In this lesson students will use their new vocabulary words in a short scene, followed by a group/class discussion around equity and inclusion.

Lesson Overview

Estimated Time: 1 class (75 minutes)

Learning Goals

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

  • Apply their new words in a social justice/equity/inclusion context
  • Experience how role play can help convey issues of social justice
  • Understand how words can convey meaning/importance from an equity/inclusion perspective.
Readiness

This culminating task builds on learning from the previous lesson (New Word Creation). Students will have created their new vocabulary words, and explored ways to use those new words in an equity/social justice context.  Students will also have some understanding of other words created by their peers.  Students should have previous experience working in small groups, and the ability to improvise short scenes.

When exploring topics of a sensitive nature (such as issues of equity and inclusion), it is important to establish a safe space or brave space for learning. Be aware that some students may not wish to share personal stories, and might need options to pass or opt out of some discussions. 

Terminology
Materials
  • PDF #4 Assessment Rubric

Minds On

Whole Class > Review & Discussion > New Words

Revisit the new words created previously by having each student/group present and define their new vocabulary word.

Questions for Discussion: 

  • What are some of your favourite new words?  Why?
  • How could these words be helpful in today’s society?
  • Why are new words added to official dictionaries every year?
  • Is there a word or phrase that is used currently within equity and anti-oppression that you want to learn more about and better understand?

Action

Small groups > Rehearsal and Preparation of Short Scenes

Have students, either in the same groups that created their word or in new groups, revisit and understand the meaning of their new word.

Students should then brainstorm and plan a short scene where their new vocabulary word is used in a social justice/equity/inclusion context. Instruct students to improvise a short scene that would demonstrate a clear understanding of their word in a typical situation. Students are encouraged to think of situations where they can reveal economic, social or political rights and/or opportunities that everyone deserves. Their scenes might focus on an issue around ableism, Anti-Black racism, experiences of Racialized communities, LGBTQ2S+, women, gender, class, economic status, ageism, etc. For example, if the new word is “fromance” (loving a natural hairstyle), the scene might be about a person of colour proudly revealing their new afro after straightening their hair for years with chemicals. Allow students time to brainstorm, discuss, create and rehearse their scenes for a culminating performance by the end of the class.

Whole Class > Presentation of Scenes

Students present their scenes to the class. Allow time for class feedback and discussion after each performance.

Consolidation

Individual > Final Reflection Journal

Once final scenes have been performed, give the students the following journal prompts for final reflection.

Reflect back on your New Word Equity scene:

  • Describe the process of creating your scene. What worked in your group?  What was challenging?
  • Did your final performance go as planned? What would you do differently if you were to do this scene again?
  • When presenting the social justice/equity scene was the issue accurately presented?  Was the gravity of the issue depicted with respect and consideration?
  • Think about another group’s words and/or performances that you really enjoyed. Explain what you enjoyed about their work.
Connections

Students will be connecting their new vocabulary word to their culminating task. In order to create social justice/equity-sensitive scenes students must first be comfortable/familiar with equity/inclusion/social justice terminology.  This may require further discussion and review of Lesson 1.

Differentiation

Students who might be uncomfortable with performing may want to take on the role of director or technician in their group.

Group sizes can be adjusted from pairs to small groups. This can be done individually if necessary. However, individual performers should still work with others during the creation process.

Assessment for learning

Circulate around the classroom during the planning and rehearsal process. Assess students' understanding of equity through their discussions and planning. Make suggestions for students that may need assistance.

Assessment of Learning

Assess culminating scenes using PDF #4: Scene Performance Rubric.

Additional Resources