Running Head: UNIT PLAN 1 Grade 5: The Histories and ... · The Histories and Stories of the Canadian People Unit Plan ... exploring the lives of the United Empire Loyalists, and

Running Head: UNIT PLAN 1

Grade 5: The Histories

and Stories of the

Canadian People Unit

Plan

Developed by Michael A. Tschritter

EDUC 3102: Curriculum Instruction in

Teaching Drama (Elementary)

Instructor: Dr. Sherry Woitte

UNIT PLAN 2

The Histories and Stories of the Canadian People Unit Plan

Michael A. Tschritter

EDUC 3102: Curriculum Instruction in Teaching Drama (Elementary)

Instructor: Dr. Sherry Woitte

December 4, 2015

UNIT PLAN 3

The Histories and Stories of the Canadian People Unit Plan

Michael A. Tschritter

Grade 5- EDUC 3102: Curriculum Instruction in Teaching Drama (Elementary)

Introduction/Rationale for Unit

Why should teachers use drama in their classrooms? “Drama is both an art form and a

medium for learning and teaching. It can develop the whole person—emotionally, physically,

intellectually, imaginatively, aesthetically and socially” (Alberta Education, 1985b, A.1). As a

result of its ability to develop the whole person, many dramatic elements including

dramatization/role playing and storytelling are understandable and meaningful to elementary

school students. Nevertheless, there is the widespread misconception that you must have a

theatre background in order to teach drama in your classroom. “In their quest to introduce more

kinesthetic techniques into their classrooms, many teachers toy with the idea of using ‘some kind

of drama’. Unfortunately, many of them rarely go any further because they lack awareness of the

various dramatic techniques available” (Fewings, n.d., Drama Across the Curriculum section,

para. 1). Teachers who think this way need to ask themselves how can I effectively integrate

dramatic techniques and strategies into the subject areas I already teach even if I am not the

school’s designated Drama teacher?

Furthermore, it is extremely important for elementary students to learn about the histories

and stories of the diverse people who have lived in Canada. The stories of the Canadian people

are important for students to learn because they “provide a vital opportunity to bring history to

life. In Social Studies, stories provide students with opportunities to understand the dynamics of

peoples, cultures, places, issues and events that are integral to Canada’s history and

contemporary society” (Alberta Education, 2007, Terms and Concepts section, p. 4). It is critical

for students to gain an understanding of the thoughts and feelings of the people telling these

UNIT PLAN 4

stories because understanding their motivations allows for a greater depth of study into history as

a whole in subsequent school years.

The purpose or intended goal of this unit is to allow students to learn about the histories

and stories of the different groups that make up Canadian history using engaging and active

learning strategies that focus on using the dramatic forms of dramatization/role playing and

storytelling in order to express these peoples’ stories. Many cross-curricular outcomes have been

woven into the very core of this unit to uphold Alberta Education’s Ministerial Order of 2013

that schools must try to develop well-rounded students/citizens of the world (p. 2).

Learner Focus

Students are expected to actively use their prior knowledge and/or recently learned

knowledge of the Canadian people throughout the unit by applying what they know about these

people in relation to the different Drama and Social Studies concepts being taught. There are two

major areas of dramatic storytelling understandings that students are expected to grasp/learn by

the end of the unit. These storytelling understandings are: To develop general speaking skills

through storytelling and to foster specific storytelling skills. Both of these major areas of

storytelling understandings are broken up into many sub-concepts that are covered in this unit

(see Overview of Unit Specific Outcomes for a detailed description of the sub-concepts). In

addition, there are two major areas of dramatization understandings that will be learned by the

students in this unit. These areas are: To develop role playing skills and to recognize and use the

elements of dramatic form. Within both of these areas there are also several sub-concepts that the

students will learn throughout the unit (see Overview of Unit Specific Outcomes for a detailed

description of the sub-concepts). Finally, seven of the major cross-curricular

outcomes/understandings in Social Studies that this unit will achieve are: Recognizing how the

stories of the Canadian people shape their identities, acknowledging the traditions and stories of

UNIT PLAN 5

numerous groups of Aboriginal people, examining the ways of life of the coureurs des bois and

voyageurs in New France, understanding the lives of Metis and British fur traders, describing the

role of the Northwest Mounted Police in settling western/northern Canada, exploring the lives of

the United Empire Loyalists, and the impact that Chinese immigrants had on building the

Canadian Pacific Railway.

I believe this unit is best suited to be taught during the last two months of the Grade 5

school year (May/June) so that students can synthesize their understanding of facts about the

histories of the Canadian people using storytelling and dramatization (i.e. often through role

playing). I must help my students to bridge the gap between just memorizing the facts of

Canadian history and introduce them to ways of dramatizing the Canadian peoples’ stories in

order to foster active learning that will remain with the students throughout their future years of

schooling. As a teacher, I need to not only monitor every students’ individual progress in

learning these Drama and Social Studies understandings, but I must also self-monitor my own

teaching to ensure that I am introducing students to appropriate drama strategies that actually

help them learn the understandings. Additionally, I must adapt to the reality that Grade 5 is a

time in a child’s education where some students lose interest in academics because of a

significant emphasis on learning and memorizing copious amounts of content. It is my

expectation that by the end of the unit, the students will be able to use the dramatic forms of

storytelling and dramatization/role playing in order to confidently improvise a skit for the

characters/people involved within a Canadian historical event of their choosing.

Overview of Unit General Learner Expectations for Drama

First Goal- To acquire knowledge of self and others that results from reflecting on dramatic

play (Alberta Education, 1985b, B.1):

o First Goal General Objective #5: Sharpen observations of people, of situations and

of the environment.

UNIT PLAN 6

o First Goal General Objective #6: Develop a capacity for imaginative and creative

thought.

Second Goal- To develop competency in communication skills through drama (Alberta

Education, 1985b, B.1):

o Second Goal General Objective #1: Develop an awareness of the body and voice as

tools of communication.

o Second Goal General Objective #2: Develop an ability to discuss and share

experiences.

o Second Goal General Objective #4: Develop belief in identification with and

commitment to role.

Third Goal- To foster an appreciation for drama as an art form (Alberta Education, 1985b,

B.1):

o Third Goal General Objective #1: Develop an awareness of and respect for

potential excellence in self and others.

o Third Goal General Objective #2: Develop a capacity to analyze, evaluate and

synthesize ideas and experiences.

o Third Goal General Objective #3: Develop an awareness and appreciation of the

variety of dramatic forms of expression.

Overview of Unit Specific Learner Expectations for Drama

Storytelling:

General Speaking Skills-Develop the Following Vocal Skills (Alberta Education, 1985b,

C.5):

o Speak clearly.

o Speak with ease.

o Speak expressively.

o Speak with energy.

o Speak with an appreciation of the flexibility of the voice as an instrument.

o Learn concepts of pitch, pace, pause, rate, intensity, and volume.

General Speaking Skills-Develop the Following Interpretive Skills (Alberta Education,

1985b, C.5):

o Express mood.

o Phrase for meaning.

o Colour individual words.

o Develop skills of presentation by becoming aware of the importance of face, voice

and body.

General Speaking Skills: Develop empathy through experiencing thoughts and feelings of

other people and other cultures, as expressed through their stories (Alberta Education, 1985b,

C.5).

Specific Storytelling Skills: Develop an awareness and understanding of differentiation of

character within a story (Alberta Education, 1985b, C.6).

Specific Storytelling Skills: Apply storytelling skills to other areas of study (Alberta

Education, 1985b, C.6).

UNIT PLAN 7

Dramatization:

Develop Role-Playing Skills (Alberta Education, 1985b, C.6):

o Accept role playing as a positive learning experience.

o Take on the attitude of another.

o Assume the physical attributes of another.

o Emphasize the situation of another.

o Use role playing as a problem-solving tool.

Recognize and Use Dramatic Form (Alberta Education, 1985b, C.6):

o Appreciate and use the possibilities of a story line in sequence.

o Recognize dramatic elements; e.g., conflict, tension, resolution, characterization,

environment.

o Respond in language appropriate to different situations.

Dramatization: Be motivated to extend the dramatization experience into other subject areas

(Alberta Education, 1985b, C.6).

Overview of Unit Cross-Curricular Outcomes

Social Studies:

General Outcomes:

o 5.1-Physical Geography of Canada: Students will demonstrate an understanding

and appreciation of how the physical geography and natural resources of Canada

affect the quality of life of all Canadians (Alberta Education, 2007, Terms and

Concepts section, p. 3).

o 5.2-Histories and Stories of Ways of Life in Canada: Students will demonstrate an

understanding of the people and the stories of Canada and their ways of life over

time, and appreciate the diversity of Canada’s heritage (Alberta Education, 2007,

Terms and Concepts section, p. 4).

Specific Outcomes:

o Specific Outcome-Values and Attitudes-5.1.1: Value Canada’s physical geography

and natural environment (Alberta Education, 2007, Terms and Concepts section, p.

