and cyber bullying/rumour spreading. The unit begins by guiding students through how to display feeling and emotions through body and facial language. This will allow the students to better communicate throughout the rest of the unit of work. The second and third lessons use these body and facial movements to help the students to explore verbal and nonverbal bullying. They are encouraged to look at the bully and the victim as well as what bystanders may be able to do to calm and prevent the situation from happening again. In the final lesson the students will explore rumour spreading and cyber bullying. Rumour spreading will be experienced first hand by seeing how two different groups can start with the same story but yet wind up with a completely different ending. The cyber bullying will be addressed by watching the beginning of a clip on youtube by a boy who was cyber bullied. The students then need to make up a scenario depicting how they think they could best find a resolution to the problem

CLASS PROFILE / PRIOR KNOWLEDGE: ∗

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Students are studying bullying and the ‘say no to bullying’ program in the classroom. They have already had discussions on what bullying feels like, sounds like, and looks like. They have created posters on ‘say no to bullying’, and what should be done if you see bullying As a part of their English component the students have written a story about a bullying incident and what happened to the victim and the bully. Students are familiar with the Drama warm up exercises, as they have been used in previous lessons They have used the tableau drama method before.

Essential Learnings focus: √ Futures √ Identity √ Interdependence

Key competencies focus: √ communicating ideas and information;

√ Thinking √ Communication

√ collecting, analysing, organising information; √ planning and organising activities;

❏ working with others in teams;

❏ using mathematical ideas and techniques;

√ solving problems;

❏ using technology.

Strand/s:

Key idea

Unit Outcome(s)

Arts Practice

“Students explore representations of real and imagined experiences. They create, plan or shape new and/or existing arts works to express ideas, feelings and events related to personal, social and environmental futures in local and global communities” [F] [Id] [T] [KC2] [KC3] [KC6]

Conceptual (knowledge/understanding) ∗ Students will be able to understand the deep emotional hurt that can be caused by bullying

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Arts analysis & Response

Arts in

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Students will become aware of the many different varieties of bullying.

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Students will become aware of techniques to disable, intervene, and stop bullying

N/A N/A

Contexts

Relevant Standard Standard 3 Outcome 3 “Uses thought, imagination, research and experimentation to create/recreate arts works within each arts form that convey meaning about issues within their community. [Id] [In] [T] [C] [KC1] [KC2]

Skills ( can do) ∗ Students will be able to develop their problem solving skills ∗

Students will be able to work well with others.

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Students will be able to work productively by themselves.

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Students will be able to think about the same thing in different ways

Affective (feel) ∗ Students will increase their concept of self image

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Students will deepen their

Weekly outline of lessons:

Teacher references and resources

Week 1 – Lesson #1 Thinking about Emotions

Intro/Warm Up: Mirrors ∗ Students are asked to recall what they discussed during their bullying looks like, feels like, sounds like lesson. QUESTIONING: ∗ What does bullying feel like? ∗ How do you look when you feel this way? ∗ What are the different ways someone can bully you? ∗ ∗

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They are then asked to undertake a mirrors activity Students are paired up One student is a pineapple and the other is a banana. The bananas are to think of one of the ‘feels like’ words, that they have previously learnt. The banana is then to use non-verbal movement to display this emotion to the pineapple. They are reminded to think about facial, as well as body gestures. The pineapple is to mirror this action. Then at the end attempt to guess the feeling. The bananas and pineapples then swap roles

Development: Key Questions ∗ Discuss with students that the focus of our drama lesson today is on feelings that are associated with bullying . ∗ How do we feel when other pick on us and call us names? ∗ How can we tell someone is upset, scared, frightened without talking to them?

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Phillips, Gwen. (2009). The Arts Curriculum: EDUC 2008. Week 10 Workshop Notes. University of South Australia.

