Unit Objective: Students will demonstrate their understanding of positive friendship by creating an original performance.

Transcription

1 Jes Childress Process Drama Unit: Friends! (7 lessons) Unit: Friends (1-2 grade) Lessons (created for min. sessions) a. Conflict Resolution (2 sessions) b. Making Friends c. Accepting Differences d. Introduction of Performance e. Group Work f. Present to Class and another class (2 sessions) Unit Objective: Students will demonstrate their understanding of positive friendship by creating an original performance. Unit Standards, Content Standard II Conflict Resolution I. Materials a. Set up of the room i. Large open space where the students can play safely b. Book: Hunter s Best Friend at School, by: Laura Malone Elliott II. Objective a. Students will be able to identify different resolutions to conflicts through identifying a time they ve resolved a difference and writing it in their journal. III. Standards a. For grades 1-2 b. USOE Content Standards i. Content Standard II ii. Language Arts I IV. Warm up (8 min.) a. Name Game i. Sit students around in one circle. While the students clap along to the beat they chant, name game, name game, what s your name and what s your fame? Then the student (facilitator begins) will say their name and something that they are known for around their house, family, or classroom. It could sound like this, my name is Ms.. And I m famous for making great French toast ii. Other examples of what the students could be known for are things like a pencil collection or baking, etc. V. Hunter s Best Friend at School (24 min.) a. What is a best friend? (7 min.)

2 i. Read pages 1-4 stop at She could run faster than either of them. ii. Ask: What makes a best friend? What did Hunter and Stripe do together? What do you do with your best friend? iii. Show us! 1. Everyone find a space in the room. Pick one game or activity that you and your friend LOVE to play. Show us! After 10 seconds, the facilitator will say, freeze! And you must freeze in a statue. 2. Go around the room and choose certain statues to stay frozen. The rest may relax. Have the class guess what activity they are doing with their friend. 3. Ask: Who else loves to do this with their friends? b. Problems with Friends (17 min.) i. Read Pages 5-18 stop at be his best self. (7 min.) 1. Ask: What were some problems that Hunter and Stripe were having? Why was Hunter upset when he got home? How did his mom help him? What suggestions did Hunter s Mom give him to have a better day at school the next day? ii. Read Pages stop at Maybe Stripe would copy him, thought hunter. (10 min.) 1. Close the book. Explain that they, in groups, are to show the rest of the class by acting out what happens. Then get students on their feet and separate them into groups (either by numbering or who s standing by one another). Give them about 1-2 minutes of planning time and then have their group sit when they are ready. Watch each group and discuss what the students thought would happen. a. What made your group choose that to happen next? What clues in the text or pictures gave you that idea? c. Wrap-Up i. Explain that we will finish the rest of the book next class period Conflict Resolution Day 2 I. Same supplies/set up/objectives and core standards as Day 1 Conflict Resolution with addition to paper and a stapler in order to create Friendship journal II. Creating Friendship Journal (15 min.) a. Instruct students to gather 3 pieces of paper and take back to desks b. Partner up, have partner hold paper as you staple in the middle top and bottom of the pages, creating a 6 paged journal

3 c. Instruct them to decorate first page reading Friendship Journal encouraging them to draw pictures or use colors to represent them and their friends d. Set journals to the side III. Hunter s Best Friend at School a. Review what we talked about last lesson. (10 min.) i. What makes a best friend? What are some things that Hunter and Stripe do together? What are some things that you and your best friends do together? What problems were Hunter and Stripe having when we left off last lesson? Do you and your friends sometimes have similar problems? What do you do to fix it? ii. Where did we leave off in the book? What are some ideas we had of what would happen next? Would you like to find out? b. Resolution with friends (5 min.) i. Read pages starting with After a minute 1. Ask: How does this compare to what we thought was going to happen? How did Hunter help his friend Stripe? How can you help your friends be better? ii. Write what you ve learned about resolving problems with your friends in your Friendship Journal. Think of a specific time and write about that. (rest of time is dedicated to writing with facilitator circulating) Making Friends I. Materials a. Large open area to move around in b. Book: Trouble in the Barkers Class, by: Tomie DePola c. Crayons and paper enough for the entire class d. Friendship Journal II. Objective a. Students will be able to list ways in which to make new friends in their journals and show those ways to the class dramatically. III. Standards a. USOE Standards i. Content Standard II ii. Language Arts I IV. Trouble in the Barkers Class a. (2 min.) Hunter and Stripe already knew each other, but do you think they always knew each other? Do you remember when you met your friends? Do you remember the first day of class in this classroom? b. Was anyone nervous about meeting new people on the first day of school? Why? i. Express that they re probably not the only one who felt this way.

4 c. Read pages 1-4, stop at, T-REX to school tomorrow to show her. (8 min.) i. Ask the students to find their own space in the room and pass out crayons and paper. Explain that we are all going to write welcome signs and pictures for Carole Anne. 1. As you re making your signs keep in mind these questions: How would you want to be treated your first day in a new school? Have any of you moved before? How were you treated at your new school? How did that make you feel? Does that change how you would treat others? Why? ii. Ask the students the find a spot in the room and pass out the materials. Give them about 3-5 min. to do this. Then have them hang the signs up around the room (on the windows, back cabinets, door, etc.) iii. Continue reading d. Read Pages 5-16, Stop at, stuck her tongue out at him. (5min.) i. Let s talk. Why is Carole Anne acting this way? How would you want to react if you were Carole Anne s classmates? How would that make you feel if someone was so mean to you? Is this a good way to make friends? What should Carole Anne do instead if she wanted to make friends? e. Read Pages (finish) (7 min.) i. What changed? How did Carole Anne make friends? How did the students react even though she was mean to them? What can we learn from the classmates? ii. What are the best ways to make new friends? 1. List the ways 2. Explain to them that we will be acting out later how to make new friends which will come from this list iii. For now, stand up and spread out around the room. Get a partner at by the count of 10, be in a statue showing the rest of the class how to make a new friend. (Hint: use one of the ways to inspire your statue). 1. Discuss what you see, and ask students why they chose that specific statue. Have the other students guess which way they re making a new friend. iv. Have the students write their experience in their journal, also the list of ways to make new friends. Accepting Differences I. Materials a. Set up of the room, large open space to move around in b. It s Okay to Be Different, by: Todd Parr c. Blank pages to a book, markers, crayons

5 d. Friendship Journals II. Objective a. Students will understand that differences are positive qualities by creating a class book depicting all of their differences. III. Standards a. USOE Content Standards i. Content Standard II ii. Language Arts I iii. Language Arts V IV. Warm up (7 min.) a. Movement Explosion i. Each student will create a short movement and sound. One student will begin, then the student next to them will do the same movement and sound, just a little bigger. This will continue until the movement has reached the creator, who will do it the loudest and largest. Then the next student will create their own small and short sound and movement the pattern will continue until everyone in the circle has gone. ii. Discussion about the game 1. What was hard or easy about the game? What did you like or dislike? Was there any sound or movement that was the same? What were the instructions to the game? Did I say you couldn t use someone else s movement and sound? Why do you think we all did a different movement and sound? V. It s Okay to Be Different by: Todd Parr a. (15 min) Have the students sit in a circle. Show them the book and explain the order of reading. The whole class is going to read. If it seems better to have the students pass the book around and show the pictures, or you hold it up and they read, whatever works. But read the whole book. i. What did you like about the book? Was there anything you didn t like about the book? Why did it say in the book that it was okay to have all of those different things? Why is it okay to be different? What if we weren t all different? 1. Close your eyes and imagine that we all had the same hair style, the same shirt on, the same body type, the same parents. How would this make you feel? b. (10 min.) Think of one thing that makes you different from everybody else. Keep it to yourself. Explain to the students that we are going to make our own It s Okay to Be Different book. i. Have the students draw a picture of what they do or have that is different than anyone else (don t worry if there are duplicates, just have the students make the pictures colorful and try and not leave any white spaces).

6 ii. Then help the students write somewhere on their pages, It s okay to (fill in the blank). iii. Make sure to have students sign somewhere on the page. c. (3 min.) i. Have students write the one thing that makes them different in their journals then have them describe what the world would be like if there were no differences between us! Also ask them to write why differences are important in friendships. Putting the Pieces Together I. Materials a. Set up of the room i. Large open space where the students can play safely b. Friendship Journal II. Objective a. Students will be able to start creating a class performance through extensive group work. III. Standards a. For grades 1-2 b. USOE Content Standards i. Content Standard II ii. Language Arts I IV. Warm-up (10 min.) a. Show students the completed It s Okay to be Different book. Read it to them and then ask them their feelings on it i. Did they know all of these things about their classmates? V. Organization of Groups (20 min.) a. Split the students up into 3 groups evenly. Explain to the students that we will be creating a performance that will teach others about friendship; How to resolve problems within friendship, how to make friends, and accepting others. Each group will have a chance to create their own scene about their topic. Also explain that we will not only be performing this for each other but on the very last day we will be performing this for another 2 nd grade class. i. The requirements for the performance are this: (write these on the board) 1. 5 min. in length 2. Must include all members of the group 3. Must include one creative element (dance, song, acting out scenarios, etc.) 4. Must have a clear beginning and end 5. You must have fun while creating it! b. Once the groups are split up, each facilitator can ask them what they liked most about learning about their specific subject. What did they learn that they didn t know, or hadn t thought about before?

7 i. Aka: lead them into narrowing down an important sub topic to teach the class about. ii. The facilitator should keep the ideas of the students recorded and be ready to come back the next day and help organize the performance. Group Work I. Warm-up (3 min.) a. Brain dance! i. Have the student shake out each part of the body (head, arms, hands, feet, legs, etc.) in order to get them ready to work II. Group Work (25 min.) a. Back into groups. Facilitators, review the work that was done the day previous and address any concerns that the group might have. Then try and spend as much time on your feet planning. Let the students know that they will be done planning their performance by the end of this class period. Make sure that the group has practiced the scene many times before the end of class. Present to Class I. Warm-up (5 min.) a. Movement Explosion i. (as played previously in the class) II. Performances (18 min) a. (order of groups is not important) III. Discussion (5 min.) a. What did you like? What did you learn from the performances? What was your favorite part of planning the performances in your group? Were you scared, why or why not? Explain how the next day will work with the other class coming in. IV. Debrief (2 min.) a. Write your feelings in your journal about today. Write what you were scared of, excited for, nervous for, what you learned, etc. Present to another class I. Good Audience skills (and the other class coming in) (5 min.) a. Go over these with the new class i. Ask students to describe what it looks like to be a respectful audience member? 1. Write answers on the board b. Explain that the students have been working on this for many days, be respectful, etc. II. Performances (15 min.) III. Discussion with the other class

8 a. What they liked? What they learned? b. Thank them for their time IV. Discussion and journal writing with class a. What went well? What happened that they didn t expect? What were they nervous for? b. Final journaling about the experience. Their favorite part, one thing they learned, etc.