3):

Appreciate how the land sustains communities and the diverse ways that

people have of living with the land. (GC, LPP)

o Specific Outcome-Value and Attitudes- 5.2.1: Appreciate the complexity of

identity in the Canadian context (Alberta Education, 2007, Terms and Concepts

section, p. 4):

Recognize how an understanding of Canadian history and the stories of its

peoples contributes to their sense of identity. (I, TCC)

Acknowledge oral traditions, narratives and stories as valid sources of

knowledge about the land and diverse Aboriginal cultures and history. (CC, I,

TCC)

o Specific Outcome-Knowledge and Understanding-5.2.2: Examine, critically, the

ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the

UNIT PLAN 8

following questions and issues (Alberta Education, 2007, Terms and Concepts

section, p. 4):

What do the stories of First Nations, Métis and Inuit peoples tell us about their

beliefs regarding the relationship between people and the land? (I, CC, TCC,

LPP)

How were the natural environment and geography of each region of Canada

determining factors of the diversity among Aboriginal groups (e.g., languages,

symbolism)? (LPP, TCC)

o Specific Outcome-Knowledge and Understanding-5.2.3: Examine, critically, ways

of life in New France by exploring and reflecting upon the following questions and

issues (Alberta Education, 2007, Terms and Concepts section, p. 5):

How do stories and legends of the coureurs des bois and voyageurs inform us

about Francophone history, culture and presence throughout Canada? (I, CC,

TCC)


of life of the fur traders by exploring and reflecting upon the following questions and


How are the stories of the Métis people, their culture and heritage rooted in

the fur trade? (CC, I, TCC)

How do stories about ways of life in fur trade forts reflect the British influence

in Canada? (CC, TCC, PADM)


of life of the United Empire Loyalists by exploring and reflecting upon the following

questions and issues (Alberta Education, 2007, Terms and Concepts section, p. 5):

What do stories of the United Empire Loyalists tell us about British culture

and presence in Canada? (CC, I, TCC)

How did the diversity of United Empire Loyalists contribute to Canadian

diversity? (I, CC, TCC, LPP)

o Specific Outcome-Knowledge and Understanding-5.2.7: Examine, critically, how

the North West Mounted Police shaped ways of life in Canada by exploring and

reflecting upon the following questions and issues (Alberta Education, 2007, Terms

and Concepts section, p. 5):

What do stories of the North West Mounted Police tell us about the settlement

and development of western and northern Canada? (LPP, PADM)

How have stories of the North West Mounted Police shaped identity in

western and northern Canada? (I, TCC, PADM)


of life of non-European immigrants by exploring and reflecting upon the following


How do stories of Chinese immigrants (i.e., railway workers) contribute to an

understanding of the development of Canada? (CC, I, TCC)

UNIT PLAN 9

Art:

Specific Outcome-Expression-Component 10(i)-Purpose #4: Students will Express a

Feeling or a Message-Concept B: Specific messages, beliefs and interests can be interpreted

visually, or symbolized (Alberta Education, 1985a, C.12).

Language Arts:

Specific Outcome-1.1-Discover and Explore-Express Ideas and Develop Understanding: Use appropriate prior knowledge and experiences to make sense of new ideas and

information (Alberta Learning, 2000, p. 10).

Specific Outcome-1.2-Clarify and Extend-Consider the Ideas of Others: Seek the

viewpoints of others to build on personal responses and understanding (Alberta Learning,

2000, p. 14).

Specific Outcome-2.2-Respond to Texts-Experience Various Texts: Express points of

view about oral, print and other media texts (Alberta Learning, 2000, p. 32).

Specific Outcome-3.2-Select and Process-Evaluate Sources: Determine the usefulness and

relevance of information for research purpose and focus, using pre-established criteria

(Alberta Learning, 2000, p. 54).

Music:

Specific Outcome-Concepts-Element-Expression Outcome #5: The human voice has

different tonal qualities (Alberta Education, 1989, C.6).

Overview of Resources and Materials

Applicable Alberta Education Programs of Study/Documents:

Alberta Education. (1985a). Art programs of study (elementary). Retrieved from

https://education.alberta.ca/media/312998/elemart.pdf

Alberta Education. (1985b). Drama programs of study (elementary). Retrieved from

http://www.education.alberta.ca/media/313001/elemdram.pdf

Alberta Education. (1989). Music programs of study (elementary). Retrieved from

https://education.alberta.ca/media/313004/elemusic.pdf

Alberta Education. (2007). Social studies programs of study (grade 5). Retrieved from

https://education.alberta.ca/media/773693/ss5.pdf

Alberta Education. (2013). Department of education ministerial order (#001/2013). Retrieved

from https://education.alberta.ca/media/6950988/mostudentlearning.pdf

UNIT PLAN 10

Alberta Education. (2015). Guide to education ECS to grade 12 2015-2016. Retrieved from

https://education.alberta.ca/media/15225880/guide_to_ed_2015.pdf

Alberta Learning. (2000). English language arts K-9 programs of study. Retrieved from

http://education.alberta.ca/media/450519/elak-9.pdf

Resource Books/Websites for Teaching/Teacher Theoretical Understanding:

Barrs, M., Barton, B., & Booth, D. (2012). This book is not about drama… it’s about new ways

to inspire students. Markham, ON: Pembroke Publishers.

Farmer, D. (2007). 101 drama games & activities. London: Drama Resource.

Farmer, D. (2011). Learning through drama in the primary years. London: Drama Resource.

Farmer, D. (2012). 101 more drama games & activities. London: Drama Resource.

Fewings, J. (n.d.). Drama across the curriculum. Retrieved from

http://www.brainboxx.co.uk/a3_aspects/pages/dramalist.htm

Kagan, S. & Kagan, M. (1998). Multiple intelligences: The complete MI book. San Clemente,

CA: Kagan.

Peace Project. (n.d.). Honour teachers bumper sticker example. Retrieved from

https://www.peaceproject.com/sites/default/files/imagecache/700wide-500-

high/SX22_HonorTeachers.png

Authorized Student Grade 5 Social Studies Textbooks:

Goodman, D. M., Harding, J. C., & Smith, T. A. (2007). Voices of Canada: People, places, and

responsibilities. Don Mills, ON: Pearson Education Canada.

Shields-Ramsay, P., & Ramsay, D. (2007). Our land and people. Toronto, ON: Thomson Nelson

Canada Limited.

UNIT PLAN 11

Complete Materials/Manipulatives/Guest Visitors List (see lesson descriptions for specific

materials/manipulatives for each lesson):

SMART Board.

Whiteboard and Whiteboard Markers.

Individual Student Canadian Stories Portfolios.

Guest Visitor: Deborah (Mama Kokum) Lloyd (*Note: Make sure to book well ahead of

time).

Class Sets of Both Authorized Grade 5 Student Social Studies Textbooks.

Flipchart paper and Flipchart Markers.

Bumper Sticker Example Picture (Link:


high/SX22_HonorTeachers.png).

10 Strips of Poster Board Paper.

Markers.

Pencil Crayons.

Large World Globe.

7 Sheets of Loose-leaf Paper (1 sheet per group).

Computer Lab or Laptops (with internet access).

Various Children’s Canadian History Resource Books (ask school librarian for advice on

selections).

7 Storyboard Planning Sheets (1 per group).

UNIT PLAN 12

Differentiated Instruction

All students’ needs will be met by this unit because they will be able to collaborate with

their classmates in a safe and caring learning environment. In order for all students to be

successful at learning the concepts/outcomes being taught in this unit, they need to know that

they can actively construct and share knowledge with their classmates through inquiry in order to

build Drama, Social Studies, and other curriculum areas understandings. Each of the lessons

within this unit was designed to allow for students to use active learning through participation in

drama exercises in order to build understanding of the concepts being taught. Many of the

lessons also contain elements of partner, small group, or whole class work that will allow the

students to engage in the common goal of learning about and expressing their understanding of

the histories and stories of the Canadian people. Throughout the various tasks/activities within

this unit, the students will use a wide variety of ways of communicating understandings

(including using oral storytelling as a vehicle for expression, assuming the physical attributes and

attitude of another person in order to understand their thoughts and feelings, and written

documentation of learning gained through working with new techniques). As a result of the

open-endedness of the learning strategies for dramatic understanding that students can use in this

unit, each and every student should have the opportunity to experience some sort of learning

success regardless of their individual learning needs and abilities.

Brief List of Different Unit Assessments and Evaluations

Informal Formative Daily Class Work/Participation & Effort:

Informal teacher observations of the students’ work in groups and individually on a wide

variety of drama tasks will occur throughout every lesson.

UNIT PLAN 13

At the Grade 5 level, it is important for the students to make an effort to participate in trying

out every Drama technique taught during the unit. However, it is unreasonable to expect the

students to demonstrate complete mastery of all of the techniques taught.

Instead, this portion of the unit mark will be based solely on the observations the teacher

makes of each student’s effort and participation during each day’s learning activities. After

each lesson, the teacher will document the effort and participation of each student by placing

a “checkmark” or an “X” in the effort/participation section of a Drama marks book. A

student will receive a “checkmark” if they made an effort to participate in the day’s activities.

If a student receives an “X” for that day, the teacher will use a blank piece of paper attached

to the marks books to document (through anecdotal notes) the date and reason the student did

not receive credit for participation/effort.

Throughout every lesson the students will also be encouraged to self-monitor their own

learning and ask for help when they are confused on a concept.