Development: Sculpting ∗ Now that students are relaxed and thinking about bullying, they can be re-grouped on the carpet ready for the next stage of the lesson. ∗ Explain that in this lesson we are going to mould each other into statues. ∗ The rules are that they are not allowed to talk to each other, and that the directions to the person who is the ‘clay’ must be non-verbal, such as facial, pointing, demonstration, and gentle moving. ∗ A point will be made to explain to the students that they are not to mould peers into embarrassing, uncomfortable, or inappropriate shapes. ∗ Ask the students to pair up and spread out around the room. ∗ One student in an apple and the other a strawberry ∗ The strawberry is to be the ‘clay’ and the apple is the ‘sculptor’. ∗ Instruct the apple to think of how someone might look if they have been bullied, think about body language, facial expressions, and the different levels that can be used ∗ They may then ‘mould’ the ‘clay’ ∗ Once the class is done have the statues freeze so that the sculptors may have a look at the different exhibitions. ∗ Discuss/comment on the different ideas that can be seen, the different levels, facial expressions etc. ∗

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The clay and the sculptor and now to swap roles. This time the sculptor is to think about what someone would look like if they were included, happy, and had friends. What would they be doing?? Think about face, body, and levels. They may then mould their ‘clay’ Once done ask the sculptures to freeze so the sculptors may have a look around the gallery. Discuss/comment on the different ideas that can be seen etc.

Development: Group Sculpting ∗ In groups of 3 to 5, ∗ One student is to be the sculptor. ∗ This persons task is to think of a situation of heightened emotions e.g: winning the lottery, fighting with a friend, family on a car trip fighting over the radio station etc. ∗ They are then to sculpt the rest of their group to create a scene depicting this scenario. ∗ If the students have trouble thinking of situations the teacher may whisper one into the sculptors ear.

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Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CA o Activity #4 – Group Photo

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Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CA o Activity #49 – The First

Conclusion: ∗ One groups scene stays frozen, the other groups unfreeze (but remember how they were frozen) and come to look at the frozen scene. ∗ They must discuss what they think is happening and how they can tell this is happening. ∗ One by one the other groups take up their scene again for critiquing. ∗ Students are to fill out a self evaluation (Appendix F) Week 2 – Lesson #2 Verbal Bullying: Name Calling and Teasing

Intro/Warm Up: Group Photo ∗ Divide students into groups of three or four ∗ Explain that in this warm up, the students need to pretend they are posing for a photograph ∗ The teacher will call out a scenario or subject and the students have a short period of time to organise a photo pose. ∗ Teacher then walks around and takes pretend photos of the groups. ∗ Then call out another scenario; o Family picnic o A day at the beach

Out at a fancy restaurant for dinner In the middle of a sports game (e.g. soccer, netball etc) Give the groups a chance to have a quick look around the room after each photograph. Also point out the differences in height/levels, facial expressions, and interactions in the photos etc

and Last Sentences

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Development: Key Questions ∗ Discuss with students that the focus of our drama lesson today is on verbal bullying such as name calling and teasing. ∗ How do we feel when other pick on us and call us names? ∗ Does verbal bullying hurt as much as being physically bullied? Why/why not? ∗ How can we as a group of peers stop or intervene during verbal bullying? Development: The First and Last Sentences ∗ This activity is adapted from Rooyackers, 101 Drama Games For Children. ∗ The task calls for groups to pick a card with a beginning sentence on it, and a card with an ending sentence on it. (see appendix A) ∗ The groups of students are then to work out what they think happened in the middle of their story. (based around verbal bullying) ∗ The students are to think about intervention, what to do, and how to stop the cycle. ∗ They are to then workshop their short play/ improvisations. Conclusion: ∗ Students may then present their work to the class ∗ The others students are to comment on what they think is happening in their story, and what they liked about the scenes. ∗ Question the students as to ‘why’ they said what the said ∗ Students are to fill out a self evaluation (Appendix F)

o Image: Appendix B

Accessed via the internet : www.gloucestershire.police.uk/sei/s /1976/5.gif

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Music for the bullies: Track 2, ‘Massive Troop Movement’. From the CD: Dramatic Music for Heroes and Spies

Week 3 – Lesson #3 Non-Verbal Bullying: Physical Violence & Threatening Body Language

Intro/Warm Up: Statues

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Show students the stimulus image (appendix B). QUESTIONING; How would this bully be walking? What kind of body language would he have? Would he be scurrying away like a mouse, or strutting around like a cocky rooster? What would he be doing with his arms? Ask the students to pretend they are the bully. Get them to walk around the room pretending they are the bully in the school corridor. To get students thinking and imagining better, a dark yet strong instrumental piece of music can be played (see resources list) Now have the students imagine they are the victim of this bullying. QUESTIONING; Are you walking fast of slow? Is your head held up high or down low? What does your body shape look like? Now ask the students to walk around the room like they are the victim of constant physical bullying. To get students thinking and imagining better, and slow sad instrumental piece of music can be played (see resources list) The teacher may even interject at this point as the bully entering the room. To try and illicit a change of body language and fear from the students playing the victim.

