Dramma Year3-4 'inclusion Exclusion And Difference'
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Drama Unit Planner: UNIT PLANNER: The Arts: Drama
NAME:
UNIT/THEME/TOPIC: Inclusion, exclusion and difference BAND: Primary Years
Year level: 3/4
Strand: Arts in Practice
OVERVIEW OF THE UNIT This unit is designed to coincide with the society and environment topic of exploring various social issues that are current and relevant to the students, and especially look at how the people involved would feel, as well as how decisions can cause consequences and can affect people in various ways. This unit of work also links in well with the health and physical education topic of positive and negative emotions, which the students are currently learning (see appendice 8 for mind map). The primary aim throughout this drama unit, is to teach students about empathy, and how their actions can reflect badly on others, especially concerning including and excluding peers in activities. This will be achieved through using various folk tales and fairytales and re-enacting them through role play. Through using role play, students will develop their skills in problem solving, decision making, and cooperation (Tarlington & Verriour, 1991). Students will also have the opportunity to experience facing issues they may not usually face, analyse situations and characters, examine attitudes, listen critically and examine the view points of others (Tarlington & Verriour, 1991).
Class Profile/Prior knowledge; This is a class of approximately twenty students, from a regional school, where there is not a lot of ethnicity, as people generally don’t migrate to the area, it’s been full of the same families for generations. Therefore communication is not an issue. This class has had previous experience about emotions and feelings, including issues with bullying, through a few Health and Physical Education lessons in previous years of schooling, and also at the beginning of this integrated unit. This classroom has also had strict rules and steps in place on bullying and undesirable behaviour towards fellow students. A lot of these steps include reflecting on own behaviour, including how they think they made the other child feel, and discussing the issue with all parties involved. The whole school has a very strong stance on eradicating bullying. This school is not typically an ‘arts’ orientated school, as they feel there is more importance for subjects such as English, mathematics, science and health and physical education. Therefore there is generally only enough time for one ‘arts’ lesson a week, and this includes visual arts, drama and dance. However, there is a specialist music teacher which has the students once a week and the primary school puts on one end of term play each term, which is a whole school project.
Essential Learnings focus: Futures Identity ❏ Interdependence Thinking ❏ Communication Key competencies focus: information; Communicating ideas and information; ❏ Working with others in teams; techniques; Solving problems;
Collecting, analysing, organising
Planning and organising activities; ❏ Using mathematical ideas and
❏ Using technology.
Strand/s:
Key idea
(one idea for each strand
if using)
Arts Practice
Arts analysis & Response
Arts in Contexts
“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 Relating to Outcome 2.1 (Department of Education and Children’s Services, 2004).
“Students learn through experience as audience/viewers to respond to and evaluate performances and/or presentations in each arts form and communicate their responses through verbal and non-verbal means.” T C KC1 Relating to Outcome 2.4 (Department of Education and Children’s Services, 2004).
Unit Outcome(s) these are your outcome statements NOT SACSA Through examining folk tales and fairy tales, students will use role play to experience and understand view points of others, in issues such as being excluded from the group. By examining more than one folk tale or fairy tale through role play, students will gain an understanding of the excluded person’s feelings, no matter what the context. Through examining others performances and giving feedback, students will be able to make judgements critically on others performances viably.
