Critical Learning

Guiding Questions

In this lesson, students apply their learning about the importance of home to the world around them. Students discuss, research and explore other instances of leaving home and the ways in which home shapes their own lives. Finally, students create and dramatize original scenes of homes lost for final summative evaluation.

Why might we leave home and not return?

How do we go about rebuilding a home when it is left or lost? 

To whom will we turn for help when we have left or lost home?

What qualities in yourself do you need to leave and or rebuild?

Curriculum Expectations

Learning Goals

A1.1 develop interpretations of issues from contemporary or historical sources as a basis for drama

A1.2 select and use appropriate forms to present identified issues from a variety of perspectives.

A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works

A2.1 use the elements of drama to suit an identified purpose and form in drama presentations

A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations

A3.2 use a variety of expressive voice and movement techniques to support the creation of character or atmosphere.

A3.3 use a variety of technological tools to enhance the impact of drama works

B1.2 analyze a variety of drama works to compare and assess how they explore universal themes and issues.

B2.2 explain how dramatic exploration helps develop awareness of different roles and identities people have in society

C1.2 use correct terminology to refer to the forms, elements, conventions, and techniques of drama

C1.3 demonstrate an understanding of production roles, practices and terminology when planning and presenting drama works.

C2.2 describe ways in which contemporary dramas show the influence of social trends

C3.1 Identify and follow safe and ethical practices in drama activities.

C3.2 Identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works

C3.3 demonstrate an understanding of theatre and audience etiquette in the classroom

At the end of this lesson, students will be able to:

  • identify examples of homelessness discuss the need to have a home and the steps needed to create one identify the contribution home has made to their own lives and the the lives of those around them create an original drama work based on the concept of homes lost and homes rebuilt

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Instructional Components

Readiness

This lesson builds on the learning from all of the previous lessons in this unit, and introduces the final summative evaluation task.  Students should be familiar with using improvisation in order to create original drama work as well as positive collaborative skills when working in a group setting.
This unit explores issues that resonate personally with students, and so caution and sensitivity on the part of the teacher is of great importance.  Depending on the individual backgrounds of students, teachers may wish to reorder or re-emphasize certain lessons in order for students to feel comfortable and safe when discussing issues of home in their personal lives.  Issues of trust, safety and sensitivity should be addressed prior to this unit of study and throughout the duration of the unit (e.g. giving students the right to pass, mutual respect, etc.)

Terminology

Improvisation
Pivotal Moment
Protagonist
Writing in Role

Materials

Home on the Wall collages from lesson 1
Writing materials
Research facilities (if students are to conduct research during class time)
Technology tools for performance (costumes, lighting, sound, set and props)
Video camera (optional, see Quick Tips)
BLM #9 Reasons to Leave Home
BLM #10 Leaving Home Presentation
BLM #11 Leaving Home Presentation Rubric
BLM #12 Scene Creation Checklist
BLM #13 Rehearsal Exit Card
BLM #14 Teacher Observation Checklist

 

Approximately 45 minutes
(or more if research is conducted in class)

Minds On

Pause and Ponder

Whole Group > Discussion

Using the Home on the Wall from the first lesson, revisit and discuss the reasons for leaving home that students brainstormed.  
Key Questions for Discussion:
Are there any reasons for leaving home that we should add, that are not listed?
Which reasons for leaving home are a choice on the part of the individual? (e.g. leaving home for marriage or work)
Which reasons are beyond the control of the individual? (e.g. natural disasters, abuse)
Can you think of any specific historical events, like Hurricane Katrina, that have resulted in people having to leave their homes? (e.g. child soldiers in Africa, immigration, war)

Pairs > Research > Improvised Scenes

Distribute BLM #9 Reasons to Leave Home to students in pairs. As a class, review some of the examples listed of reasons why people leave home. Ask pairs to choose one reason listed and improvise a short scene that depicts the pivotal moment (or turning point) when someone must make a choice to leave home. You may wish to provide students with selected research on their situations or have students conduct research in a computer lab or at home in order to better understand the situation they are depicting.
Give students time to improvise their pivotal moment scenes. When ready, invite pairs to present to another pair or to the whole class and give feedback on their scenes.

Small Groups > Introduction of Summative Evaluation

Form students into small groups of 4-5 people. Introduce the summative evaluation by distributing BLM #10 Leaving Home Presentation.
Students select a scenario in which a protagonist is faced with the prospect of leaving home. Students create characters that are involved in this situation and create the following dramatic scenes for their presentation:
  • one scene that depicts the home before the protagonist leaves home
  • the pivotal moment when the decision to leave is made (to be presented in any dramatic form, such as a monologue, soundscape, tableau with caption, etc.)
  • one scene that takes place after the protagonist has left, which shows whether this person will re-establish their life or return home
Outline the expectations for the Leaving Home Presentation. Review the leaning goals and rubric with students (BLM #11 Leaving Home Presentation Rubric).
Assessment of Learning (AoL)

The final summative evaluation is designed to evaluate learning throughout the unit, both process, product, and post-performance reflection.

Assessment as Learning (AaL)

Use the Rehearsal Exit Cards to gauge students' learning throughout the rehearsal process. Review ideas if they were unclear and share note worthy and helpful responses from the Exit Cards with the class.

Differentiation (DI)

Allowing students some flexibility in choosing groups will empower them to work in a safe and comfortable environment enabling them to take more performance and creative risks.

The choices in scene creation may be too broad for some students. Narrowing the selection may assist some students, as would assigning different tasks to certain groups (e.g. one group creating a before scene, one a pivotal moment, one an after scene). Groups may also be assigned their scenarios or draw from a hat.

Quick Tip
Consider videotaping presentations for use in lesson 5.
Students may take longer or shorter periods to develop their scenes.  Use professional judgment to increase or decrease rehearsal time depending on the pace in which work is being created.
Link and Layer

There is opportunity to expand this lesson into a research assignment of events outlined allowing the students to create with historical dramaturgy. 

Current events frequently provide opportunities to add to the list of reasons to leave home.

Hyperlinks in the Lesson
Link to Creative Process Chart
Approximately 120 minutes

Action!

Small Group > Creative Process

Assist students as they work through the creative process and provide feedback as needed. 

In the early stages of rehearsal, instruct students to use BLM #12 Scene Creation Checklist to ensure their performance fulfills the criteria of the assignment.

Before the final dress rehearsal, instruct groups to complete BLM #13 Rehearsal Exit Card  to gather information about their creative process and problem solve as needed.

Consider posting the Creative Process Chart (see Ministry document) in the classroom for students to reference as they rehearse, and use the BLM #14 Teacher Observation Checklist to record data for evaluation. 

Whole Class > Leaving Home Presentations

Invite students to share their Leaving Home Presentations. Facilitate student feedback and discussion after each performance.

Approximately 15 minutes

Consolidation

Individual > Writing in Role Reflection

When presentations have concluded, students reflect on their scene as they write in role as the character they played. In their writing, they should consider their feelings about the final choice made by the protagonist in their scene.

Questions to Consider:
How do you feel about the choice that was made?
What regrets do you have?
What would you have done differently in this situation?
How will you get what you need?
How do you feel in your current home?
What is your immediate plan?
What is your plan for the future?

Assign students the task of polishing their reflections for evaluation.