Development: Key Questions ∗ What is physical bullying? ∗ How does it feel to be physically bullied?

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Music for the bullied: The Barber Violin Concerto: 2nd movement

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Does someone have the right to threaten our property, safety, and well being? Why/Why not? Is using threatening body language as bad as physically attacking someone? Why/Why not? What kinds of body language is a victim of physical bullying likely to display?

Development: Improvisations ∗ Begin this lesson by having students brainstorm the different things and activities we do each day at school. ∗ Note these up on the board. ∗ For a sample of ideas see appendix C ∗ Next ask the students to make a second list of different emotions we feel ∗ See appendix c for a sample. ∗ To prompt creativity ask some key QUESTIONS; ∗ When playing in the yard how could physical bullying create fear? ∗ When completing a maths task how could physical bullying make someone feel embarrassment? ∗ The students are to now in groups of 4 to 5 pick one of the activities and two of the emotions, to create a small role play about. ∗ Give students time to discuss and practice. Development: Tableau ∗ Next students are to create a tableau of their improvisations ∗ Encourage students to think about symbolism by using their body positions to portray the emotion itself, rather than simply showing a facial expression. ∗ QUESTIONS; ∗ How can you show the concept of anger without using an actual person with an angry expression? ∗ How can you position your body, or just their arms, legs, or torsos in a way that conveys the feeling of anger to an audience? ∗ Students need to create a beginning, middle, and end tableau.

Conclusion: ∗ Each group may now come up and present their three stage tableau to the class. ∗ The others students are to comment on what they think is happening in their story, and what they liked about the scenes. ∗ Students are to fill out a self evaluation (Appendix F) ∗

Week 4 – Lesson #4 Cyber Bullying and Rumour Spreading

Intro/Warm Up: Chain Story ∗ Students are divided into two circles. ∗ The teacher begins the story; “One hot sticky morning I woke up bright and early. I could not believe it was Monday morning again, I had had such a busy weekend!! One Saturday I had gone to my best friend Sally’s birthday party, it was at her house, and it was the very first sleepover party that we had been allowed to have. Everyone was there, including the new girl Sophie. She was a little bit strange this new girl, she did things a little different to me and the rest of my friends at school. I quickly got up, got dressed and had breakfast. I was in a hurry to get to school, my friends and I had so much to discuss from the party.” ∗ Now one student from each circle continues on from the story. ∗ This continues around the circle until each student has had two turns (or the story gets a little too crazy). ∗ At the end of this exercise we can compare what happened in our story circles. ∗ The aim here is to point out how differently stories can end up if we all just keep spreading rumours around. QUESTIONS; ∗ Do you think Sophie would like the other children talking about how strange she was?

Youtube clip about Joe and his encounter with cyber bullying. www.youtube.com/watch?v=fNumI Y9D7uY

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If someone told you a rumour or a story about someone how could you stop the spread of the rumour? What kind of feelings might Sophie have been feeling?

Development: ∗ Students are shown a clip fro youtube. This clip shows the story of a boy called Joe who becomes the victim of cyber bullying. ∗ Show this clip up to the point where Joe uses the video camera to record his story. ∗ Ask some stimulus questions to the class Development: Key Questions ∗ What is cyber bullying? ∗ Who can be a victim of cyber bullying? ∗ How do you think Joe might feel because of what has happened? ∗ What did you notice about the way Joe looked from the start of the clip to the end of the clip? Development: ∗ The students task is to hypothesis what might happen in the end of the clip. ∗ They are to think about what could be done to resolve the situation, and who might be involved in this. ∗ Split the class up into groups of 6 students . (e.g characters Joe, bullies x2, mum, others) ∗ In their groups the students need to discuss and workshop their ideal ending. ∗ The teacher is to circulate the room to give advice and ask questions to help gain a deeper understanding from the students. Conclusion: ∗ The groups may come up and present their work to the class. ∗ The other students are to give feedback on their use of levels, facial and body expression, and the quality and reality of their resolution.

