In the culminating task for the unit, students will solidify their understanding of the new concepts and vocabulary from the unit. Students will individually and collaboratively create a choral and movement performance piece which explores the power of words.

Lesson Overview

Estimated Time: 4 class periods plus rehearsal and performance time as needed.

Learning Goals/Big Ideas/Key Questions
  • What is the difference between Equality and Equity?
  • What is Power?
  • What is a Barrier?
  • Identify different types of barriers that exist in our school community.
  • Why is something a barrier for some people, but not for others?
  • How can we overcome barriers?
  • Whose responsibility is it to remove barriers for others?
  • How does Reading and Writing (Literacy) give us power?
  • How is not knowing how to read a barrier?
Readiness

Students must have completed the lessons in this unit to be successful on this performance task. Students should have familiarity with the Creative Process and peer and self-assessment.

Terminology
  • Tableau
  • Thought-Tracking
  • Barrier
  • Barrier-free
  • Physical barrier
  • Social Barrier
  • Societal barrier
  • Equity
  • Equality
  • Justice
  • Fair
  • Same
  • Different
  • Power
  • Literacy
Materials
  • Projector
  • Appendix 2 Culminating Task
  • PDF #8 Individual Writing Template
  • PDF #9 Group Writing Template
  • PDF #10 Culminating Task Rubric
  • Appendix 3 Reflection Prompts
  • PDF #11 Reflection Evaluation
     
Note to Teachers

Before entering into the culminating task with students, educators should be aware of the ways in which this will impact students who may not see themselves as strong readers, as well as those who may have family members who are not strong readers. 

Minds On

Small Groups > Words Can Break Barriers Culminating Task

Refer to Appendix 2 Culminating Task, PDF #8 Individual Writing Template, PDF #9 Group Writing Template, and PDF #10 Culminating Task Rubric for the Culminating Task details in addition to the information below. 

  • Hand out copies of PDF #8 Individual Writing Template and review as a class.
  • Then give return students’ completed PDF #7 Literacy in Action worksheet. Alternatively, educators can redact students’ names and randomly distribute completed worksheets to students; this method will challenge students to think from another person’s perspective and provide distance for students who may be challenged by the topic.
  • Students will complete PDF #8 Individual Writing Template using the research and personal connections on PDF #7 Literacy in Action, as well as their experiences from the unit activities. Teachers should, once again, work alongside students to ensure the literacy components of the Drama do not become a barrier.
  • Students will complete the sentence for each writing prompt. As this text will be performed, encourage students to prioritize how it will SOUND, rather than proper writing technique. Short responses or sounds can be as effective as full sentences.
  • Collect the completed Individual Writing Templates, review, and provide feedback for students on the content and performability of the text.
  • Return to students and allow time for edits.
  • Collect the final drafts.

Action

  1. Put students into groups of 4-5 and return their PDF #8 Individual Writing Template. Each student will take a turn sharing their work with the group. Students should provide feedback to their peers using a Two Glows and a Grow format, or something similar. 
  1. Hand out copies of PDF #9 Group Writing Template. Students will choose a few lines from each person’s original text to include in the final group piece. Once students have chosen the lines to use from each individual’s writing, students should complete the handout by assigning speakers and making creative decisions regarding Vocal Technique and Physicality. The completed handout will serve as the script for rehearsal and performance. If possible, assigning this step on a collaborative document will make the scripting process easier (ensure you are asking students to use tools that are approved within your school board). Teachers should offer ongoing feedback on the writing process, checking to ensure groups have included a variety of Vocal and Physical techniques in their script.
  1. Rehearsal - once students have a completed script, they should begin rehearsing. Below are some rehearsal techniques to keep groups focused and using their time efficiently and effectively. It is recommended that rehearsal be well structured and goal-oriented.
    1. Have all groups read their script aloud at the same time three times
    2. Prompt them: for the next 10 minutes we are only going to focus on… (the first three lines, the final four lines, your entrance onto the playing space, the facts…)
    3. Perform the entire piece from beginning to end, but only the physical components.
    4. Have groups form a circle around the room and the teacher is in the middle. All groups perform from the top, no stopping, at the same time. When you reach the end, start again! The teacher slowly turns and tunes into each group, listening and watching for successes and areas for growth.
    5. Meet with each group individually and offer feedback.
  1. Performance and evaluation.
Assessment of Learning

Refer to PDF #10 Culminating Task Rubric. The evaluation tool is a one-point rubric, meant to align with expectations-based grading. Circle or highlight the “On Target” column if the individual student met the expectations and make notes about any specific examples of students achieving this expectation; provide next-steps under the “Getting There” column if the expectation has not been met; provide evidence of extending and connecting the expectation with other learning under the “Extending & Connecting” heading. As per the Growing Success document, students should be evaluated on their individual skills, not as a group.

Consolidation

Individual > Reflection

Invite students to close their eyes and reflect on the following statements.

  1. I feel proud of some or all of what I accomplished during the creation, rehearsal, and performance process.
  2. I was surprised or amazed by another group’s performance.
  3. I wish I could go back and change aspects of my writing, rehearsal etiquette, or performance.
  4. I learned something new about myself while writing or rehearsing this performance piece.
  5. I understand the difference between equality and equity.
  6. I can identify barriers in the world, and I want to help remove barriers for myself and others.
  7. I believe words have power and that literacy can help break down barriers.

Project Appendix 3 Reflection and review as a class. Students will choose one of the statements to expand upon.

Differentiation

In the interest of Universal Design and student interest, there are different options for students to demonstrate their learning.

Assessment of Learning

Refer to PDF #11 Reflection Evaluation for evaluation details.