Individual Student Canadian Stories Portfolios:

Various ongoing short paragraph reflections in Individual Students’ Canadian Stories

Portfolios (see lesson descriptions of unit plan for specific details about the reflective

questions asked). The teacher will provide written and/or verbal feedback to students after

analyzing a page in the students’ portfolios in order to celebrate the “process of learning”

rather than “the product of learning”.

All of the reflective questions that the students will respond to in their portfolios will

encourage higher order (higher mental activity) thinking at the end of a lesson.

The grade for this portion of the unit mark will be based off of the students’ abilities to

reflect deeply/critically based on the questions asked.

UNIT PLAN 14

“Pairs Bumper Sticker” Project:

The “Pairs Bumper Sticker” Project is a formative check for understanding near the

halfway point of the unit that checks all of the students’ understanding of storytelling and

role playing by asking them to use the Mantle of the Expert drama process to assume the role

of design artists and through cross-curricular connections with Art and Social Studies, design

a bumper sticker in pairs that could be displayed on the side of a canoe by the coureurs des

bois or voyageurs.

The project will also check for storytelling understandings because in their pairs, the students

will directly design their bumper stickers to be used as a tool to attract others to join the fur

trade in New France.

The teacher will evaluate the students using the “Pairs Bumper Sticker” Project Rubric

(see Appendix A in this document/binder for greater detail of its assessment categories). On

the rubric, the teacher will write anecdotal notes about each pair’s performance and level of

achievement during the project.

Becoming a Part of History Summative Assessment Project:

The “Becoming a Part of History” Summative Assessment Project is the culmination of

the learning about storytelling, dramatization/role playing, and the histories and stories of

different groups of the Canadian people that the students are expected to achieve in this unit.

The project asks the students to work in groups of three to create a skit of 2 to 3 minutes that

tells/dramatizes a story about the thoughts and feelings of characters within a researched

Canadian historical event context.

Each group must select one group of people that were studied in this unit, research a

historical event involving them, and then express a story of what they think the thoughts and

UNIT PLAN 15

feelings of the characters would have been within that Canadian historical event. This project

is not about summarizing all of the facts of the historical event fact-for-fact. Instead, the

students must focus on expressing who the characters are as people, their relation to the

conflict, and how the characters thoughts and feelings can be communicated using dramatic

improvisation and storytelling as the vehicles for performing.

This summative assessment is unique because it not only allows the teacher to see each

groups attainment of the storytelling, dramatization, and Canadian stories concepts, but it

also allows each student to self-monitor/self-reflect on his or her group’s work and own

learning.

The teacher will evaluate the students using an outcome-based marking rubric (see Appendix

B: “Becoming a Part of History” Rubric in this document/binder) to summatively assess the

students understanding of creating an improvised skit using elements of storytelling and role

playing to assume the role of characters within a Canadian historical event. The teacher will

write anecdotal notes on the rubric for each of its categories.

Weighting of Assessments and Evaluations:

30% for Informal Formative Daily Class Work/Participation & Effort.

20% for Individual Student Canadian Stories Portfolios.

20% for “Pairs Bumper Sticker” Project.

30% for Final Summative Assessment: “Becoming a Part of History.”

UNIT PLAN 16

Calendar for Sequencing of Unit:

*Please Note: The sequencing for the unit has been planned keeping in mind Alberta

Education’s Guide to Education (2015) which recommends that roughly 1 ½ hours per week be

spent on instruction in subjects other than core subjects (p. 41). I have chosen to dedicate two 45

minute time blocks per week for Drama Instruction in my Grade 5 Classroom (unless otherwise

noted/combined with other subject areas).

Unit Week

Number

Monday Tuesday Wednesday Thursday Friday

Week 1

Lesson 1: Reviewing the

Blackfoot

Peoples’

Culture (45

Mins)

Lesson 2: The

Inuit People and

a Guided Tour

of the Arctic

Region (45

Mins)

Week 2

Lesson 3: Sounds from the

Metis and

British Fur

Traders (45

Mins)

Lesson 4: Hot

Seating a

Northwest

Mounted Police

Officer (45

Mins)

Week 3

Lesson 5: Design Artist

for New France

(90 Mins

Combine Drama

and Art Periods)

Lesson 6: United Empire

Loyalists Still

Images and

Thought

Tracking (45

Mins)

Week 4

Lesson 7: Town

Hall Meeting

for the Chinese

Immigrants (45

Mins)

Lesson 8 Day

1: Becoming a

Part of History

Summative

Assessment (45

mins)

Week 5

Lesson 8 Day

2: Becoming a

Part of History

Summative

Assessment (45

mins)

Lesson 8 Day

3: Becoming a

Part of History

Summative

Assessment (45

mins)

Week 6

Lesson 8 Day

4: Becoming a

Part of History

Summative

Assessment (45

mins)

UNIT PLAN 17

Connections Between Parts of Unit/Justification for Lessons Sequencing

Social Studies Connections between Different Groups of People

I have interwoven several types of connections within the different parts of my unit in

order to bring focus and flow to it. The first type of connection that my unit exhibits is a Social

Studies connection between the ways that I choose to teach my students about several of the

groups of people within Canada’s history. The different groups of people studied are arranged in

a logical order; beginning with the first three lessons that focus majorly on several groups of

Aboriginal people within Canada, their stories, and their relation to the land. The next three

lessons (lessons four-six) focus on examining some of the characteristics of the European settlers

(British and French). The seventh lesson of the unit about the late 1800s Chinese immigrants fits

logically within its sequencing because it makes sense to briefly study a group of non-European

immigrants to Canada only after first examining the Canadian aboriginal peoples’ and European

settlers. Finally, the “Becoming a Part of History” Summative Assessment serves as an excellent

conclusion to the unit because it asks the students to research and synthesize information about

one of the groups of people studied within the unit.

Dramatic Storytelling and Role Playing Connections

The second type of connection that my unit has is between the progression of storytelling

and role playing strategies used. In the first five lessons of my unit, the drama strategies focus on

getting the students to think about how to speak expressively/with confidence when telling a

story. In addition, these first five lessons also focus on developing role playing skills through

taking on the attitude and physical attributes of another person. The final three lessons within the

unit (lessons six-eight) focus on applying understandings within storytelling and role playing in

order delve deeply into recognizing forms of dramatic elements including characterization,

UNIT PLAN 18

conflict, and the scene environment. A large emphasis within these final three lessons is placed

on understanding how to express the thoughts and feelings of a character.

UNIT PLAN 19

Lesson/Day #1: Expanding Knowledge Using Storytelling and Reviewing the Blackfoot Peoples’

Culture-45 minutes

Grade 5 Drama General Outcomes:

Third Goal-To foster an appreciation for drama as an art form:

o Third Goal General Objective #2: Develop a capacity to analyze, evaluate and synthesize ideas

and experiences (Alberta Education, 1985b, B.1).

Grade 5 Drama Specific Outcomes:

Storytelling- Specific Storytelling Skills: Apply storytelling skills to other areas of study (Alberta


Dramatization- Recognize and Use Dramatic Form:

o Appreciate and use the possibilities of a story line in sequence (Alberta Education, 1985b, C.6).

Grade 5 Cross-Curricular Outcomes:

Social Studies:

Specific Outcome-Value and Attitudes- 5.2.1: Appreciate the complexity of identity in the Canadian

context (Alberta Education, 2007, Terms and Concepts section, p. 4):

o Acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land

and diverse Aboriginal cultures and history.

Specific Outcome-Knowledge and Understanding-5.2.2: Examine, critically, the ways of life of

Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues

(Alberta Education, 2007, Terms and Concepts section, p. 4):

o What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding

the relationship between people and the land?

Language Arts:

Specific Outcome-1.2-Clarify and Extend-Consider the Ideas of Others: Seek the viewpoints of

others to build on personal responses and understanding (Alberta Learning, 2000, p. 14).

Social Studies Strands/Processes (Alberta Education, 2007, Terms and Concepts section, p. 4):

-Culture and Community (CC). -Identity (I). -Time, Continuity, and Change (TCC).

-The Land: Places and People (LPP).

Multiple Intelligences: Verbal-Linguistic, Visual-Spatial, and Naturalistic-Environmental.

Instructional Intelligences: Graffiti Learning Structure, Bloom’s Taxonomy, and Wait Time.

Bloom’s Taxonomy Guiding Questions:

Creation/Evaluation Level Questioning: As a class, can we create a brief story that describes what we

can recall about the different types of food that were important to the Blackfoot tribes?

Evaluation Level Questioning: If you were part of one of the Blackfoot tribes, explain two important

things about your culture that you feel other people should know?

Materials/Manipulatives/Resources: SMART Board, Whiteboard, Whiteboard Markers, Individual Student

Canadian Stories Portfolios, Deborah (Mama Kokum) Lloyd, and Learning through Drama in the Primary

Years (*for teacher use only) (Farmer, 2011, p. 57).

Brief Description of Teaching/Learning Activities:

The teacher will explain that today we will be having a visitor to our classroom, Deborah (Mama Kokum)

Lloyd, the Public School District’s First Nations, Metis, and Inuit Education Coordinator. She will

UNIT PLAN 20

discuss with our class about several aspects of the lifestyles of the Blackfoot tribes that we have studied

in Social Studies.