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Once all groups have performed the class may watch the actual ending. It is important here that the teacher points out that cyber bullying is actually a crime and that as depicted in the clip the police can actually intervene and press charges against those partaking. Students are to fill out a self evaluation (Appendix F)

Assessment strategies ∗

Observation: This will be carried out during each lesson by the teacher. The teacher will use the observational recording sheet (Appendix D). This allows the teacher to note down any significant learning, comments from the student, or comments about their commitment, group work, or ability to contribute etc. These notes will be especially relevant when coming to evaluate each student on their progress throughout the unit of work,

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Questioning: Throughout the lessons their will be teacher lead questioning and discussions. These discussions will allow the teacher to gain an insight intot he level of learning and understanding the students currently have. Notes of these questioning and discussion times may be recorded on the observational recording sheet for later reference.

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Rubric: A rubric has been included as a form of assessment as it gives a quick overview of how each student went during the lesson. This rubric (Appendix E) has been created in such a way that it can be used for all of the drama lessons. This way at the end of the unit the teacher may compare each individuals performance throughout the unit. This would be highly beneficial when it came to reporting on the students progress or lack thereof.

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Self Assessment: Self assessment is critical in drama as it allows the teacher to see how each individual student is coping and feeling in relation to understanding the work, contributing to the lesson, and feeling comfortable in the lesson. As such a self assessment sheet has been made (Appendix F) this self assessment sheet may be used by the teacher at the end of each lesson to gage the students perception of how they are going form lesson to lesson. Alternatively they may be used at

sporadic intervals, or at the beginning and end of a unit of work to gage a starting and finishing point from the students perspective. My recommendation would be to complete the self assessment at the end of each lesson to gather a rich understanding of the students learning during this unit.

Evaluation of unit outcomes : Indicators, students;

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Know about the emotional upset that is caused by bullying

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Were able to present a variety of bullying situations, along with suitable resolutions

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Showed respect for fellow peers opinions

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Understand that we all react differently to each situation

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Were able to work well both individually, in groups, and in pairs.

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Have shared ideas and were able to workshop different ideas to problem solve skits

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Have a deeper understanding of bullying and the angst that it brings to others

APPENDICES Appendix A The First and Last Sentences Appendix B Threatening Body Language Picture Appendix C Activity Sample Brainstorming Appendix D Observational Recording Sheet Appendix E Assessment Rubric Appendix F Self Assessment

Appendix A – The First and Last Sentences

Beginning Sentences One fine sunny day I was walking down at the beach when I saw…….. On a cold winters day I was walking in the park when suddenly………. “Hey you over there, what do you think you’re doing?” “There is no way you can wear that to the party tonight!” As I walked in through the gate I was excited and nervous that it was the first day of the new school year. Ending Sentences And that’s how we all become good friends And do you know what no-one ever bothered me again In the end I realised that people can get hurt by the things I say I didn’t realise that I could make such a difference in someone’s life!!

Appendix B – Threatening Body Language Picture

Accessed via the internet 4 June 2009 http: www.gloucestershire.police.uk/sei/s/1976/5.gif

Appendix C – Activity Sample Brainstorming

Brainstorming

A. Create a list of things that students do in school.

B. Brainstorm a list of feelings or emotions.

List A would include items such as:

List B might include:

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play with friends study learn about current or past events create displays work in the library laugh hang out in the lunch room solve problems do experiments play games dance, sing, paint, or play instruments

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joy fear jealousy surprise boredom anger excitement embarrassment disappointment pride

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happiness.

read and write.

Accessed via the internet 4 June 2009-06-13 http://www.sasked.gov.sk.ca/docs//artsed/g4arts_ed/drama/unit1.html

Appendix D – Observational Recording Sheet Drama Task:________________________

Date:_____________________

Observational Recording Sheet Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Appendix E – Assessment Rubric Views drama Shares ideas Gave with a with the examples positive class and in when asked attitude groups. for them

Was able to build on others ideas

Listened Attentively

Demonstra Is respectful tes Shows of others understand problem opinions and ing of the solving skills comments topic

Is able to work in groups and pairs to undertake tasks

Is able to Contributes work respectfully independent to class -ly discussions

Abby Catrina Bronwyn Deanna Ebony Fran Gretta Harriet Indyanna June Keira Lotte Saskia Antonella Maddi Nadia Penny Rebecca Stephanie Tiana Hope Erin Ashleigh

SCALE:

3 Highly Competent,

2 Shows understanding,

1 Needs Work

N/A not applicable this lesson

Appendix F – Self Assessment Name: _______________________________________

Date: ____________________

Drama Self Evaluation Sheet

How did I feel today??? Happy

Sad

Angry

Scared

Worried

(Please tick where you feel you were) Speaking and Listening

Hardly Ever

Almost Always

1. Did I speak directly to others?

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2. Did I try to answer the questions?