Conceptual (knowledge/understanding) • The perceptions and points of views of others are different to your own in Relevant Standard varying situations, and Standard 1 (year 3s) 2 (years they need to be aware of 4s); Outcome 2.1 this (Tarlington & Verriour, “Connects real and imagined 1991). experiences from past, present and • How to read body future, when creating/recreating arts language, and the reasons works within each arts form.” for why this is important. F Id KC1 KC6 (Department of • Understanding, tolerance, Education and Children’s Services, respect and acceptance of 2004). people is needed. Skills ( can do) • Students will be able to develop their problem solving and decisions making skills (Tarlington & Verriour, 1991). • Students will be able to develop their empathy skills, by considering how others feel in various contexts and situations. • Students listening skills will be developed as they are required to listen to
Weekly outline of lessons; Teacher references and The focus of this lesson is on building on previous resources knowledge from Health and Physical Education lessons, where we are focusing on positive and negative emotions. This is also to coincide with our Society and Environment topic, of looking at various social issues and discussing the different points of view. Through reading and then reenacting certain characters in the story The Ugly Duckling, students will understand how it feels to be teased and to be the teaser. Anderson, HC 1971, The Ugly Duckling, Kaye & Ward Limited, Week 1 – One lesson, approximately 40 London. minutes. •
•
•
Students are read the story ‘The Ugly Duckling’ by Hans Christian Anderson (see appendice 1). Questions for discussion after reading the story include: - How do you think the ugly duckling felt at the beginning of the story? - How do you think the ugly duckling felt at the end of the story? - Has anyone ever called you horrible names before and how did this make you feel? Or how do you think you would feel? - Why do you think the others had picked on the ugly duckling? - The ugly duckling felt misunderstood. Why do you think this was? Students are then put into groups of 3. Someone is orange, someone is green and the other is red. Oranges are told to take the role of the mother duck, and must imagine what it is like to have a baby duckling that is not liked by the other ducks and does not look like any of the other ducklings. The oranges must feel love for the ugly duckling, but doesn’t know what to do because the other animals dislike the ugly duckling very much, and this reflects badly on the mother. Greens are told to be the ugly duckling, who is trying to fit in and find some friends. Reds are to represent the other ducks and animals which do not like the ugly duckling, and tease the ugly duckling. The context, is that the ugly duckling is trying to find some friends, and the others keep bullying him, and the mother duck sometimes sticks up for him, but may choose to or not too.
Idea of naming colours first was from the workshop.
•
•
•
After discussion, students then reverse roles, the mother duck becomes the ugly duckling, the ugly duckling becomes the other ducks and the other ducks become the mother duckling. Discussion and scenario is continued. Students’ roles are reversed once again, that way everyone has had experiences in all the roles. Discussion with whole class: -
-
Teacher references and resources
As the ugly duckling, did anyone make friends? How did this make you feel? (Answers from both results encouraged). If some of you did make friends, how did you manage this? How did you feel as the mother duck?
-
How did you feel as the other animals when you were teasing the ugly duckling? - How did you as the ugly duckling feel when you were being teased? Assessment: Students’ will be assessed on their responses on a self reflection/assessment sheet (see appendice 2).
Self reflection/assessment sheet (see appendice 2).
Weekly outline of lessons; Teacher references and Within this lesson, the students are building on resources their skills of empathy, by listening to the story of Cinderella and performing the task of walking in different characters shoes. Week 2 – One lesson, approximately 40 minutes. • Students are read the story, ‘Cinderella’ by Charles Perrault (see appendice 3). • Students and teacher are to have discussion, and demonstrations on how one stands and walks when one is feeling happy. Students will be put into a context, such as ‘it’s your birthday today, and you are walking to school, and you know that you will get to be leader for the day, as it’s your birthday.’ • The same, except for a negative emotion. •
-
•
•
Students are to then individually, ‘put on’ Cinderella’s shoes, and walk around as if they were in Cinderella’s shoes, when she was seen as the step sister’s slave. A general discussion on: How do you think Cinderella felt whilst she was a slave to her step sisters? Do you think she would be walking along skipping or happily? Or do you think she would walk along sulking, or maybe shuffling her feet? How do you think you would feel if you were a slave to someone and how would you walk? Discussion on how it feels to be the characters includes: - How do you feel, walking around like Cinderella like this? - I wonder how it would feel walking around like the step mother. Shall we try? What’s the difference between the two? - Shall we now put the shoes of the step sisters on? What may their shoes look like? How do you think they would feel? Students are to then go through the characters in the play, discussing as we go, how they may feel, and what their stance may look like etc. Key characters and scenarios include; Cinderella as step sisters slave, Cinderella as a princess at the ball, step mother, step sisters getting ready for the ball, step sisters at the ball, Cinderella as a married princess.
Perrault, C (translated by Moorson, S) 1972, Cinderella or The Little Glass Slipper, in Perrault’s Fairy Tales, Doubleday & Company Inc., Garden City, New York.
