Lesson Plan for Eighth Visit

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November 27, 2018
Elise Joyner
Alyssa Adair’s 1st Grade Class
Blackridge Elementary School


Adapted from: Process Drama - Unity in the Classroom
Creator(s):  Emily, Makenna C., Jamie (TMA 352 Students)
Title: Unity in the classroom
Grade Level: 1st grade
Time to Teach: 30 minutes

Big Idea(s): Unity in the classroom
●      Sharing what’s important to us
●      Creating unity amongst differences
●      Combining strengths
●      Adapting/flexibility

  Drama/Theatre Standard(s): Standard 1.T.CO.2: Identify connections to other content areas in dramatic play or guided drama experiences.

Other Core: 2. Develop social skills and ethical responsibility. a. Respect similarities and differences in others. b. Treat others with kindness and fairness. c. Follow classroom and school rules. e. Include others in learning and play activities. f. Participate with others when making decisions and solving problems. g. Function positively as a member of a family, class, school, and community.
http://home.utah.edu/~u0355126/pdf/science_core/core_k2.pdf

Objective(s):
Students will be able to define unity and demonstrate how to promote unity in the classroom and school community.

Indicators:
 Students will identify situations that threaten classroom unity. They will use creative solutions to combat those threats and demonstrate what those solutions look like.


Resources:  Unity for Kids: https://www.youtube.com/watch?v=ZTbaELpxCF8

Lesson Body
Warm Up: “Seagulls and Crabs” tag (triangle tag)
●      Students A and B hold hands, facing each other, with their arms in front of them. Students C and D stand on either side if their hands. Student C (the seagull) tries to tag student D (the crab). Students A and B try to prevent the seagull from tagging the crab by blocking their path to them.
●      After a couple minutes, switch so everyone has a chance to be a crab or seagull.

Hook: Video: Unity for Kids
●      Before video:
○      Trust activity - have students pair off and tell each other what their own biggest strengths are
○      Guide students to look for how the small animals in the video use their strengths.
●      After video:
○      How did the animals use their strengths against larger animals?
○      What would happen if there had been just one small animal?
○      Was this the first time they did this or were they prepared?
○      How did the small animals know if one of the other animals needed help?
■      On signal they unified against the predator

Instruction: Applying the video to our class
●      Define “unity” together as a class
○      (joining together as a whole for a common goal)
●      What are some “predators” against unity or things that could be bad in our classroom?
○      “I’ve noticed…”
○      How can we prevent or address those “predators” or bad things?

Practice: Improvisation: Role play based on students’ answers about what prevents unity in our classroom
●      What can we do when something like this happens? What would that look like?
●      Students will demonstrate what they can do to encourage unity through improvised role plays that they perform for the rest of the class
○      When possible, have the student who suggested the solution be part of the group to role play. Also be aware that students get equal opportunities to participate in role plays.
○      Try to have a couple groups planning at a time while you continue the discussion with the rest of the students. Don't leave them with nothing to do.
●      Discussion: What was the problem? How did they address the problem?
●      What can we do to remind ourselves and/or others that we need to be united?
○      Allow students to discuss possibilities for a unity signal, similar to those used by the small animals in the video

Assessment: Journaling
●      Students will write in their journals about the process drama lesson-This can be anything they choose (a song, poem, story, image, …)
○      What did you learn today?
○      What will YOU do to promote unity?

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