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3. Did I show respect by not interrupting

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4. Did I explain my ideas clearly?

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5. Was I a good listener?

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Community Building 1. Did we build ideas together?

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2. Did I encourage and support others?

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3. Did I show tolerance of others?

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4. Did I take turns?

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What is one thing you found interesting or learnt today _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Adapted from Murris, K., and Haynes, J. (2000)

Mind map - Related to bullying interrelated unit planner:

Bullying Brainstorm English Science ∗

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Story Writing – write a story about a bullying incident and what happens to the bully and the victim

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Bullying poems

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Journal writing – from the perspective of a fictional character who has been bullied

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Cross words and words searches from website

Study of the human brain

Society and the Environment ∗

Bullying. No Way! program

Accessed via the internet http://www.bullyingnoway.co m.au/ ∗

Create posters that outline the problems with bullying

http://stopbullyingnow.hr sa.gov/kids/

Bullying

(these words then become part of the

Health and Physical Education ∗

Individual safety, personal space and the right to feel safe ∗

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Implement the “Protective Behaviour” program from website

http://www.childsafetyaustrali a.com.au/community/protecti ve%20behaviours/protective behaviour.htm ∗

Discuss and study group and community safety

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Using mosaics to create an anti-bully message on a school wall

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Screen printing tshirts with an antibully message for a school bully

Mathematics ∗

Bullying cannot really be adapted into the curriculum area of mathematics

Arts Creating anti-bully artwork to hang around the school

Detailed Lesson Plan #1 – Week 2, lesson 2 Expected Outcomes: During this lesson the students will develop their understanding of verbal bullying such as name calling and teasing. Their ability to identify and interpret signs of verbal bullying will be explored through an exercise call ‘first and last sentences’, which is based around play building.

PROCEDURE

RESOURCES

Stage 1 - INTRODUCTION; ∗

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Today’s lesson is based around verbal bullying, to begin an activity will be used to loosen up the students and to enable them to feel comfortable in the drama environment. QUESTIONS; How has been in a photograph before? When do we take photographs? How do people look in photographs? How can we move our arms to make us look different? How can we move our torso to show a different emotion? Divide students into groups of three or four Explain that in this warm up, the students need to pretend they are posing for a photograph The teacher will call out a scenario or subject and the students have a short period of time to organise a photo pose. Teacher then walks around and takes pretend photos of the groups. Then call out another scenario; o Family picnic

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Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CA o Activity #4 – Group Photo

A grumpy car trip Winning the lottery A day at the beach Two teams at a cricket match, one won, the other lost o In the middle of a sports game (e.g. soccer, netball etc) Give the groups a chance to have a quick look around the room after each photograph. Also point out the differences in height/levels, facial expressions, and interactions in the photos etc o o o o

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Stage 2 - DEVELOPMENT;

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Inform the students that their task will be asked to make a small play in this lesson about verbal abuse and name calling. To stimulate thinking about verbal abuse and bullying begin with questioning

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Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CA o Activity #49 – The First and Last Sentences

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Beginning and ending sentences (Appendix A)

QUESTIONING: How do we feel when other pick on us and call us names? Does verbal bullying hurt as much as being physically bullied? Why/why not? How can we as a group of peers stop or intervene during verbal bullying? Explain that this task calls for groups to pick a card with a beginning sentence on it, and a card with an ending sentence on it. The groups of students are then to work out what they think happened in the middle of their story. (based around verbal bullying) Ask students to form groups of 3,4, or 5. Each group is then allocated a beginning and ending sentence and sit

in their group on the floor.