Before Kokum arrives, the students will gather in a circle and the teacher will lead them through One

Word at a Time storytelling exercise in order to help the students recall some of what they have learned

recently about the Blackfoot peoples’ culture. In order to narrow the scope of this exercise to a more

manageable focus the teacher will ask students to think about the following question: Can you recall what

types of foods were important for the Blackfoot tribes? A class story will then be created about the

important food sources. If time and depending on the comfort level of the class, a second One Word at a

Time story could be created that relates to the following question: Can you justify what you think life

would have been like if you were part of one of the Blackfoot tribes and lived in a tipi throughout the

year?

At this point, Mama Kokum will have arrived and a significant portion of time (approximately 20-25

minutes) will be dedicated to allowing her to explain about the history of the Blackfoot people and some

of their stories (i.e. about their connection to the land, food, and homes). She will answer the students’

questions and show them pictures of the Blackfoot peoples’ art on the SMART Board.

To close the lesson, the students will come up to the whiteboard and using the Graffiti cooperative

learning structure, write one thing that they feel is important for others to know about the Blackfoot

peoples’ culture. Then once the students return to their desks, they will take out their Individual Student

Canadian Stories Portfolios and write a short paragraph (realistically 5-7 sentences) in response to the

following prompt:

o Potentially using some of the ideas on the whiteboard as a guide, if you were part of one of the

Blackfoot tribes, can you explain two important things about your culture that you feel other

people should know?

Modifications/Extensions:

Modifications: It is acceptable for students who are struggling during the drama storytelling activity to

take 5 seconds to think about the word they want to add if necessary. Also, while getting through both

storytelling exercises is the goal, if the students are struggling, it may be beneficial to spend more time on

the first storytelling exercise about Blackfoot food sources to help them understand the process of

structuring a story (i.e. the verbal creation of a storyline).

Extensions: If the students need a challenge, ask them to also consider and describe in their portfolios,

how/why they feel storytelling helps the Blackfoot people to convey their culture. If the entire class finds

the One Word at a Time storytelling exercise easy, add a challenge to it by choosing a different number

of words each student has to add to the story during the second round of storytelling (E.g. Maybe the

students now have to add Five Words at a Time about tipis instead of one).

Assessment/Evaluation:

Informal teacher observation of the students’ abilities to contribute to the process of building an oral

storyline in sequence during the One Word at a Time storytelling exercise.

Informal observation of students’ participation in the graffiti activity on the whiteboard to generate

ideas before the closing portfolio writing activity.

Teacher analysis of all students responses/explanations in the Individual Student Canadian Stories

portfolios about what they feel are two important things for others to know about Blackfoot culture.

UNIT PLAN 21

Lesson/Day #2: The Inuit People and a Guided Tour of Canada’s Arctic Region-45 minutes


First Goal- To acquire knowledge of self and others that results from reflecting on dramatic play:

o First Goal General Objective #6: Develop a capacity for imaginative and creative thought

(Alberta Education, 1985b, B.1).


Specific Outcome-Storytelling-General Speaking Skills-Develop the Following Interpretive Skills (Alberta Education, 1985b, C.5):

o Express mood.



Specific Outcome-Dramatization- Develop Role-Playing Skills (Alberta Education, 1985b, C.6):




Social Studies:

Specific Outcome-Values and Attitudes-5.1.1: Value Canada’s physical geography and natural

environment (Alberta Education, 2007, Terms and Concepts section, p. 3):

o Appreciate how the land sustains communities and the diverse ways that people have of living

with the land.

Specific Outcome-Knowledge and Understanding-5.2.2: Examine, critically, the ways of life of

Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues


o How were the natural environment and geography of each region of Canada determining factors

of the diversity among Aboriginal groups (e.g., languages, symbolism)?

Social Studies Strands/Processes (Alberta Education, 2007, Terms and Concepts section, p. 3 &5):

-Global Connections (GC). -Time, Continuity, and Change (TCC). -The Land: Places and People (LPP).

Multiple Intelligences: Visual-Spatial, Verbal-Linguistic, Natural-Environmental, Bodily-Kinesthetic,

Interpersonal, and Intrapersonal.

Instructional Intelligences: Stand Up, Hand Up, Pair Up, Bloom’s Taxonomy, and Wait Time.


Evaluation Level Questioning: Can you personally evaluate what you feel are the three most important

ideas for others to know about Canada’s Arctic region and/or the Inuit people? How do you feel

visualization exercises like you did in the Guided Tour can be helpful in order to better understand where

other people live?

Materials/Manipulatives/Resources: Class Set of Our Land and People (2007) textbooks (Shields-Ramsay

& Ramsay), Large World Globe, 7 Sheets of Loose-leaf Paper (1 sheet per group), Individual Student

Canadian Stories Portfolios, and Learning through Drama in the Primary Years (*for teacher use only)

(Farmer, 2011, p. 54-56).


Begin the lesson by reminding the students that as we learned a few months ago, the Inuit people live in

Canada’s Arctic region near the Arctic Circle. Today, we will examine the characteristics of the physical

UNIT PLAN 22

environment of Canada’s Arctic region as well as the impact the land itself has on the people who live

there.

The teacher will bring out a large world globe and point to where the Arctic region of Canada is on it.

This activity will help the students to visualize where the Inuit people live. The teacher will instruct the

students to use the Stand Up, Hand Up, Pair Up cooperative learning structure in order to discuss with a

partner what they feel it would be like living in Canada’s Arctic region where there is snow for most of

the year and very few trees on the landscape.

Next, the students will look at “Chapter 6: The Arctic Region: Living on Top of the World” in their Our

Land and People (2007) textbooks (Pages 98-99 and Pages 102-103) in order to recall what life is like for

the Inuit people living in Canada’s Arctic region.

After the students have had time to individually re-familiarize with the textbook chapter pages, they will

be placed into groups of three and will use a piece of loose-leaf paper to generate a group list of

characteristics about Canada’s Arctic region and what life is like for the Inuit people who live there.

Once the students have completed their lists, they will use the Guided Tour drama technique in their

groups to describe the natural environment of Nunavut (which is home to many Inuit people). Within

each of the groups of three, one student will volunteer to pretend to be a tourist visiting Nunavut and the

other two members of the group will assume the role of Inuit tour guides and describe the sensory

imagery of Nunavut to the tourist (i.e. what a person can see, hear, smell, taste, and touch).

During their Guided Tour, the Inuit tour guides must try to provide as many descriptive sensory details

as possible when describing the land and how the land influences the Inuit peoples’ lifestyles as the

tourist will attempt to visualize Nunavut in his or her head. The tour guides also have the added

responsibility of safely leading the tourist around the room while they are describing the land because the

tourist will have his or her eyes closed for the duration of the activity.

To close the lesson, the students will respond to the following prompt in a short paragraph (5-7 sentences)

in their Individual Student Canadian Stories portfolios:

o Can you personally evaluate what you feel are the three most important ideas for others to know

about Canada’s Arctic region and/or the Inuit people? How do you feel visualization exercises

like you did in the Guided Tour can be helpful in order to better understand where other people

live?


Modifications: Complete the idea generation activity as a whole class if several groups of students

struggle with brainstorming ideas. Allow the students to use the list they brainstormed on the loose-leaf

paper if the students struggle with describing Nunavut using sensory language during the Guided Tour.

Extensions: The students could research and explain how present-day technologies are changing the Inuit

peoples’ ways of life in the Arctic region. The students could also research how climate change is

affecting the Arctic region and the impact that these changes are having on the ways that people live.


Informal teacher observation of students’ participation and effort to attempt undertake storytelling

and role playing during the Guided Tour activity.

Teacher analysis of all individual students’ reflections/explanations in their portfolios to see if the

student explained the three ideas that he or she felt were the most important for others to know about

Canada’s Arctic region and/or the Inuit people. The teacher will also look to see if the student was able to

articulate how visualization exercises can be a useful in helping us to better understand where other

people live.

UNIT PLAN 23

Lesson/Day #3: Storytelling Using Sounds from the Metis and British Fur Traders-45 minutes


Second Goal- To develop competency in communication skills through drama:

o Second Goal General Objective #1: Develop an awareness of the body and voice as tools of

communication (Alberta Education, 1985b, B.1).

o Second Goal General Objective #2: Develop an ability to discuss and share experiences



Storytelling-General Speaking Skills-Develop the Following Vocal Skills (Alberta Education, 1985b,

C.5):




Storytelling- Specific Storytelling Skills: Develop and extend the ability to recall and sequence events

(Alberta Education, 1985b, C.6).


Social Studies:

Specific Outcome-Knowledge and Understanding-5.2.4: Examine, critically, ways of life of the fur

traders by exploring and reflecting upon the following questions and issues (Alberta Education, 2007,

Terms and Concepts section, p. 5):

o How are the stories of the Métis people, their culture and heritage rooted in the fur trade?

o How do stories about ways of life in fur trade forts reflect the British influence in Canada?

Music:

Specific Outcome-Concepts-Element-Expression Outcome #5: The human voice has different tonal

qualities (Alberta Education, 1989, C.6).



-Power, Authority, and Decision Making (PADM).

Multiple Intelligences: Verbal-Linguistic, Musical-Rhythmic, Bodily-Kinesthetic, Interpersonal, and

Logical-Mathematical.