Shoes idea from: Rooyackers, P 2002, 101 more drama games for children, Hunter House, Alameda, CA.
Question ideas from: Sowden, C 1985, Developing language through drama, Thomas Nelson Australia, Melbourne.
questions asked during class (see appendice 4).
Teacher references and resources
Rubric (see appendice 4).
Weekly outline of lessons; The focus of this lesson is being able to read people’s emotions, and create scenarios where these emotions may occur, and to experience what it is like, to be the various people involved in the scenarios. Week 3 – One double lesson, approximately 80 minutes. • Students are to be in a circle, and told to close their eyes, and imagine that they were someplace or doing something that made them happy. Give them a few moments. Now students are to do the same, but feeling sad, lonely, excited and nervous. • Students are put into groups of three or four depending on numbers. • Each group gets a card, with a picture on it (see appendice 5). Within their groups, students discuss what might the person be feeling in the picture, and why they may be feeling that way. • Students to then discuss what they think may have happened before this snapshot was taken. For example, the first picture with the family (see appendice 5), may have just had a picnic. Students are to act out the two moments in their small groups. Again with the first photo example (see appendice 5), students may act out that the family was having a nice picnic, and then decided to have a family photo. • The next step is for the group to decide what would happen next, after the photo was taken. Example with the same photo, is they might go play a game of soccer. • Once teacher is satisfied they have a scenario in their head and are confident in portraying this scenario, the teacher then combines two groups together, one group who experienced positive emotions from their card, and one group who experienced negative emotions from their card. The two groups are to then combine parts of their scenarios to include both positive and negative emotions. An example can include the friends
Rubric assistance from: Sowden, C 1985, Developing language through drama, Thomas Nelson Australia, Melbourne.
Picture cards (see appendice 5).
Adapted from the workshop on creative dance, where three individuals had their set moves, and were asked to combine as a group and come up with one set.
•
• •
Once achieved, some roles are reversed, and those playing positive emotional roles, will then play the negative emotional roles. Students will have the opportunity to present their scenarios to the group. Class discusses what they liked and disliked about the scenarios. Teacher asks questions to the presenting group and the class including: - What were the different roles? -
What do you think was happening?
-
How do you think each character felt?
Assessment Based on students responses to the questions (see appendice 4).
Teacher references and resources
Rubric (see sppendice 4).
Weekly outline of lessons; This lesson involves another story regarding exclusion/inclusion. Students will reproduce the story, through role play but changing one aspect, such as the ending, or the situation, but keeping the same theme and concept throughout. Week 4 – Last session. One lesson, approximately 40 minutes. • Read the class the story Oliver Button is a sissy by Tomie DePaola (see appendice 6). • Discuss with the students: -
•
How he may have felt when no one liked him? - How would you feel if everyone told you to give up on the things that you liked? - What would you do, if everyone was telling you to do something you didn’t enjoy because everyone else enjoyed it? - I wonder why the other boys teased Oliver Button. Do you have any ideas? - I wonder what it would feel like to be called names you don’t like. Do you know what it might feel like? - Do you think there are other situations where people might feel like Oliver Button when he was called a sissy? What might these be? As a class, brainstorm who the main characters are, and the key ideas and
Paola, Td 1981 , Oliver Button is a sissy , Methuen Children's Books, London.
Whiteboard or blackboard for recording. Tarlington, C & Verriour, P 1991 , Role drama , Heinemann, Portsmouth, NH.
•
When the teacher is comfortable that they have their re-enactment ready, the teacher then tells them that within their groups they must change one aspect of the story, but keep the same theme. Areas that can be changed can include; - Characters -
Ending (but must still be a resolution)
-
Setting
Teacher references and resources
Tarlington, C & Verriour, P 1991 , Role drama , Heinemann, Portsmouth, NH.
-
• •
Either way, there must be someone still being teased and isolated (this may need to be reaffirmed with the students). Students discuss their ideas, and create their role play. Students are to present their role play to the class.
Assessment Assessment is via peer assessment, as the teacher asks the class on feedback whether they were able to identify that the group was capable of continuing with the concept of someone still being teased and isolated. Peer assessment is also on whether the group was capable of coming to a reasonable resolution (see appendice 7).
Assessment strategies Within this unit of work, there are three different types of assessment strategies. The first, being a self assessment process, where the students record how they felt after role playing different characters in the book The Ugly Duckling (see appendice 2). Students will be marked on their responses. The second type of assessment includes teacher observation to responses to the questions asked within class. This will be scaled using a rubric (see appendice 4). The last form of assessment, is via peer assessment, as the teacher asks the class for feedback on whether the performing group were able to continue with the concept of someone being excluded within their performance and whether the group was capable of coming up with an appropriate resolution (see appendice 7). Students are being assessed on whether they are capable of viewing the issues from various points of view, and if they can identify how someone may feel within a particular situation. Students cooperation, decision making and problem solving skills will also be assessed.
Evaluation of unit outcomes :indicators; Students will know how to examine the viewpoints of others through demonstrating this through various role play characters. Students will understand that people’s perceptions are different to their own in varying situations and contexts. Students will be able to develop their problem solving and decision making skills through group activities, as well as develop their sensitivity towards other people. Students will have felt what it is like to have been the other person.
References 2004, R-10 arts teaching resource, Department of Education and Children's Services, Adelaide, South Australia. Anderson, HC 1971, The Ugly Duckling, Kaye & Ward Limited, London. Big Soccer 2008, TMIC No. 16 – At what cost?, viewed 14th June 2009, Davies, R 1982, Lesson planning, in ‘Drama is Primary’, Education Department of Victoria, Melbourne. Diesel, L 2007, Jordan’s birthday party photos, viewed 14th June 2009 < http://louisedieselphotography.co.za/photography/jordans-birthday-party-photos-campout-atrietvlei-farm/> Dries Buytaert 2009, Happiness, viewed 14th June 2009, Flickr 2009, Only the lonely, viewed 14th June 2009, Perrault, C (translated by Moorson, S) 1972, Cinderella or The Little Glass Slipper, in Perrault’s Fairy Tales, Doubleday & Company Inc., Garden City, New York. Rooyackers, P 2002, 101 more drama games for children, Hunter House, Alameda, CA. Sowden, C 1985, Developing language through drama, Thomas Nelson Australia, Melbourne. Study Adelaide South Australia 2008, Why you’ll love Adelaide, viewed 14th June 2009, Tarlington, C & Verriour, P 1991 , Role drama , Heinemann, Portsmouth, NH. The hero workshop 2008, The role of heroes in bullying, viewed 14th June 2009,
We the Women 2008, Venus unhappy on Earth: the 21st century suffrage, viewed 14th June 2009,
NAME:
UNIT/THEME/TOPIC: Inclusion, exclusion and difference BAND: Primary Years
Year level: 3/4
Strand: Arts in Practice
OVERVIEW OF THE UNIT This unit is designed to coincide with the society and environment topic of exploring various social issues that are current and relevant to the students, and especially look at how the people involved would feel, as well as how decisions can cause consequences and can affect people in various ways. This unit of work also links in well with the health and physical education topic of positive and negative emotions, which the students are currently learning (see appendice 8 for mind map). The primary aim throughout this drama unit, is to teach students about empathy, and how their actions can reflect badly on others, especially concerning including and excluding peers in activities. This will be achieved through using various folk tales and fairytales and re-enacting them through role play. Through using role play, students will develop their skills in problem solving, decision making, and cooperation (Tarlington & Verriour, 1991). Students will also have the opportunity to experience facing issues they may not usually face, analyse situations and characters, examine attitudes, listen critically and examine the view points of others (Tarlington & Verriour, 1991).
