Char Ed Drama Unit
Char Ed Drama Unit
Grade 2 Drama
Summary:
Overall Expectations
Lesson 3: Empathy
How does role playing help us to solve problems when
someone asks for help?
How do I better understand someone by empathizing with their
situation?
Unit Lessons: How will assessment and instruction be organized for learning?
Lesson 1
Kindness
Approx.
Duration 1
class=_55__
minutes
1 class
Students explore the Character Education trait of Kindness and relate it to their personal
experiences, classroom community and world. Students explore the convention of tableau, creating
an imaginary setting where examples of Kindness are shared. In tableau, students will focus on
being able to freeze on a signal, express ideas and feelings and use levels.
Lesson 2
1 class
Students continue to explore Kindness and relate it to their personal experiences, classroom
community and world. They will demonstrate how to be respectful participants and audience
members through listening and responding to a story. The students will go into role to solve a
problem.
Lesson 3
Empathy
1 class
Students explore the Character Education trait of Empathy and relate it to their personal experiences,
classroom community and world. The students will explore the concept by playing a cooperative
game and engaging in a whole group role play. Out of role, students will brainstorm answers to key
questions and apply their ideas in role.
Lesson 4
1 class
Students explore the Character Education trait of Responsibility and relate it to their personal
experiences, classroom community and world. The students will engage in tableau work, illustrating
chores that they can be responsible for in the classroom. Students will discuss their participation in
drama by completing a Star and a Wish activity.
Lesson 5
1 class
Students explore the Character Education trait of Perseverance and relate it to their personal
experiences, classroom community and world. Students will work through the creative process by
creating a structure from limited materials. They will discuss how they had to persevere to complete
the task. Finally they will create a "Helping Hands Mural" to express their learning about kindness,
respect, co-operation and empathy.
Total Classes 5 classes
Grade 1 Drama
Lesson 1 - Kindness
Critical Learning
Guiding Questions
In this lesson, students will explore the Character Education trait of Kindness and
relate it to their personal experiences, classroom community and world. Students will
explore the convention of tableau by creating an imaginary setting where incidents of
Kindness are shared.
Curriculum Expectations
Learning Goals
B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of the lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Demonstrate and recognize acts of
feelings, and gestures relevant to the role being played
kindness
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
Freeze and use levels in tableau
of role
Demonstrate the qualities of a
B2.1 express feelings and ideas about a drama experience or performance in a
respectful performer and audience
variety of ways, making personal connections to the characters and themes in the
member
story
B2.2 demonstrate an understanding of how the element of character/role is used in
shared classroom drama experiences and theatre to communicate meaning
Instructional Components
Readiness
Materials
Terminology
Character
Kindness
Community of Learners
Tableau
Levels
Frozen Statues
Group Sculpture
Grade 1 Drama
Lesson 1 - Kindness
Minds On
Approximately 15 minutes
Action!
Approximately 20 minutes
Consolidation
Approximately 20 minutes
Differentiation DI
Flexible groupings throughout the
lesson. Opportunities for students to
use kinaesthetic and verbal modes of
expression are within the lesson.
Quick Tip
To activate prior experience,
encourage students to consider
stories of kindness between friends, in
families and with teachers.
Remind students to share stories that
they are comfortable sharing in public
and will not make them sad.
Link and Layer
Create a word wall of vocabulary
related to kindness to consolidate
learning and as an anchor chart for
future lessons.
Grade 1 Drama
Guiding Questions
Curriculum Expectations
Learning Goals
B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Demonstrate and appropriately
feelings, and gestures relevant to the role being played
acknowledge respectful behaviour
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
Role play to solve a problem
of role
Interpret a story using movement
B2.1 express feelings and ideas about a drama experience or performance in a
and sound
variety of ways, making personal connections to the characters and themes in the
story
B2.2 demonstrate an understanding of how the element of character/role is used in
shared classroom drama experiences and theatre to communicate meaning
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama participants and audience members
Instructional Components
Readiness
Materials
Terminology
Character Education
Respect
Gesture
CD Player
Instrumental Music
Chart paper and markers
BLM #1 Little Red Hen
BLM #3 Role Play Rubric
Grade 1 Drama
Approximately 20 minutes
Quick Tip
Review the concept of whole group
role play and teacher in role with the
class. Together, create a checklist of
what a successful role play looks like
Instruct the students to move as wheat in the summer breeze, in a spring rainstorm, in the and use this list as an anchor chart
autumn wind. Invite students to add sound as they move i.e, add the sound of the wind and throughout the lesson.
the breeze and the sounds of the rain and storm as they continue to move.