Instructional Intelligences: Bloom’s Taxonomy, and Wait Time.

Bloom’s Taxonomy Guiding Questions (see description of activities section for context):

Evaluation Level Questioning: Can you describe how your group went about using the Random Sound

Story technique to express a story about the Metis or British fur traders?

Evaluation Level Questioning: Can you judge the most difficult part about only using sounds and

actions to tell your story?

Materials/Manipulatives: Class Set of Our Land and People (2007) textbooks (Shields-Ramsay & Ramsay),

Individual Student Canadian Stories Portfolios, and 101 Drama Games and Activities (*for teacher use only)

(Farmer, 2007, p. 63).


Explain to the students that today’s goal is to briefly review the history/stories of the British fur traders

and Metis people that we learned earlier in the year using a drama technique as a new way of expressing

UNIT PLAN 24

some of these stories.

The students will be split into groups of four by their teacher. Using “Chapter 8: The Fur Trade” in their

Our Land and People (2007) textbooks, each group will begin by finding one story about either the Metis

people or the early British fur traders in Canada.

Once each group has decided on a story, the students will use the Random Sound Story drama technique

to create a selection of random sounds that represent some of the aspects of the story that the students

wish to tell. Every group member must make at least one sound. At first, the students will focus on

selecting sounds that they believe will represent some aspects of the Metis or British fur traders in their

story.

Next, the group will decide on a way to organize their sounds into a logical sequence and practice this

sequence multiple times.

After practicing this sequence, the students can add body actions to their stories if they wish in order to

aid in the clarity/expression of their stories.

The final step in the process is for each group to perform their stories for the class. The rest of the class

(including the teacher) will try to guess what story the group was trying to represent with their Random

Sound Story.



o Can you describe how your group went about using the Random Sound Story technique to

express a story about the Metis or British fur traders? Can you judge the most difficult part about

only using sounds and actions to tell your story?


Modifications: If the majority of students appear to be struggling with selecting a story from the

textbook in their groups, the teacher could alternatively have the whole class brainstorm a few possible

stories together before each group selects one.

Extensions: In a future lesson, the students could extend their use of the Random Sound Story technique

by developing their own original story about the Metis people or the British fur traders using the

knowledge/facts they know about both groups.


Informal teacher observation of students’ abilities to work within a group to select and tell a story

about the Metis or British fur traders using the Random Sound Story drama technique.

Informal teacher observation of the students’ abilities to work cooperatively during the Random

Sound Story activity.

Teacher analysis of all individual students’ responses/explanations in their portfolios about how their

group went about using the Random Sound Story technique to express a story and whether or not the

student articulated what he or she felt was the most difficult part of using only sounds and actions to tell a

story.

UNIT PLAN 25

Lesson/Day #4: Hot Seating a Northwest Mounted Police Officer-45 minutes



o First Goal General Objective #6: Develop a capacity for imaginative and creative thought



o Second Goal General Objective #4: Develop belief in identification with and commitment to

role (Alberta Education, 1985b, B.1).


Storytelling- Specific Storytelling Skills: Develop an awareness and understanding of differentiation of

character within a story (Alberta Education, 1985b, C.6).

Dramatization-Develop Role-Playing Skills (Alberta Education, 1985b, C.6):

o Accept role playing as a positive learning experience.




Social Studies:

Specific Outcome-Knowledge and Understanding-5.2.7: Examine, critically, how the North West

Mounted Police shaped ways of life in Canada by exploring and reflecting upon the following questions

and issues (Alberta Education, 2007, Terms and Concepts section, p. 5):

o What do stories of the North West Mounted Police tell us about the settlement and development

of western and northern Canada?

o How have stories of the North West Mounted Police shaped identity in western and northern

Canada?

Language Arts:

Specific Outcome-1.1-Discover and Explore-Express Ideas and Develop Understanding: Use

appropriate prior knowledge and experiences to make sense of new ideas and information (Alberta

Learning, 2000, p. 10).

Specific Outcome-2.2-Respond to Texts-Experience Various Texts: Express points of view about oral,

print and other media texts (Alberta Learning, 2000, p. 32).


-The Land: Places and People (LLP). -Identity (I). -Time, Continuity, and Change (TCC).

-Power, Authority, and Decision Making (PADM).

Multiple Intelligences: Verbal-Linguistic, Intrapersonal, and Interpersonal.

Instructional Intelligences: Think-Pair-Share, Plus/Minus/Interesting (PMI) Chart, Bloom’s Taxonomy, and

Wait Time.


Pretending you are a North-West Mounted Police Officer, can you summarize what was the first thing

you noticed about the land as you trekked across Western or Northern Canada?

Materials/Manipulatives: Class Set of Voices of Canada: People, Places, and Possibilities (2007) textbooks

(Goodman, Harding, &Smith), Flipchart Paper, Flipchart Markers, and 101 More Drama Games and

Activities (*for teacher use only) (Farmer, 2012, p. 30).

UNIT PLAN 26


Remind the students that nearly every group of people who helped settle Canada have stories to tell and

as we know from the unit we just finished, the North-West Mounted Police (NWMP) are no exception.

Have the students’ use the Think-Pair-Share cooperative learning structure to briefly recall what they

remember about what life was like for the NWMP as these officers came to work across Western and

Northern Canada.

After the Think-Pair-Share, the teacher will tell the students that our goal for today is to use a drama role

playing technique known as Hot Seating in order to pretend we are interviewing a North-West Mounted

Police Officer about his experiences while trekking across Western and/or Northern Canada. The way

that the hot seating process will be set-up is:

o The students will be put into pairs by their teacher. Once they are paired up, one student chooses

to be the “Interviewer” and the other is the “NWMP Officer.”

o The goal of the interview is for the “Interviewer” to start by asking the “NWMP Officer” to

summarize what was the first thing he noticed about the land as he was trekking across Western

or Northern Canada. The “Officer” will then respond to the question that the interviewer asks and

the conversation should flow naturally after this with the “Officer” responding to each question

the “Interviewer” asks.

o If necessary, the students will be given the opportunity to refer to “Chapter 5: The Interior Plains”

(Pages 139-141) in their Voices of Canada: People, Places, and Possibilities (2007) textbooks in

order to remind themselves about some of the voices/stories of NWMP Officers (E.g. Sam

Steele’s thoughts on life working as an officer in western Canada).

To close the lesson, the whole class will generate a Plus/Minus/Interesting (PMI) Chart together what

they liked about today’s activities, what they didn’t like, and what they learned or found interesting about

the concepts of role playing and the hot seating interview process. The teacher will record the students’

responses on flipchart paper.


Modifications: Understand that some students may really struggle with creative thinking when taking

part in storytelling and/or role playing. Allow these students to refer to information in their Voices of

Canada: People, Places, and Possibilities (2007) textbooks for the duration of the activity if they are

really struggling with how to role play as a North-West Mounted Police Officer.

Extensions: Challenge partnerships that finish their hot seating interview quickly to try a second

interview. However, this time instead of interviewing the North-West Mounted Police Officer about his

trek across the land, focus on how you could recruit others to become a NWMP Officer.


Informal teacher observation of students’ willingness to participate in role playing during the hot

seating interview process.

Informal teacher observation of the students’ abilities to recall prior knowledge about the North-West

Mounted Police Offices role in helping to settle western and northern Canada during the Think-Pair-

Share Activity

Students’ oral self-evaluation during the group Plus/Minus/Interesting (PMI) Chart process to recognize

the lesson’s successes, challenges, and what the students learned about role playing using the hot seating

interview process.

UNIT PLAN 27

Lesson/Day #5: Assume the Role of Design Artists for New France-90 minutes (Combine a 45

Minute Drama Period with a 45 Minute Art Period on the Same Day).



o Second Goal General Objective #2: Develop an ability to discuss and share experiences



Dramatization-Develop Role-Playing Skills: o Take on the attitude of another (Alberta Education, 1985b, C.6).

Storytelling- General Speaking Skills: Develop empathy through experiencing thoughts and feelings of

other people and other cultures, as expressed through their stories (Alberta Education, 1985b, C.5).


Social Studies:

Specific Outcome-Knowledge and Understanding-5.2.3: Examine, critically, ways of life in New

France by exploring and reflecting upon the following questions and issues:

o How do stories and legends of the coureurs des bois and voyageurs inform us about Francophone

history, culture and presence throughout Canada? (Alberta Education, 2007, Terms and Concepts

section, p. 5)

Art:

Specific Outcome-Expression-Component 10(i)-Purpose #4: Students will Express a Feeling or a

Message-Concept B: Specific messages, beliefs and interests can be interpreted visually, or symbolized

(Alberta Education, 1985a, C.12).



Multiple Intelligences: Visual-Spatial, Verbal-Linguistic, and Interpersonal.

Instructional Intelligences: Bumper Sticker (Adaptive Schools learning structure), Bloom’s Taxonomy, and

Wait Time.


Creation Level Questioning: Can you create a bumper sticker that the coureurs des bois or voyageurs

could have placed on the side of their canoes to attract others to join the fur trade in New France?

Materials/Manipulatives: Class Set of Voices of Canada: People, Places, and Possibilities (2007) textbooks

(Goodman, Harding, &Smith), SMART Board, Bumper Sticker Example Picture, Whiteboard, Whiteboard

Markers, 10 Strips of Poster Board Paper, Markers, Pencil Crayons, and Learning through Drama in the

Primary Years (*for teacher use only) (Farmer, 2011, p. 25-28 & p. 34-36).


Explain to the students that today we will be working within a drama process known as Mantle of the

Expert. This process asks us to assume the role of designated experts in a field. The field in which we

will be pretend to be experts in is design artists working for the coureurs des bois or voyageurs of New

France to design bumper stickers that they could place on the side of their canoes.

The teacher will show the students an example of bumper sticker on the SMART Board (Picture Link:


high/SX22_HonorTeachers.png). After viewing the bumper sticker, the class will briefly discuss what

UNIT PLAN 28

makes a bumper sticker effective.

After the students understand what a bumper sticker is, relate this concept to the lives of the coureurs des

bois and voyageurs by telling the students that today they will work in pairs to create a bumper sticker

that the coureurs des bois or voyageurs could have placed on the side of their canoes to attract others to

come join the fur trade in New France.

Since it has been a couple months since the students learned facts about New France, the teacher will give

the students a few minutes to review “Chapter 4: The Canadian Shield” (Pages 104-107) in Voices of

Canada: People, Places, and Possibilities (2007) textbooks in order to recall what life was like for the

coureurs des bois and voyageurs in New France.

Once the students have had a few minutes to reaffirm their knowledge, the teacher will point to two hand-

drawn silhouettes on the whiteboard (one of a coureurs des bois working in the woods and the other of a

voyageur canoeing) and explain to the students that they are now also going to use an additional drama

technique called Role on the Wall to generate some ideas about things they could draw on their bumper

stickers. In Role on the Wall, the students have the opportunity to come up to the whiteboard and write

an idea or fact about what life was like for the coureurs des bois and voyageurs in New France (i.e. using

the silhouettes as a space for writing to generate ideas about both groups).

Then the students will be given a small strip of poster board by their teacher and will work in their pairs

using markers and pencil crayons to create their bumper stickers. Emphasize to the students the

importance of making the bumper stickers look visually appealing and eye-catching so that they could

hypothetically be placed on the side of a canoe by the coureurs des bois or voyageurs to attract others to

come join the fur trade in New France.

To close the lesson, each partnership will briefly explain to the rest of the class how their bumper sticker

would be a useful tool for the coureurs des bois or voyageurs to use on their canoes to attract others to the

fur trade.


Modifications: The students could be allowed to work in small groups (of between 3-5 people) to

generate ideas if they are having difficulty thinking of ideas during the Role on the Wall drama activity.

Extensions: Ask one of the school’s administrators to come in and have the administrator assume the role

of either the coureurs des bois or voyageurs. Using the Mantle of the Expert process, the students can

continue in their roles as design artists and each pair can develop a pitch to sell their bumper sticker to the

administrator. The administrator (in role as either a coureurs des bois or a voyageur) can then select

which pair was able to give the most convincing pitch to sell the bumper sticker.


Informal teacher observation of students’ participation in the Role on the Wall activity to brainstorm

ideas for the bumper sticker.

Use outcome-based marking rubric (see Appendix A: Bumper Sticker Rubric) to formally assess

the students’ understanding of assuming the role of design artists to create a bumper sticker in pairs

that the coureurs des bois or voyageurs could have place on the side of their canoes to attract others to

join the fur trade in New France. The teacher will write anecdotal notes on the rubric for each of its

categories.

UNIT PLAN 29

Lesson/Day #6: United Empire Loyalists Still Images and Thought Tracking-45 minutes



o First Goal General Objective #5: Sharpen observations of people, of situations and of the

environment (Alberta Education, 1985b, B.1).

Third Goal- To foster an appreciation for drama as an art form.

o Third Goal General Objective #3: Develop an awareness and appreciation of the variety of

dramatic forms of expression (Alberta Education, 1985b, B.1).


Specific Outcome-Storytelling-General Speaking Skills-Develop the Following Interpretative Skills: Develop skills of presentation by becoming aware of the importance of face, voice and body (Alberta


Specific Outcome-Dramatization-Recognize and Use Dramatic Form: o Respond in language appropriate to different situations (Alberta Education, 1985b, C.6).

Specific Outcome-Dramatization: Be motivated to extend the dramatization experience into other

subject areas (Alberta Education, 1985b, C.6).


Social Studies:

Specific Outcome-Knowledge and Understanding-5.2.5: Examine, critically, ways of life of the United

Empire Loyalists by exploring and reflecting upon the following questions and issues (Alberta Education,

2007, Terms and Concepts section, p. 5):

o What do stories of the United Empire Loyalists tell us about British culture and presence in

Canada?

o How did the diversity of United Empire Loyalists contribute to Canadian diversity?


-Culture and Community (CC). –Identity (I). -Time, Continuity, and Change (TCC).

- The Land: Places and People (LPP).

Multiple Intelligences: Visual-Spatial, Bodily-Kinesthetic, Verbal-Linguistic, Intrapersonal, and

Interpersonal.

Instructional Intelligences: Pairs Compare, Bloom’s Taxonomy, and Wait Time.


Evaluation Level Questioning: Can you assess what you feel was the most difficult part about using the

Still Images and Thought Tracking drama techniques together to improvise a scene? Defend your answer

by using examples from the United Empire Loyalists activities.

Materials/Manipulatives/Resources: Class Set of Voices of Canada: People, Places, and Possibilities

(2007) textbooks (Goodman, Harding, &Smith), Individual Student Canadian Stories Portfolios, and

Learning through Drama in the Primary Years (*for teacher use only) (Farmer, 2011, p. 31-33 & p. 63-66).


Remind the students that as we learned earlier in the school year, thousands of United Empire Loyalists

moved north after the American Revolution began.

The teacher will tell the students that the goal of today’s class is to use two drama techniques called Still

UNIT PLAN 30

Images and Thought Tracking in order to express stories about British culture and its presence in Canada.

To begin the lesson, the students will use the Pairs Compare cooperative learning structure to discuss

with a partner what both students remember about the United Empire Loyalists (feelings, attitudes,

actions, etc.) as they were settling in the north (i.e. the land now known as Canada). If necessary, the

students can quickly refer to “Chapter 3: Great Lakes: St. Lawrence Lowland” (Pages 81-83) in their

Voices of Canada: People, Places, and Possibilities (2007) textbooks to think of ideas they may want to

discuss with their partner. In order to successfully complete the Pairs Compare exercise, the students

will first discuss the United Empire Loyalists with a partner and then each partnership will link up with

another partnership (i.e. become a group of four). The newly formed groups of four will then share their

thoughts with each other.

Next, each group of four will use the Still Images drama technique to choose an aspect of the United

Empire Loyalists move north and represent the scene using the physical shapes of their bodies. Some

aspects of the United Empire Loyalists move north that the students may wish to choose from include the

United Empire Loyalists feelings about leaving their homes, their actions once they moved north, or their

attitudes towards the French people. The teacher must explain to the students that in Still Images, there is

no talking and that the students have to pretend that they are frozen in place in order to bring dramatic

emphasis to a scene. It is important for the teacher to emphasize that when using the Still Images

technique, creative use of body language (i.e. facial expression, body positioning, etc.) will aid each

group greatly in representing the scene. The students will then demonstrate their Still Image to the rest of

the class.

Once each group has presented their Still Image to the class, the teacher will tell the students that they are

now going to use an additional drama technique referred to as Thought Tracking to speak aloud the

thoughts of their character in the Still Image. The teacher will move around the classroom and tell the

class that when they get randomly tapped on the shoulder, they will speak a few words about the thoughts

or feelings of their character in the Still Image. The students do not have to say more than a few words (or

a short sentence) because the goal of the exercise is to practice the improvisation of character skills that

will be necessary for longer drama role playing exercises. For example, it would be completely

acceptable for a student to get tapped on the shoulder by the teacher and respond that they feel upset

about leaving their home.



o Can you assess what you feel was the most difficult part about using the Still Images and

Thought Tracking drama techniques together to improvise a scene? Defend your answer by using

examples from the United Empire Loyalists activities.


Modifications: If the majority of the students appear to be struggling with the Still Images activity, the

teacher could have the class brainstorm ideas together about the different aspects of the United Empire

Loyalists move north before the groups create their Still Images.

Extensions: In connection with Language Arts, the students could be asked to turn their group’s Thought

Tracking into either a storyboard or a comic strip using words and pictures.


Informal teacher observation during the Still Images and Thought Tracking drama activities to see if all

of the students are participating in the process of representing a scene.

Teacher analysis of all students’ reflections/explanations in their portfolios to see if the students

argued and explained their personal thoughts on what was challenging about using both drama techniques

and gave examples from today’s United Empire Loyalists activities to support their answer.

UNIT PLAN 31

Lesson/Day #7: Town Hall Meeting for the Late 1800s Chinese Immigrants -45 minutes



o Second Goal General Objective #4: Develop belief in identification with and commitment to

role (Alberta Education, 1985b, B.1).


Specific Outcome-Storytelling-General Speaking Skills: Develop empathy through experiencing

thoughts and feelings of other people and other cultures, as expressed through their stories (Alberta


Specific Outcome-Dramatization-Develop Role-Playing Skills (Alberta Education, 1985b, C.6):



Specific Outcome-Dramatization-Recognize and Use Dramatic Form (Alberta Education, 1985b,

C.6):

o Recognize dramatic elements; e.g., conflict, tension, resolution, characterization, environment.


Social Studies:

Specific Outcome-Knowledge and Understanding-5.2.8: Examine, critically, ways of life of non-

European immigrants by exploring and reflecting upon the following questions and issues (Alberta

Education, 2007, Terms and Concepts section, p. 5):

o How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of

the development of Canada?


-Culture and Community (CC). –Identity (I). -Time, Continuity, and Change (TCC).

Multiple Intelligences: Bodily-Kinesthetic, Verbal-Linguistic, Visual-Spatial, Interpersonal, and

Intrapersonal.

Instructional Intelligences: RallyTable, Bloom’s Taxonomy, and Wait Time.


Evaluation Level Questioning: Can you argue how characterization and assuming the role of a

character are useful ways of helping us to understand other peoples’ stories? Justify your answer.

Materials/Manipulatives/Resources: Class Set of Voices of Canada: People, Places, and Possibilities

(2007) textbooks (Goodman, Harding, & Smith), 5 Sheets of Flipchart Paper (1 sheet per group), 5 Flipchart

Markers (1 per group), Individual Student Canadian Stories Portfolios, and Learning through Drama in the

Primary Years (*for teacher use only) (Farmer, 2011, p. 37-38).


Explain to the students that today we will imagine we are Chinese immigrants in Canada working to build

the Canadian Pacific Railway in the late 1800s.

The teacher will begin the lesson by placing the students into groups of four and ask them to use the

RallyTable cooperative learning structure to generate a short list of ideas about what life was like

working on the railway for the Chinese immigrants back in the late 1800s. When generating their lists the

students should try to describe both the living conditions and working conditions of the Chinese

immigrants during the construction of the railway. If necessary, the students can refer to “Chapter 6:

UNIT PLAN 32

Cordillera Region: Life by the Mountains” (Pages 170-171) in their Voices of Canada: People, Places,

and Possibilities (2007) textbooks to get ideas for their lists. Then after each group has generated their

list, the whole class will briefly discuss what everyone wrote on their lists.

Next, the teacher will tell the students that as we talked about in our whole class discussion, it was a

difficult life for the Chinese immigrants who worked to build the Canadian Pacific Railway because the

living conditions and working conditions were so poor. Today as a class, we will use a drama technique

known as Meetings in order to allow us to assume the role of Chinese immigrants and debate/argue in a

town hall style setting why the Canadian government should provide us with better living and working

conditions. This activity will be a whole class activity with each of us choosing to be one of three types of

collective roles. The three collective roles for this activity are the Chinese immigrants, representatives of

the Canadian government, and finally judges/arbitrators. After all the students and the teacher have

selected what role they will play, each collective group will briefly meet for a few minutes to discuss how

they can go about playing their role and/or arguing their case.

Once the students feel they have had a sufficient amount of time to understand how they will play their

role, the class will then try performing the scenario. The teacher will emphasize that it is important for

every student to try his or her best to assume the collective role he or she is playing. It is not necessary for

every student to speak (although they can if desired), but if certain students are not going to speak they

must go about illustrating their understanding of the role’s characterization in some way (for example, if

you are a Chinese immigrant you might cheer loudly as another person argues your group’s case).



o Can you argue how characterization and assuming the role of a character are useful ways of

helping us to understand other peoples’ stories? Justify your answer.


Modifications: If the students struggle significantly with deciding how they should go about playing

their collective roles, the teacher could give the students additional time to practice and the class could

then perform the scenario during the next drama class.

Extensions: If the students feel the lesson was successful and that they enjoyed it, the teacher could

arrange for the class to share their performance in front of another group of students, other school staff

members, and/or parents. A public sharing would provide a wonderful opportunity for the students to

express what they have learned about the stories of Canada’s late 1800s Chinese immigrants.


Informal teacher observation during the Meetings drama activity to see if all of the students are making

a conscious effort to try their best to assume the role of whatever character they are playing.

Teacher analysis of all students’ reflections/explanations in their portfolios to see if the students

argued and explained how characterization and assuming the role of a character are useful ways of

understanding another group of peoples’ stories.

UNIT PLAN 33

Lesson/Day #8: Becoming a Part of History Summative Assessment- (*4 Days Using 45 Minute

Drama Periods Each Day)


Third Goal- To foster an appreciation for drama as an art form:

o Third Goal General Objective #1: Develop an awareness of and respect for potential excellence

in self and others (Alberta Education, 1985b, B.1).


Specific Outcome-Storytelling-General Speaking Skills-Develop the Following Vocal Skills (Alberta

Education, 1985b, C.5):

o Speak clearly, speak expressively, speak with ease, and speak with energy.

Specific Outcome-Dramatization-Develop Role-playing Skills (Alberta Education, 1985b, C.6):

o Take on the attitude of another, assume the physical attributes of another, and emphasize the

situation of another.

Specific Outcome-Dramatization-Recognize and Use Dramatic Form (Alberta Education, 1985b,

C.6):

o Recognize dramatic elements; e.g., conflict, tension, resolution, characterization, environment


Social Studies:

Specific Outcome-Values and Attitudes-5.2.1: Appreciate the complexity of identity in the Canadian

context (Alberta Education, 2007, Terms and Concepts section, p. 4):

o Recognize how an understanding of Canadian history and the stories of its peoples contributes to

their sense of identity.

Language Arts:

Specific Outcome-3.2-Select and Process-Evaluate Sources: Determine the usefulness and relevance of

information for research purpose and focus, using pre-established criteria (Alberta Learning, 2000, p. 54).


-Identity (I). -Time, Continuity, and Change (TCC).

Multiple Intelligences: Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic, Interpersonal, Intrapersonal,

and Natural-Environmental.

Instructional Intelligences: Bloom’s Taxonomy, and Wait Time.


Creation Level Questioning: In groups of three, can you create a skit using a historical event as the

context that expresses the thoughts and feelings of the characters within that event?

Materials/Manipulatives/Resources: Computer Lab or Laptops (with internet access), Various Children’s

Canadian History Resource Books (from school library), 7 Storyboard Planning Sheets (1 per group),

Individual Student Canadian Stories Portfolios, and This book is not about drama… it’s about new ways to

inspire students (Barrs, Barton, & Booth, 2012, p. 94-95).


Day 1:

The teacher will explain to the students over the next few drama classes they will be working in groups of

three on a summative project that will bring closure to our unit on the Histories and Stories of the

Canadian People.

UNIT PLAN 34

The teacher will share with the students that the intended goal of this project is for the students to become

a part of history by selecting a group of people from Canada’s history, researching a historical event that

involved these people, and then create a skit of approximately 2-3 minutes using role playing and

storytelling elements to perform in front of their classmates. The purpose of this project IS NOT to just

simply research and act out a historical event fact-for-fact. Instead, the students must focus on expressing

who the characters are as people, their relation to the conflict, and how the characters thoughts and

feelings can be communicated using improvisation and storytelling as the vehicles for performing.

The teacher will tell the students to decide in their groups on one group of people that we have studied in

this unit that they would like to focus on. Next, the students will research a Canadian historical event

involving those people. The students will be given the vast majority of the rest of the first class and

possibly even the start of the second class to use the internet and/or books to complete their research.

Day 2:

At the start of Day 2, the teacher will ensure that every group of students has found a historical event that

they wish to work with. If not, time will be given for completing research.

Once the students have completed their research, they will work together as a group to discuss how they

want to express a story that details what they think the thoughts and feelings of the characters would have

been within that Canadian historical event.

Next, each group will work together to complete a group storyboard (see Appendix C within this

document/binder for a copy) that illustrates how the students intend to go about setting up their scenes

and how each character will fit within the larger context of the story. The students will draw pictures and

describe the scenes within the panels of their storyboard in order to aid them when they are practicing.

This storyboard is critical in order to allow the teacher to provide on-going feedback.

Day 3:

Day 3 will be dedicated solely to the students working in their groups to practice their skits and to make

any adjustments to their storyboard as a result of practicing. When the students are practicing, they must

focus on understanding who they will be, where and how the action takes place, and what they are going

to do to express the thoughts and feelings of the characters.

Day 4:

Day 4 of the project will be a time for the students to celebrate their learning by performing their skits for

the rest of the class. The rest of the class will respect each group and watch their performance attentively.

To bring closure to the “Becoming a Part of History” Summative Assessment Project, the students will

complete a short self-reflection paragraph (5-7 sentences) in their Individual Student Canadian Stories

portfolios in response to the following prompt:

o What is something that I felt my group did really well at during this project? Where did my group

have difficulties? What did I do to contribute to the building a positive group experience?


Modifications: Discuss as a class how to go about describing and performing the thoughts and feelings

of characters if the majority of students struggle with this part of the task.

Extensions: Consider allowing time for each group to record their skit digitally and then share these skits

with the students’ parents (after potentially getting FOIPP permission from all parents).


Use outcome-based marking rubric (see Appendix B: “Becoming a Part of History” Rubric) to

summatively assess the students’ understanding of creating an improvised skit using elements of

storytelling and role playing to assume the role of characters within a Canadian historical event. The

teacher will write anecdotal notes on the rubric for each of its categories.