Stage 3 - PROBLEM SOLVING; ∗

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Before moving away to workshop ideas ask the students the following, THINK ABOUT/QUESTIONING; Who are you in the play? Where is this scene taking place? Do the characters already know each other? Is this the first time someone in the play has been bullied? Is this an ongoing bullying problem? Who are the other people in the play? What can they do to help the victim? What kind of body language does the bully have? What kind of body language does the victim have? Now ask students to imagine, discuss, and hypothesise what they think may be happening in their scenario. They are given time to work through a short play. The teacher is to circulate to offer advice and to pose questions that will help focus and clarify the groups thinking

Stage 4 - PRESENTING AND REFLECTING;

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Students may then present their work to the class. Ask the other students; What is happening in this play? Who is the victim? Why is he being victimised? How did they resolve the situation? How else could a bystander have

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Self evaluation sheet (Appendix F)

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Drama Rubric (Appendix E)

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Observational Recording

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intervened in a similar situation? How did you know X was the bully even before he spoke? After all the groups have had a turn presenting, ask students are to fill out a self evaluation Throughout this task the teacher will have been carrying a clip board with an observation recording sheet, as well as a drama rubric

Sheet (Appendix D)

Detailed Lesson Plan #2 – Week 3, lesson 3 Expected Outcomes: During this lesson the students will develop their understanding of non-verbal bullying such as physical violence and threatening body language. Their ability to identify and interpret signs of non-verbal bullying will be explored through moving to music, role-play, and tableau,

PROCEDURE

RESOURCES

Stage 1 - INTRODUCTION;

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Show students the stimulus image (appendix b). QUESTIONING; How would this bully be walking? What kind of body language would he have? Would he be scurrying away like a mouse, or strutting around like a cocky rooster? What would he be doing with his arms? The students are now going to walk around the class to music. Their aim here is to get into the headspace of a bully. To walk and move like he/she would. Get them to walk around the room pretending they are the bully in the school corridor. Now have the students imagine they are the victim of this bullying. QUESTIONING; Are you walking fast of slow? Is your head held up high or down low?

o Image: Appendix B

Accessed via the internet : www.gloucestershire.police.uk/sei /s/1976/5.gif

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Music for the bullies: Track 2, ‘Massive Troop Movement’. From the CD: Dramatic Music for Heroes and Spies

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Music for the bullied: The Barber Violin Concerto: 2nd movement

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What does your body shape look like? Now ask the students to walk around the room like they are the victim of constant physical bullying. To get students thinking and imagining better, and slow sad instrumental piece of music can be played (see resources list) The teacher may even interject at this point as the bully entering the room. To try and illicit a change of body language and fear from the students playing the victim.

Stage 2 - DEVELOPMENT; ∗

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Inform the students that their task will be asked to make a small play in this lesson about non-verbal bullying To stimulate thinking about nonverbal abuse and bullying begin with questioning\ QUESTIONING; What is physical bullying? How does it feel to be physically bullied? Does someone have the right to threaten our property, safety, and well being? Why/Why not? Is using threatening body language as bad as physically attacking someone? Why/Why not? What kinds of body language is a victim of physical bullying likely to display? Begin this lesson by having students brainstorm the different things and activities we do each

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Whiteboard markers

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Whiteboard

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Sample Ideas; what activities we do at school, and emotions

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day at school. Note these up on the board. Next ask the students to make a second list of different emotions we feel See appendix c for a sample of these The students are to now in groups of 4 or 5, pick one of the activities and two of the emotions, to create a small role play. This roleplay is to include an incidence of non-verbal bullying Give students time to discuss and practice. Circulate the room to ask openended questions to help strengthen the students understanding

Stage 3 - PROBLEM SOLVING; ∗

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Now that the students have had time to develop a basic outline for their role-play, ask students to create a three scened tableau of their role-play. Encourage students to think about symbolism by using their body positions to portray the emotion itself, rather than simply showing a facial expression. THINK ABOUT / QUESTIONS How can you show the concept of anger without using an actual person with an angry expression? How can you position your body, or just their arms, legs, or torsos in a way that conveys the feeling of anger to an audience? Students need to create a beginning, middle, and end tableau.

we feel (Appendix C)

Stage 4 - PRESENTING AND REFLECTING; ∗ ∗

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Each group may now come up and present their three stage tableau to the class. The others students are to comment on what they think is happening in their story, and what they liked about the scenes. QUESTIONING; Who is the bully? How do we know this person is the bully Who is the victim, how do we know this? Where was this scene set? What could you have done if this situation was real? Once these questions have been answered by the audience, turn the questions to the performers. Find out if the audiences guesses were correct or not. After all the groups have had a turn presenting, ask students are to fill out a self evaluation Throughout this task the teacher will have been carrying a clip board with an observation recording sheet, as well as a drama rubric

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Self evaluation sheet (Appendix F)

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Drama Rubric (Appendix E)

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Observational Recording Sheet (Appendix D)