Class Profile/Prior knowledge; This is a class of approximately twenty students, from a regional school, where there is not a lot of ethnicity, as people generally don’t migrate to the area, it’s been full of the same families for generations. Therefore communication is not an issue. This class has had previous experience about emotions and feelings, including issues with bullying, through a few Health and Physical Education lessons in previous years of schooling, and also at the beginning of this integrated unit. This classroom has also had strict rules and steps in place on bullying and undesirable behaviour towards fellow students. A lot of these steps include reflecting on own behaviour, including how they think they made the other child feel, and discussing the issue with all parties involved. The whole school has a very strong stance on eradicating bullying. This school is not typically an ‘arts’ orientated school, as they feel there is more importance for subjects such as English, mathematics, science and health and physical education. Therefore there is generally only enough time for one ‘arts’ lesson a week, and this includes visual arts, drama and dance. However, there is a specialist music teacher which has the students once a week and the primary school puts on one end of term play each term, which is a whole school project.
Essential Learnings focus: Futures Identity ❏ Interdependence Thinking ❏ Communication Key competencies focus: information; Communicating ideas and information; ❏ Working with others in teams; techniques; Solving problems;
Collecting, analysing, organising
Planning and organising activities; ❏ Using mathematical ideas and
❏ Using technology.
Strand/s:
Key idea
(one idea for each strand
if using)
Arts Practice
Arts analysis & Response
Arts in Contexts
“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 Relating to Outcome 2.1 (Department of Education and Children’s Services, 2004).
“Students learn through experience as audience/viewers to respond to and evaluate performances and/or presentations in each arts form and communicate their responses through verbal and non-verbal means.” T C KC1 Relating to Outcome 2.4 (Department of Education and Children’s Services, 2004).
Unit Outcome(s) these are your outcome statements NOT SACSA Through examining folk tales and fairy tales, students will use role play to experience and understand view points of others, in issues such as being excluded from the group. By examining more than one folk tale or fairy tale through role play, students will gain an understanding of the excluded person’s feelings, no matter what the context. Through examining others performances and giving feedback, students will be able to make judgements critically on others performances viably.
Conceptual (knowledge/understanding) • The perceptions and points of views of others are different to your own in Relevant Standard varying situations, and Standard 1 (year 3s) 2 (years they need to be aware of 4s); Outcome 2.1 this (Tarlington & Verriour, “Connects real and imagined 1991). experiences from past, present and • How to read body future, when creating/recreating arts language, and the reasons works within each arts form.” for why this is important. F Id KC1 KC6 (Department of • Understanding, tolerance, Education and Children’s Services, respect and acceptance of 2004). people is needed. Skills ( can do) • Students will be able to develop their problem solving and decisions making skills (Tarlington & Verriour, 1991). • Students will be able to develop their empathy skills, by considering how others feel in various contexts and situations. • Students listening skills will be developed as they are required to listen to
Weekly outline of lessons; Teacher references and The focus of this lesson is on building on previous resources knowledge from Health and Physical Education lessons, where we are focusing on positive and negative emotions. This is also to coincide with our Society and Environment topic, of looking at various social issues and discussing the different points of view. Through reading and then reenacting certain characters in the story The Ugly Duckling, students will understand how it feels to be teased and to be the teaser. Anderson, HC 1971, The Ugly Duckling, Kaye & Ward Limited, Week 1 – One lesson, approximately 40 London. minutes. •
•
•
Students are read the story ‘The Ugly Duckling’ by Hans Christian Anderson (see appendice 1). Questions for discussion after reading the story include: - How do you think the ugly duckling felt at the beginning of the story? - How do you think the ugly duckling felt at the end of the story? - Has anyone ever called you horrible names before and how did this make you feel? Or how do you think you would feel? - Why do you think the others had picked on the ugly duckling? - The ugly duckling felt misunderstood. Why do you think this was? Students are then put into groups of 3. Someone is orange, someone is green and the other is red. Oranges are told to take the role of the mother duck, and must imagine what it is like to have a baby duckling that is not liked by the other ducks and does not look like any of the other ducklings. The oranges must feel love for the ugly duckling, but doesn’t know what to do because the other animals dislike the ugly duckling very much, and this reflects badly on the mother. Greens are told to be the ugly duckling, who is trying to fit in and find some friends. Reds are to represent the other ducks and animals which do not like the ugly duckling, and tease the ugly duckling. The context, is that the ugly duckling is trying to find some friends, and the others keep bullying him, and the mother duck sometimes sticks up for him, but may choose to or not too.
