Learning Goals

By the end of this lesson, students will be able to …

  • B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works
  • B2.3 identify and give examples of their strengths, interests, and areas for growth as drama participants and audience members
Materials
  • PDF #1 Frayer Model Template
  • PDF #4 Writing Task Template
  • Tableau Success Criteria
  • Appendix 5 - Strategies for Selecting Groups
  • PDF #5 Inquiry Reflection
Terminology

Minds On

Whole Group > Definition Discussion and Wrap Up

Look at the Frayer model you have been building on all week (see PDF #1 Frayer Model Template). Add any new examples, non-examples or features to the chart. Using the details in the chart, co-create a definition of the word welcoming and record it on a chart or a digital file that can be viewed by the class.

(E.g., For a person or a place to feel welcoming, it needs to make someone feel like they can be themselves, they feel like they can be safe to make mistakes/take risks/speak freely without judgement or fear of isolation. When it comes to places, a place is more welcoming if there are a number of different ways for a variety of kinds of people to enter the place, get around the space or use the features/furniture/experiences in that space)

Action

Whole Group > Writing Task

Provide students PDF #4 Writing Task Template. Have students list at least 2 scenarios in each column. Set a timer for 5 minutes while the students write their responses. When the time is up, have students hold on to their paper for the next activity.

Small Group > Contrasting Tableaux Series

Tell students that they will be working in groups of 4 or 5 to create 4 tableau. Two tableau will capture actions that are welcoming and two will capture actions that are unwelcoming. Students will have to hold each tableau for 10 seconds and then transition to the next tableau. They can choose to present the tableaux in whatever order they would like.

Review the tableau success criteria that were created in the previous lesson and post it as the students work (see Tableau Success Criteria).

Using a strategy of your choice (see Appendix 5 Strategies for Selecting Groups for ideas), divide students into groups and assign them to rehearse in different spots in the room.

When they get to their groups, have them share the ideas from their I feel welcomed when…column from PDF #4, and decide upon two of the ideas that were shared. They will repeat the process for the I feel unwelcome when…content. 

Once they’re working on creating the tableaux, circulate and encourage all students to participate fully, give feedback about their placement, levels, creation of a focal point etc. If students finish before the allotted time, have them share the work for you and provide feedback to help clarify or refine it. Have them practice running it from start to finish.

Variation: As students work with tableau, you may want to provide them with a recording device so that they can take pictures/video of their work.

Teacher tip: Picking a focus

For this task it would be most effective to encourage students to pick the ideas that will be the easiest to communicate through an image with their bodies and to pick two distinctly different ideas.

Teacher Tip: Transitions between Tableaux

When cueing for the transition from one tableau to another, students might have one person quietly snap their fingers or have someone that is in the line of sight of all of the actors be the first to move and have everyone follow suit.

Teacher Tip: assigning rehearsal time

For this task, give students about 15 minutes to finish all four tableau. If you give them too much time to rehearse they will take longer to get started, some may lose focus or start to disengage. Check in at the 10 minute mark to see where everyone is at and adjust your time accordingly. 

Teacher Tip: Coaching while rehearsing

As they start working, circulate to each group and have them tell you which 4 actions they have chosen to focus on. If they are taking too long to choose, help facilitate the selection process. If their choices are not distinctly different enough from one another, encourage them to think of alternatives. 

Whole Group > Tableaux Share

Invite the groups to gather in your established performance space. Review norms for performers and for audience members. Post Tableau Success Criteria so that everyone can see it. Have groups share their work. 

When the group is finished, have students face their peers to receive their applause and to hear some feedback. Select volunteers from the audience to provide positive feedback and one or two areas for consideration based on the success criteria. 

Provide feedback to students on the quality and focus of their feedback, ensuring that it’s based on the criteria and is constructive and specific, referring to something that was observed in the work.

Variation: For heightened mood and production value, you may choose to play some instrumental music in the background as students share their work. 

Consolidation

Whole Group > Discussion

Gather students in a community circle. Engage students in a summary discussion of the inquiry question you’ve been exploring by asking the following questions:

  • What does it mean to be ‘welcomed’ into a space?
  • What are some barriers to being welcomed?
  • What are some things we might do as a class to make our classroom a more welcoming place to be?

Record the classroom suggestions and post them in the room. Refer back to them as the year progresses.

Individual > Written Reflection/Goal Setting

Hand out copies of PDF #5 Inquiry Reflection Sheet to each student. Give them 10 minutes to complete their responses.

Variations: You can prepare a digital version of the questions for students with writing challenges. You do an oral interview for students who struggle with reading/writing and scribe or digitally record the results. 

Assessment as Learning (AaL)
  • PDF #5 Inquiry Self-Assessment
Assessment for Learning/Assessment of Learning (AfL/AoL)

Tableau Success Criteria

Want to practice these skills a bit longer?

What's next?

You're off to a strong start. Consider these CODE resources for your next steps: