During this lesson, students will begin to understand the differences between equity and equality. Students will expand on their knowledge of Tableau and how it can be used to explore challenging subjects. Students will complete another Word Study, then analyze an animated short using their new vocabulary. Finally, students will solidify their learning through a dramatic choral activity. 

Lesson Overview

Estimated Time: 3 class periods plus rehearsal time as needed 

Learning Goals/Big Ideas/Key Questions
  • What is the difference between Equality and Equity?
  • How can we use our voices to explore difficult topics and issues?
Readiness

This series of lessons and activities can be used at any point in the year, however, the teacher and students should have a strong rapport and willingness to engage in some challenging topics. Students should have prior experience exploring the elements of Drama (role/character; relationship; time and place; tension; focus and emphasis). Familiarity with the conventions of Tableau, Monologue, Scene Work, Choral Speaking, and Thought-Tracking would be an asset. 

Terminology
Materials

Minds On

Whole Class and Individual > Word Study #2

  • Now that students are comfortable with the definition of equality, they will be introduced to the idea of equity. Return to the class notes from “Getting the Job (or not…)” and review what the students discussed.
  • Teacher Prompts: Was it truly fair that everyone got to use the exact same tool? Did it actually help the people who needed more help than others?
  • Hand out copies of PDF #2 Word Study 2. As a class, preview the handout and read the sample sentence for equity together.
  • The following video does an excellent job of explaining the differences between equality and equity in a student-friendly way with visuals.
  • Watch Equity vs Equality, then, as a class, brainstorm a student-friendly definition for the term equity.
  • Have students copy the definition onto their handout then read the definition aloud as a class.
  • Students will then complete the handout by considering examples, finishing a sentence, sketching a Tableau storyboard, and recording key words and phrases related to equity.

Action

  • Solidify students’ understanding of the definition for equity by creating a series of Tableau as a whole class based on students’ work on PDF #2 Word Study 2.
  • Alternatively, this could be done in small groups and culminate with a performance. Invite students to share their visions for a Tableau which expresses equity; either the student or the teacher can help direct and shape a picture which includes the whole class. Remind students that they can be inanimate objects as well!
  • As each Tableau is finalized, use the drama structure Thought-Tracking to hear what each of the characters are thinking.
  • Teacher Prompt: Ask students to consider how their character feels at this moment in time. Are their individual needs being met? Do they hold power over another person? Are they portraying the individual who requires help or is equity-seeking? How does it feel to portray a character who has different needs than your own?
  • Once students are ready, the teacher will tap a student on the shoulder (or point to them) and that student will reveal their inner thoughts.

Whole Class and Think/Pair/Share > Animated Short Film “Ian”

The animated short film, “Ian”, features a boy named Ian who uses a wheelchair for accessibility. Ian encounters various challenges when he tries to join his peers on the playground.

  • Before showing the film, hand out copies of PDF #3 Ian Mind Map and review the prompts as a class, ensuring students have a working sense of the terms.
  • Show students “Ian” and then ask students to brainstorm ideas independently on the handout.
  • Once students have had a chance to complete their own ideas, have students pair up and share their ideas with a peer, prompting them to add/change/edit their ideas based on their discussion.
  • Come back together as a whole class and discuss the video and their ideas as a whole class.

Individual / Whole Class > An Orchestra of Words

  • Have students return to PDF #2 Word Study 2.
  • Ask students to add additional key words and phrases related to Ian’s experience, keeping in mind their learning about equality and equity.
  • When students have finished their writing, ask them to review their words and key phrases, then choose 1 or 2 which they think are the most powerful or intriguing from their list.
  • Have students spread out around the room with their list.
  • As a class, you are going to become an orchestra of words (Choral Speaking); invite individual students or small groups using a gesture as a cue to read one of their key words or phrases.
  • As you “conduct” the students, raise your hand to suggest they speak louder, lower to suggest quieter.
  • Overlap students’ lines, return to powerful or thought-provoking statements, and juxtapose contrasting ideas as you conduct. 

Consolidation

Small Groups > Planning Choral Speech

  • Once all students have had a chance to share their lines and you have sufficiently conducted the group, split the class into two groups.
  • Instruct students to repeat the activity, but this time, plan an order and make choices about the volume and expression used when they say their lines.
  • The final pieces should be around 30-45 seconds.
  • Give students time to plan and rehearse as you circulate, observe, and offer feedback.

Whole Class > Sharing

  • When ready, have the groups form two circles, one inside the other.
  • The inner circle will be facing out, while the outer circle faces in.
  • Have the inner group perform first while the outer circle becomes the audience, then switch, and the outer circle will perform.

Whole Class > Think/Pair/Share

  • Following the performances, discuss the following prompts in a class discussion, Think/Pair/Share, or Jamboard.

Teacher Prompts: Can you clearly define the differences between equality and equity now? Which lines stood out to you? How did it feel to be surrounded by the sounds? Whose story was being told? What was the story? 

Extensions

This activity could be expanded into an evaluated performance. Students could spend more creation and rehearsal time on their pieces, and then perform as a Choral Speaking piece or a Corridor of Voices. Students should consider Conventions of Choral Speaking/Voice Work such as volume, pitch, tone, solo voice/pairs/groups, timing/pace, emphasis, repetition, facial expressions, and body language.

Assessment