Children may readily volunteer to help
the hen or not. Encourage children to
Whole Class > Transformations
Invite the students to become one of the Friends of the Red Hen (e.g. cat, dog or goose). justify their position.
On a clapping signal, tell students they are to transform into their selected animal. Instruct
Link and Layer
the students to move through the space as the animal in silence and freeze on a signal.
Incorporate math by displaying survey
Repeat and instruct students to find their family (other dogs, etc.) through sound.
results in a graph.
Teacher in Role > Problem solving: Will you help the Hen?
In the role of the farmer, approach each group and ask:
What is your job on the farm?
Are you going to help the hen?
How will you help the hen? Why not?
If you could help the hen, what would you do?
Whole class > Exploring Movement and Sound
Invite students to move to a space on the floor. Instruct students on a signal to grow from a
very tiny seed into wheat in 10 seconds and then back to a seed in 10 seconds. Repeat in
a 5 second time limit.
Consolidation
Approximately 15 minutes
Grade 1 Drama
Lesson 3 - Empathy
Critical Learning
Guiding Questions
Students will explore the concept of empathy by engaging in a whole group role play.
Out of role, they will brainstorm answers to key questions related to the role play.
They will debate and share their opinions. They will express their opinions verbally in
role and through a visual arts depiction.
Curriculum Expectations
Learning Goals
B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Step into role and problem solve
feelings, and gestures relevant to the role being played
Develop a character and participate
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
in dramatic role play to make a
of role
decision
B2.1 express feelings and ideas about a drama experience or performance in a
Consider the feelings of another
variety of ways, making personal connections to the characters and themes in the
character and express their
story
understanding through role play and
B2.2 demonstrate an understanding of how the element of character/role is used in
art
shared classroom drama experiences and theatre to communicate meaning
Articulate what it means to
empathize with a character or
person
Instructional Components
Readiness
Materials
Terminology
Empathy
Whole Group Role Play
Teacher in Role
Newspapers
Visual arts materials (paper, paints,
crayons, construction paper)
Chart paper and markers
BLM #1 Little Red Hen
BLM #3 Role Play Rubric
Grade 1 Drama
Lesson 3 - Empathy
Minds On
Approximately 10 minutes
Assessment of Learning
Use the Role Play Rubric (BLM #3)
to assess students' ability to focus
and sustain a role.
Action!
Differentiation (DI)
Encourage inclusiveness, ensuring
that children are conscious of all class
Approximately 30 minutes members' need to belong and be
accepted.
Quick Tip
In the whole group role-play as the
Little Red Hen challenge the students
to give reasons for their opinions and
consider a variety of possibilities i.e.
sharing of the bread with conditions
Small Group > Choral Reading
Arrange the students into three groups (i.e., dog, cat and goose). Display the words "Not I" for next time etc.
on a chart. Reread the story to the children. This time, however, groups join in to recite the
Teacher can display students' art
line "Not I!" each time their character says this. Instruct the students to change the line of
dialogue and the way they say it in unison. (Example: loudly, softly, in an angry voice, in a work and give students an opportunity
to discuss their interpretations and
happy voice etc.)
response.
Whole Class > Discussion
Draw the students attention to the end of the story when Hen asks, "Who will eat this lovely
piece of bread?" and each of the animals respond by saying "I will!" Students can discuss
why they think the animals changed their mind and agreed to help the Little Red Hen. Ask
the students: Should Hen let her friends eat the bread? Why or why not?
Whole Class > Teacher in Role
In role as The Little Red Hen, instruct the students to play the role of other animals on the
farm. Ask them for advice about what to do about sharing bread. Ask the students: Why do
you think they didn't want to help me? What would you do if you were me? Should I be kind
to them if they weren't kind to me? Should I share the bread with them or keep it for my
chicks? Students can work in role to share their opinions and to offer advice to Little Red
Hen.
Consolidation
Approximately 15 minutes
bread? Alternatively, some students may wish to create a drawing that shows the animals
now being kind to Little Red Hen. What could they do to show their understanding of how
she might feel?
