This is our house - Welcome! | Habits of Mind
This is our House
Michael Rosen & Bob Graham
Stage 3
Lesson 1
Brainstorm Creating, imagining, innovating
Match famous people with HOM
Warm up- Connecting with the stimulus material
George didn’t want to let anybody in the house. How do we know? Look at the pictures, what do the words tell you?
• Ask students to think of a time when they were excluded.
• Share their stories with a partner
• Hold up different emotion cards.
• Create different faces/ body shapes in response to words/ picture cards.
• Slow motion melts from one emotion to another.
Partners retell their partner’s story
Stimulus- George was angry.
Process drama technique: Physicalisations
• In pairs create statues representing different emotions. Students walk around the drama space, on signal create a pose number 1, repeat this process until participants have three different poses. Students practice remembering poses and create their own sequence in any order (3, 2, 1).
• Students pick two of their favourite poses to teach to a partner. They learn each other’s poses and create transitions to connect each pose.
Process drama technique: Vocal building
• Monologue: Each student creates a short monologue, verbalising their thoughts about why they are cross “When I came home the other day ………”
• Sharing lines: develop this into a shared piece A- When I came home I found B- my room had been painted green! A- I was soooo mad B- No-one had asked me!
• Chants: use the words “This house is mine and no one else is coming in”, to develop a short chant….For example- “This house is mine, this house is mine, and no one else is coming in, no girls, no small people, no twins, no jets, no doctors, no glasses, no people who like tunnels, NO RED HAIR”
Lesson 2
Warm up- Connecting with the characters
* Students choose s character from the book which they want to portray. Students walk around the space in-role eg. Demonstrating character’s size, status, mood.
* As their character, walk around the room: in straight lines, in wavy lines, as if they are walking on hot coals, on a low/ med/ high level, with 3/4/5 body parts touching the floor, as if they are jelly.
* Students then introduce themselves whilst walking around the room, to the other characters “hi, I’m George and I’m very cross because people won’t stay away form my house” etc.
Stimulus- This house is all for me.
Process drama technique: Vocal building Conversations between the children who have been excluded
• Conversation switches- In pairs each student decides on whom they are and their relationship to George. Consider using different pitch, pace and rhythm.
• Tablo of pairs in a location somewhere in the park.
• Pairs perform when “tapped in” by the teacher.
• Hot seating of different students in role. Eg. Other children, George, George’s parents.
Lesson 3
Warm up- Role on the wall & writing in role
• Students write one adjective/ noun/ metaphor which describes George on a post it note and stick it on the board.
• Teacher reads out the words.
• Teacher asks students to write in role as the house: how does the house feel through each stage of the story?
Scenario- I’m going to leave my house now, AND NO ONE CAN GO IN IT WHEN I’M GONE
Process drama technique: Movement
• Small groups use their bodies to become the house for the children to climb into. Role plays of children climbing into the box. Consideration of how they can focus the audience’s attention by manipulating time; slow it down in parts, speed it up.
• Whole class freeze- frame story book of 3 images, with narrator. One images as George is leaving, one when he is away, and one when he returns to find out there is no room for him.
Lesson 4
Warm up- Emotions
* Students think about the emotions from lesson 1 which they explored. Students walk around the room as though they are different emotions: anger, happiness, despair, relief, joy, disgust, regret, guilt, fury, pride, shame.
Stimulus- George came back, there was no room for George. George began to shout, George began to cry, George began to stamp his feet and kick the wall.
Process drama technique: Movement
• George is very angry when he returns from the toilet to see all of the other children in the house. George starts to cry, stamp his feet and kick the wall. Imagine you are George. In pairs, students mime out the action of George and have the other person copy (without physical contact). Repeat in slow motion.
• In pairs one person shapes/ sculpts the other person into the shape of George. Move around the room in your pose. NO sound. Just concentrate on movements.
• Teacher begins to piece together the play building, students practice the first two scenes.
Lesson 6
Warm up- Stimulus- Imagine that the children plan a secret meeting in the park to talk about George’s temper and whether they should let him back into the house. Discuss George’s bad temper and what they can do to help him.
Process drama technique: parallel improvisations- teacher in role-group role play.
• Teacher adopts the role of a child. Teacher in role can decide along with the class which child should convene the meeting.
• Conscience walk with two opposing views- one side wants to let George back in and become friends with him, the other wants to ban him from the house.
This is our house- an approach to play building using literature and reader’s theatre
All groups will need to consider how to create dramatic focus.
• How will the audience know you have begun your performance?
• How will they know when it is finished?
|Group |Narrator |Dialogue |Dramatic action |
|Whole class |Narrator 1 |George was angry |Mime |
| | | |Each person generates different|
| | | |ways to mime being cross. |
| | | |Consider different levels, time|
| | | |and using space in different |
| | | |ways. The dialogue “This house |
| | | |is mine” can be incorporated |
| | | |into the scene. |
|Whole class |Narrator 2 |He didn’t want anybody to come |Freeze frame |
| | |into his house. |Whole class freeze frame of the|
| | | |house and George inside it. |
| | | |Children are gathered around |
| | | |looking disappointed and left |
| | | |out. |
| | | | |
| | | |Reader’s theatre |
| | | |Whole class chorus of George’s |
| | |So he yelled |monologue. Different words said|
|Whole class |Narrator 2 | |by different groups in a |
| | |“This house is mine, this house|chorus. Students are still in |
| |Whole class |is mine, and no one else is |their freeze frame positions. |
| | |coming in, no girls, no small | |
| | |people, no twins, no jets, no | |
| | |doctors, no glasses, no people | |
| | |who like tunnels” | |
|Small groups |Narrator 1 |George said no to Lindy, Marly,|Improvised role play that can |
| | |Freddie, Rabbity, Marlene, |eventually be scripted |
| | |Charlene, Luther, Sophie and |Various small groups of |
| | |Rasheda. They were not happy! |students step forward in the |
| | | |role of one of the discluded |
| | | |children. They voice their |
| | | |concerns about being left out |
| | | |and then step back into |
| | | |position. |
|Whole class |Narrator 2 |George was hot, tired, and |Role play (scripted) |
| | |needed to go to the toilet |eventuating in a freeze frame |
| | | |George climbs out of the house |
| | |I’m going to leave my house |and walks away. As he walks |
| |George |now, AND NO ONE CAN GO IN IT |away, the other children climb |
| | |WHEN I’M GONE |into the box and freeze in |
| | | |position. |
|Small groups |Narrator 1 |George came back, there was no |Freeze frame then scripted role|
| | |room for George. |play |
| | | |George returns to the freeze |
| | |“This house isn’t for people |frame and becomes angry and sad|
| |Charlene |with red hair”. |(mime). |
| | | | |
| | |George began to shout, George | |
| | |began to cry, George began to | |
| |Narrator 1 |stamp his feet and kick the | |
| | |wall. | |
| | | | |
| | |“This house IS for people with | |
| | |red hair…”. And for girls and | |
| | |small people and twins and | |
| | |people who wear glasses and | |
| |George |like tunnels!” | |
| | | | |
| | |“This house is for everyone!” | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | |Whole class still in the freeze|
| |Whole class | |frame and put their hands up in|
| | | |joy! |
| | | | |
| | | | |
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