BYU Theatre Education Database



Process Drama Unit: Friends!AuthorJess ChildressObjectiveStudents will demonstrate their understanding of positive friendship by creating an original performance.Class LevelBeginning; originally planned for 1st or 2nd gradeMain Conceptsmaking friends, conflict resolution, accepting differences,DescriptionStudents explore different aspects of making and keeping friends through storybooks, art projects and dramatic activities and performances.Lesson PlansLesson 1: Conflict Resolution IntroStudents will be able to identify different resolutions to conflicts through identifying a time they’ve resolved a difference and writing it in their journal.Lesson 2: Making FriendsStudents will be able to list ways in which to make new friends in their journals and show those ways to the class dramatically.Lesson 3: Accepting DifferencesStudents will understand that differences are positive qualities by creating a class book depicting all of their differences.Lesson 4: Putting the Pieces TogetherStudents will be able to start creating a class performance through extensive group work.Lesson 5: Present to ClassStudents will demonstrate their understanding of positive friendship by presenting an original performance.Lesson 6: Present to another classStudents will demonstrate their understanding of positive friendship by presenting an original performance.Conflict Resolution IntroObjectiveStudents will be able to identify different resolutions to conflicts through identifying a time they’ve resolved a difference and writing it in their journal.Materials NeededSet up of the roomLarge open space where the students can play safelyBook: Hunter’s Best Friend at School, by: Laura Malone ElliottFriendship JournalLesson DirectionsAnticipatory Set/HookWarm up (8 min.): Name GameSit 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 (for the first time let the facilitator begin) 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 Mrs. ________. And I’m famous for making GREAT French toast”Other examples of what the students could be known for are things like a pencil collection or making good cookies, etc.Instruction “Hunter’s Best Friend at School” (24 min.)What is a best friend? (7 min.)Read pages 1-4 stop at “She could run faster than either of them.”Ask: What makes a best friend? What did Hunter and Stripe do together? What do you do with your best friend?Show us!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.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.Ask: Who else loves to do this with their friends?Problems with Friends (17 min.)Pages 5-18 stop at “…be his best self.” (7 min.)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?Read Pages 19-21 stop at “Maybe Stripe would copy him, thought hunter.” (10 min.)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.What made your group choose that to happen next? What clues in the text or pictures gave you that idea?Wrap-UpExplain that we will finish the rest of the book next class period(Day 2) Conflict Resolution “Hunter’s Best Friend at School” (10 min.)Review what we talked about last lesson. (5 min.)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?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?Resolution with friendsRead pages 21-29 starting with “After a minute…”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?????????????????????????????????????????????????????????????AssessmentWrite what you’ve learned about resolving problems with your friends in your journal. Think of a specific time and write about that. (give them??3 min. If more time is needed, finish at home)Author's NotesTwo 30-35 min. lessonsMaking FriendsObjectiveStudents will be able to list ways in which to make new friends in their journals and show those ways to the class dramatically.Materials NeededLarge open area to move around inBook: Trouble in the Barkers’ Class, by: Tomie DePolaCrayons and paper enough for the entire classFriendship JournalLesson DirectionsAnticipatory Set/Hook “Trouble in the Barkers’ Class” (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?Was anyone nervous about meeting new people on the first day of school? Why?Express that they’re probably not the only one who felt this way.InstructionRead pages 1-4, stop at, “…T-REX to school tomorrow to show her.” (8 min.)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.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?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.)Continue readingRead Pages 5-16, Stop at, “stuck her tongue out at him.” (5min.)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?Read Pages 16-29 (finish) (7 min.)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?What are the best ways to make new friends?1.??????List the ways2.??????Explain to them that we will be acting out later how to make new friends which will come from this list?????????????????????????????????????????????????????????AssessmentFor 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).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.Have the students write their experience in their journal, also the list of ways to make new friends.Accepting DifferencesObjectivea. Students will understand that differences are positive qualities by creating a class book depicting all of their differences.Materials NeededSet up of the room, large open space to move around inIt’s Okay to Be Different, by: Todd ParrBlank pages to a book, markers, crayonsFriendship JournalsLesson DirectionsAnticipatory Set/HookWarm up (7 min.)Movement ExplosionEach 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.Discussion about the gameWhat 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?InstructionIt’s Okay to Be Different by: Todd Parr (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.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?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?(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.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).Then help the students write somewhere on their pages, “It’s okay to…” (fill in the blank).Make sure to have students sign somewhere on the page.Assessment?(3 min.)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 TogetherObjectiveStudents will be able to start creating a class performance through extensive group work.Materials NeededSet up of the roomLarge open space where the students can play safelyFriendship Journalwhite/chalkboardLesson DirectionsAnticipatory Set/HookWarm-up (10 min.)Show students the completed “It’s Okay to be Different” book. Read it to them and then ask them their feelings on itDid they know all of these things about their classmates?InstructionOrganization of Groups (20 min.)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 2nd?grade class.The requirements for the performance are these things: (write these on the board)1.??????5 min. in length2.??????Must include all members of the group3.??????Must include one creative element (dance, song, acting out scenarios, etc.)4.??????Must have a clear beginning and end5.??????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?Aka: lead them into narrowing down an important sub topic to teach the class about.The facilitator should keep the ideas of the students recorded and be ready to come back the next day and help organize the performance.(Day 2) Group WorkWarm-up (3 min.)Brain dance!Have the student shake out each part of the body (head, arms, hands, feet, legs, etc.) in order to get them ready to workGroup Work (25 min.)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 ClassObjectiveStudents will demonstrate their understanding of positive friendship by presenting an original performance.Lesson DirectionsAnticipatory Set/HookWarm-up (5 min.)Movement Explosion (as played previously in the class)InstructionPerformances (18 min)?(order of groups is not important)AssessmentDiscussion (5 min.)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.??Debrief (2 min.)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 classObjectiveStudents will demonstrate their understanding of positive friendship by presenting an original performance.Lesson DirectionsAnticipatory Set/HookGood Audience skills (and the other class coming in) (5 min.)Go over these with the new classAsk students what they think a good audience would behave like?Write answers on the boardExplain that the students have been working on this for many days, be respectful, etc.InstructionPerformances (15 min.)Discussion with the other classWhat they liked? What they learned?Thank them for their timeAssessmentDiscussion and journal writing with classWhat went well? What happened that they didn’t expect? What were they nervous for?Final journaling about the experience. Their favorite part, one thing they learned, etc. ................
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