10
Grade 1 Drama
Guiding Questions
In this lesson, students explore the Character Education traits of respect and cooperation and responsibility to each other and the work as they build a play together.
The students engage in a co-operative learning/respect activity and deepen their
understanding of respect through the discussion. The students synthesize the story to
create tableau images following the dramatization.
Curriculum Expectations
Learning Goals
B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Retell a story
feelings, and gestures relevant to the role being played
Communicate various criteria and
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
examples of respect and
of role
responsibility
B2.1 express feelings and ideas about a drama experience or performance in a
Plan and perform a dramatization of
variety of ways, making personal connections to the characters and themes in the
a story
story
Express the main idea of a story
B2.2 demonstrate an understanding of how the element of character/role is used in
through tableau
shared classroom drama experiences and theatre to communicate meaning
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama participants and audience members
Instructional Components
Readiness
Materials
Terminology
Responsibility
Respect
11
Grade 1 Drama
Approximately 15 minutes
Action!
Differentiation (DI)
By limiting students to one sentence,
each should be able to contribute one
part of the story. Students, however
can have the right to pass. Some
Whole Group > Retelling the Story
Students sit in a circle. Invite students to retell the story with each child contributing one or students may need assistance with
two sentences in sequential order. Begin by saying "Once there was a Little Red Hen who retelling in sequential order. Students
can write a reflection sentence or
lived with her chicks and friends cat, dog and goose." The student on the right continues
draw a response to the sentence
the story, until the story is complete.
stem.
Small group > Dramatizing the Story
In dramatizing the story, invite
Students work in groups of four or five to dramatize the story of The Little Red Hen. To
prepare for this activity, the students should decide on the role that they will take i.e. Hen, students to use objects and materials
in the room as props and costumes.
Dog, Cat, Goose. Some groups may wish to add a narrator to help tell the story. Invite
students to create a short play that retells the story of the Little Red Hen. Teacher
Quick Tip
Prompts: What will each of the characters do? What will each of the characters say?
To prepare for this activity, the class
Where will the story take place. Allow time for the students to rehearse the story.
can brainstorm ways that we can
show kindness and respect to our
Whole class > Sharing the Dramatization
friends. The concept of a compliment
One or more groups can volunteer to show their play to the rest of the class. Remind the
can be reinforced by providing models
students of their role as audience members to be respectful of other's work. After each
and / or examples.
presentation ask the students to tell the performing group what they like about their
presentation.
Remind students about the features of
a good tableau. How do levels help
Small group > Tableaux Stories
make a tableaux more interesting?
Invite each group to tell the story of The Little Red Hen in three frozen pictures. One
picture should show the beginning of the story, one the middle and one the end of the
story. Remind the students that they won't be speaking or moving in their tableaux scenes.
Allow time for the students to prepare their tableaux stories. If ready, groups can share
their work with others in the class.
Consolidation
Approximately 15 minutes
12
13
Grade 1 Drama
Guiding Questions
In this lesson, students explore the Character Education traits of Co-operation and
Perseverance and relate it to their personal experiences, classroom community and
world. Students work through an activity that demonstrates perseverance. Students
respond to each others' work and express their understanding of the unit through the
Helping Hands Mural.
Curriculum Expectations
Learning Goals
B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Explain the qualities of a respectful
feelings, and gestures relevant to the role being played
audience member
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
Collaborate, solve a problem, and
of role
test out the solution
B2.1 express feelings and ideas about a drama experience or performance in a
Respond appropriately to others
variety of ways, making personal connections to the characters and themes in the
work
story
Consider how they are responsible
B2.2 demonstrate an understanding of how the element of character/role is used in
and caring people
shared classroom drama experiences and theatre to communicate meaning
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama participants and audience members
Instructional Components
Readiness
Materials
Lessons 1-4.
Terminology
Lessons 1-4.
Perseverance
14
Grade 1 Drama
Approximately 15 minutes
Split the class in half and have one group perform a gesture circle while the other half of
the class models respectful audience behaviour. Then, switch so that both groups get to
perform and watch.
Action!
Quick Tips
This lesson could be done in
Approximately 30 minutes conjunction with older students e.g.
Learning Buddies.
Consolidation
Approximately 15 minutes