Idea of naming colours first was from the workshop.
•
•
•
After discussion, students then reverse roles, the mother duck becomes the ugly duckling, the ugly duckling becomes the other ducks and the other ducks become the mother duckling. Discussion and scenario is continued. Students’ roles are reversed once again, that way everyone has had experiences in all the roles. Discussion with whole class: -
-
Teacher references and resources
As the ugly duckling, did anyone make friends? How did this make you feel? (Answers from both results encouraged). If some of you did make friends, how did you manage this? How did you feel as the mother duck?
-
How did you feel as the other animals when you were teasing the ugly duckling? - How did you as the ugly duckling feel when you were being teased? Assessment: Students’ will be assessed on their responses on a self reflection/assessment sheet (see appendice 2).
Self reflection/assessment sheet (see appendice 2).
Weekly outline of lessons; Teacher references and Within this lesson, the students are building on resources their skills of empathy, by listening to the story of Cinderella and performing the task of walking in different characters shoes. Week 2 – One lesson, approximately 40 minutes. • Students are read the story, ‘Cinderella’ by Charles Perrault (see appendice 3). • Students and teacher are to have discussion, and demonstrations on how one stands and walks when one is feeling happy. Students will be put into a context, such as ‘it’s your birthday today, and you are walking to school, and you know that you will get to be leader for the day, as it’s your birthday.’ • The same, except for a negative emotion. •
-
•
•
Students are to then individually, ‘put on’ Cinderella’s shoes, and walk around as if they were in Cinderella’s shoes, when she was seen as the step sister’s slave. A general discussion on: How do you think Cinderella felt whilst she was a slave to her step sisters? Do you think she would be walking along skipping or happily? Or do you think she would walk along sulking, or maybe shuffling her feet? How do you think you would feel if you were a slave to someone and how would you walk? Discussion on how it feels to be the characters includes: - How do you feel, walking around like Cinderella like this? - I wonder how it would feel walking around like the step mother. Shall we try? What’s the difference between the two? - Shall we now put the shoes of the step sisters on? What may their shoes look like? How do you think they would feel? Students are to then go through the characters in the play, discussing as we go, how they may feel, and what their stance may look like etc. Key characters and scenarios include; Cinderella as step sisters slave, Cinderella as a princess at the ball, step mother, step sisters getting ready for the ball, step sisters at the ball, Cinderella as a married princess.
Perrault, C (translated by Moorson, S) 1972, Cinderella or The Little Glass Slipper, in Perrault’s Fairy Tales, Doubleday & Company Inc., Garden City, New York.
Shoes idea from: Rooyackers, P 2002, 101 more drama games for children, Hunter House, Alameda, CA.
Question ideas from: Sowden, C 1985, Developing language through drama, Thomas Nelson Australia, Melbourne.
questions asked during class (see appendice 4).
Teacher references and resources
Rubric (see appendice 4).
Weekly outline of lessons; The focus of this lesson is being able to read people’s emotions, and create scenarios where these emotions may occur, and to experience what it is like, to be the various people involved in the scenarios. Week 3 – One double lesson, approximately 80 minutes. • Students are to be in a circle, and told to close their eyes, and imagine that they were someplace or doing something that made them happy. Give them a few moments. Now students are to do the same, but feeling sad, lonely, excited and nervous. • Students are put into groups of three or four depending on numbers. • Each group gets a card, with a picture on it (see appendice 5). Within their groups, students discuss what might the person be feeling in the picture, and why they may be feeling that way. • Students to then discuss what they think may have happened before this snapshot was taken. For example, the first picture with the family (see appendice 5), may have just had a picnic. Students are to act out the two moments in their small groups. Again with the first photo example (see appendice 5), students may act out that the family was having a nice picnic, and then decided to have a family photo. • The next step is for the group to decide what would happen next, after the photo was taken. Example with the same photo, is they might go play a game of soccer. • Once teacher is satisfied they have a scenario in their head and are confident in portraying this scenario, the teacher then combines two groups together, one group who experienced positive emotions from their card, and one group who experienced negative emotions from their card. The two groups are to then combine parts of their scenarios to include both positive and negative emotions. An example can include the friends
Rubric assistance from: Sowden, C 1985, Developing language through drama, Thomas Nelson Australia, Melbourne.
