Unit Overview

Building a Community resource cover image
A repeating pattern of homes, trees, and other elements of community are covered by a road that winds through the image, dividing it in two. The English and French title appear on either side of the road, representing the divided communities.

Social Studies expectations, Grade 5, are woven together throughout the various drama activities in this unit. Students should be familiar with basic tableau, role play and should have experience using the creative and critical analysis processes when creating and viewing drama work. This document includes French translations for prompts and PDFs. This resource was written for Grade 5; it is appropriate for Junior and Intermediate students to Grade 8. This resource is easily adapted for Grades 5 through 8 by selecting the appropriate expectations to connect with the activities, specific to the grade in focus. 

This drama unit examines the role of community and government in dealing with challenges.  Students work collaboratively in groups to establish a fictional community and their own personal roles within it.  When presented with a challenge, community members must join together to deal with the issues.  Students engage in role play in a variety of different contexts to explore themes related to these issues. Students use the creative process to demonstrate an understanding of how time and place can support the development of role.  Students will learn and use a variety of dramatic conventions to build their individual roles. As a final task, students will work in small groups to create the next chapter in the story.  They will use techniques learned and understand the benefit of incorporating visual and technological aids in performance.

Unit Guiding Questions / Questions guides de l'unité
  • How do we work together to build a community and solve problems within the community?
  • What drama strategies help us learn about different parts of the community?
  • How do communities work together to solve problems?
  • What obstacles might they face?
  • Comment travaillons-nous ensemble pour construire une communauté et résoudre les problèmes qui s'y posent ?
  • Quelles sont les stratégies dramatiques qui nous aident à découvrir les différentes parties de la communauté ?
  • Comment les communautés travaillent-elles ensemble pour résoudre les problèmes ?
  • Quels sont les obstacles auxquels elles peuvent être confrontées ?
Assessment of Learning (AoL)

Culminating Performance Task

1. Students will be evaluated on the creation of a final dramatic presentation. Evaluative tools include a rubric (role play, tableau, use of props), and peer evaluation (Two Stars and a Wish).

Assessment for Learning (AfL)

Four Checkpoints and a Rubric

Check Point #1/Lesson 1
venn diagram, journal response 

Check Point #2/Lesson 2

Role play checklist, writing in role

Check Point #3/Lesson 3

Role play checklist, writing in role

Check Point #4/Lesson 4

Mantle of the Expert template, journal response

Unit Lessons: How will assessment and instruction be organized for learning?

Lesson 1

Establishing Community / Établir la communauté

Students will establish a fictional community (each half of the class) as a group.  Together, they will decide on defining features of this community as well as a list of rights and freedoms, flag and a municipal holiday.  Governments will be elected and students will work to develop their own personal roles.

4 classes (1 class = 60 minutes)

Lesson 2

A Challenge is Presented / Un défi se produit

Members from both communities will be faced with a common challenge: a road is being built on green space that divides the two communities and there is a possibility of a garbage dump being placed on site.  Students must consider how this proposal affects their role and the community at large.

3 classes

Lesson 3

Community Reactions / La communauté réagit

An historical article detailing the Kirkland Lake controversy of 2000 is compared to the current fictional situation.  Students will speak and question others in role while maintaining their focus.  They will explore how to work collaboratively towards a common goal while representing their own personal interests.

3 classes

Lesson 4

Hearing From the Experts / Avis des experts

A dramatic convention called Mantle of the Expert is used to delve deeper into the various viewpoints of the issue at hand.  Some students will take on the role of these experts while the others will evaluate their information and determine how it would change the perspective of their own characters.  Students will become comfortable speaking in improvisational situations through the conventions learned and used in this lesson.

3 classes

Lesson 5

The Final Installment / Le dernier épisode

Students will use the creative process to create a dramatic depiction of their community's journey from its creation to the present.  As a group, they will determine what happens after the final community meeting, including this in the final performance as well.  Students will be able to reflect on their performance and the work of others using the critical analysis process. Students will articulate what worked effectively and what needs improvement, and will then have an opportunity to re-work their presentations.

3 classes