Picture cards (see appendice 5).
Adapted from the workshop on creative dance, where three individuals had their set moves, and were asked to combine as a group and come up with one set.
•
• •
Once achieved, some roles are reversed, and those playing positive emotional roles, will then play the negative emotional roles. Students will have the opportunity to present their scenarios to the group. Class discusses what they liked and disliked about the scenarios. Teacher asks questions to the presenting group and the class including: - What were the different roles? -
What do you think was happening?
-
How do you think each character felt?
Assessment Based on students responses to the questions (see appendice 4).
Teacher references and resources
Rubric (see sppendice 4).
Weekly outline of lessons; This lesson involves another story regarding exclusion/inclusion. Students will reproduce the story, through role play but changing one aspect, such as the ending, or the situation, but keeping the same theme and concept throughout. Week 4 – Last session. One lesson, approximately 40 minutes. • Read the class the story Oliver Button is a sissy by Tomie DePaola (see appendice 6). • Discuss with the students: -
•
How he may have felt when no one liked him? - How would you feel if everyone told you to give up on the things that you liked? - What would you do, if everyone was telling you to do something you didn’t enjoy because everyone else enjoyed it? - I wonder why the other boys teased Oliver Button. Do you have any ideas? - I wonder what it would feel like to be called names you don’t like. Do you know what it might feel like? - Do you think there are other situations where people might feel like Oliver Button when he was called a sissy? What might these be? As a class, brainstorm who the main characters are, and the key ideas and
Paola, Td 1981 , Oliver Button is a sissy , Methuen Children's Books, London.
Whiteboard or blackboard for recording. Tarlington, C & Verriour, P 1991 , Role drama , Heinemann, Portsmouth, NH.
•
When the teacher is comfortable that they have their re-enactment ready, the teacher then tells them that within their groups they must change one aspect of the story, but keep the same theme. Areas that can be changed can include; - Characters -
Ending (but must still be a resolution)
-
Setting
Teacher references and resources
Tarlington, C & Verriour, P 1991 , Role drama , Heinemann, Portsmouth, NH.
-
• •
Either way, there must be someone still being teased and isolated (this may need to be reaffirmed with the students). Students discuss their ideas, and create their role play. Students are to present their role play to the class.
Assessment Assessment is via peer assessment, as the teacher asks the class on feedback whether they were able to identify that the group was capable of continuing with the concept of someone still being teased and isolated. Peer assessment is also on whether the group was capable of coming to a reasonable resolution (see appendice 7).
Assessment strategies Within this unit of work, there are three different types of assessment strategies. The first, being a self assessment process, where the students record how they felt after role playing different characters in the book The Ugly Duckling (see appendice 2). Students will be marked on their responses. The second type of assessment includes teacher observation to responses to the questions asked within class. This will be scaled using a rubric (see appendice 4). The last form of assessment, is via peer assessment, as the teacher asks the class for feedback on whether the performing group were able to continue with the concept of someone being excluded within their performance and whether the group was capable of coming up with an appropriate resolution (see appendice 7). Students are being assessed on whether they are capable of viewing the issues from various points of view, and if they can identify how someone may feel within a particular situation. Students cooperation, decision making and problem solving skills will also be assessed.
Evaluation of unit outcomes :indicators; Students will know how to examine the viewpoints of others through demonstrating this through various role play characters. Students will understand that people’s perceptions are different to their own in varying situations and contexts. Students will be able to develop their problem solving and decision making skills through group activities, as well as develop their sensitivity towards other people. Students will have felt what it is like to have been the other person.
References 2004, R-10 arts teaching resource, Department of Education and Children's Services, Adelaide, South Australia. Anderson, HC 1971, The Ugly Duckling, Kaye & Ward Limited, London. Big Soccer 2008, TMIC No. 16 – At what cost?, viewed 14th June 2009,
We the Women 2008, Venus unhappy on Earth: the 21st century suffrage, viewed 14th June 2009,
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