Teacher analysis of group storyboards in order to provide feedback before each group starts practicing.

Student self-evaluation in portfolios of the successes and challenges of the project.

UNIT PLAN 35

Four Fully

Developed

Lesson Plans

UNIT PLAN 36

Fully Developed Social Studies Lesson Plan with Drama Connections

WHAT It Is

Activity name: The Inuit People and their Connection to Canada’s Arctic Region (Lesson

#2 in Unit).

Brief description: Help the students to understand the significant impact that the land has

on the ways in which the Inuit people live through: Having the students’ role play as Inuit

tour guides to give a Guided Tour of Nunavut in Canada’s Arctic region to a tourist. A short

Hand Up, Stand Up, Pair Up activity, a brief characteristics brainstorming activity, and a

short personal reflection activity will also be included within the lesson.

Major curriculum subject focus: Social Studies.

Secondary cross-curricular subject focuses: Drama.

Instructional intelligences: Stand Up, Hand Up, Pair Up, Bloom’s Taxonomy, and Wait Time.

Multiple intelligences: Visual-Spatial, Verbal-Linguistic, Natural-Environmental, Bodily-

Kinesthetic, Interpersonal, and Intrapersonal.

WHO It’s For

Particular child, children, or group: This lesson can be done with the whole class.

Grade level: Grade 5.

Number of children at a time: No limit to the number of children who may participate.

WHY This Activity?

Rationale: When learning about Canada’s physical geography it is important for students to

be able to describe the natural environment as well as recognize the effect that the land has

on the lifestyles of the people who live there. Additionally, it is important for Grade 5

students to be able to confidently describe the physical environment of the different regions

UNIT PLAN 37

of Canada by the end of the school year. I have noticed throughout the school year that

many of my students have difficulty with describing to other people the natural environment

of the regions of Canada and the direct effect that the conditions of the land have on the

people who live there. I chose to focus the content of this lesson on reviewing the Arctic

region of Canada and the Inuit people because this region is one that very few students have

ever visited before. I made the decision to use the Guided Tour storytelling/role playing

activity in this lesson because I believe it will help the students to improve their abilities in

describing a region of Canada (the Arctic region) in enough vivid detail that others are able

to visualize what life may be like for the people who live there. As well, the reflective

written entry in the students’ Individual Canadian Stories Portfolios will allow them to

express their understanding of what they feel are the most important ideas for other people

to know about the Arctic region and/or the Inuit people.

Objectives: To extend the students’ understanding of Canada’s Inuit people and natural

geography of Canada’s Arctic region through:

Allowing the students to discuss their personal opinion about how they would feel

living in the Arctic region.

Using factual knowledge to give a Guided Tour to another student role playing as a

tourist visiting Nunavut.

To respond with own thoughts and ideas about some of the characteristics of

Canada’s Arctic region.

UNIT PLAN 38

Specific Outcomes/Standards:

Social Studies:

Specific Outcome-Values and Attitudes-5.1.1: Value Canada’s physical geography and

natural environment (Alberta Education, 2007, Terms and Concepts section, p. 3):

o Appreciate how the land sustains communities and the diverse ways that people have

of living with the land (Social Studies Strands/Processes- GC: Global Connections,

LLP: The Land: Places and People).

Specific Outcome-Knowledge and Understanding-5.2.2: Examine, critically, the ways of

life of Aboriginal peoples in Canada by exploring and reflecting upon the following


o How were the natural environment and geography of each region of Canada

determining factors of the diversity among Aboriginal groups (e.g., languages,

symbolism)? (Social Studies Strands/Processes- LPP: The Land: Places, and People,

TCC: Time, Continuity, and Change)

Drama:

Specific Outcome-Storytelling-General Speaking Skills-Develop the Following

Interpretive Skills (Alberta Education, 1985b, C.5):

o Express mood.



Specific Outcome-Dramatization- Develop role-playing skills (Alberta Education, 1985b,

C.6):


UNIT PLAN 39


HOW to Prepare

Materials/Equipment: Class Set of Our Land and People (2007) textbooks (Shields-

Ramsay & Ramsay), Large World Globe, 7 Sheets of Loose-leaf Paper (1 sheet per group),

Individual Student Canadian Stories Portfolios, and Learning through Drama in the Primary

Years (*for teacher use only) (Farmer, 2011, p. 54-56).

Space: Whole classroom as using a large portion of the classroom will provide a big enough

space for group activities.

Time Required for Lesson: 45 minutes.

Preparation and Set-Up: Locate and place the large world globe at the front of the

classroom before the lesson begins. Have a piece of loose-leaf paper to give each group of

students so that they do not have to waste valuable class time trying to find a piece of paper.

Make sure that all potential safety hazards (E.g. Loose cords) are removed from the

classroom before teaching the lesson to reduce the chance of students getting injured during

the Guided Tour activity. Have the Individual Student Canadian Stories portfolios easily

accessible in order to allow the students to begin writing immediately after completing the

Guided Tour activity.

Things to Consider:

Be aware of the groupings I choose when placing the students in groups because some

students struggle significantly with verbally discussing a scene and/or the surroundings.

In order to mitigate this potential struggle I must make up groups while keeping in mind

each student’s strengths and weaknesses.

UNIT PLAN 40

Likewise, I must also be aware that some students have trouble visualizing things that

they cannot actually see. I must circulate around the classroom in order to provide

feedback and support to any groups who may be having trouble with the visualization

portion of the Guided Tour.

If it becomes apparent that the idea generation about the characteristics of Canada’s

Arctic region is also a problem for the majority of the class, the idea generation list

activity could easily be completed as a whole class.

HOW to Teach

Introduction:

Establish Context and Build Understanding (3-5 minutes): I will begin the lesson by

reminding the students that as we learned a few months ago, the Inuit people live in

Canada’s Arctic region near the Arctic Circle. In order to help the students visualize

where the Inuit people live, I will bring out a globe and point to the top of it where the

Arctic region is located. I will instruct the students to use the Stand Up, Hand Up, Pair

Up cooperative learning structure in order to discuss with a partner what they would feel

living in Canada’s Arctic region where there is snow for most of the year and very few

trees on the landscape. I will give the students the following directions in order to help

them successfully complete the Stand Up, Hand Up, Pair Up (Kagan & Kagan, 1998, p.

10):

When I say “go” everyone will stand up and put their right hand up.

Everyone will walk around the classroom until I say “stop.”

UNIT PLAN 41

Once you hear me say “stop” you will find a person standing near you and high

five them. Then both of you will put your right hand down and will discuss how

you would feel living in Canada’s Arctic region.

If you cannot find a partner right away it is important for you to look around the

classroom to see who else still has their right hand up, as this person will be your

partner.

Finally, I will call on a few groups at random to report back to the rest of the class

about their discussion of how they would feel living in Canada’s Arctic region.

Explain Today’s Lesson Goals (1 minute): After the students have returned to their

seats, I will tell the students that the goal of today’s lesson is to work in groups of three

using a drama technique called a Guided Tour in order to help another person visualize

both the physical conditions of the Arctic landscape and how the lifestyle choices that the

Inuit people make are the direct result of the land they live on.

Recalling Prior Knowledge about the Arctic Landscape (5 minutes): Next, I will

hand out an Our Land and People (2007) textbooks to each student in the class. The

students will spend a few minutes after receiving their textbook looking at “Chapter 6:

The Arctic Region: Living on Top of the World” (Pages 98-99 and Pages 102-103) in

order to recall what life is like for the Inuit people (and anyone else for that matter) living

in Canada’s Arctic region.

Main Teaching Steps:

Brainstorm Characteristics of the Arctic Region and Inuit People (5-10 minutes):

After the students have had time to individually re-familiarize with the textbook chapter

pages, I will put each of the students into groups of three. Once the students are in their

UNIT PLAN 42

groups, they will use a piece of loose-leaf paper as a group to generate a list of

characteristics about Canada’s Arctic region and what life is like for the Inuit people who

live there. Only one person in the group has to record the list for the group. Some

examples of descriptive characteristics that groups may write on their lists include the

climate of the Arctic region, what the land looks like, its vegetation and plant life, the

shelters/homes that the Inuit people live in, and the food sources of these people. It is

important for each group to take their time and be thoughtful when generating their list

because a thorough list can be a very useful reference tool in the Guided Tour activity.

Role Playing Guided Tour/Visualization Activity (12-15 minutes): Once the students

have completed their lists, I will explain how they will now use the Guided Tour drama

technique. I will give the students the following directions in order to help them

understand the process (Farmer, 2011, p. 54-56):

Begin by deciding within your group one person who would like to pretend to be

a tourist visiting Nunavut in Canada’s Arctic region. This person will close their

eyes.

The job of the other two group members is to assume the role of Inuit tour guides

and describe the sensory imagery of Nunavut to the tourist (i.e. what a person can

see, hear, smell, taste, and touch).

The Inuit tour guides must try to provide as many descriptive sensory details as

possible when describing the land and how the land influences the Inuit peoples’

lifestyles because the job of the tourist is to attempt to imagine Nunavut in his or

her head.

UNIT PLAN 43

The tour guides also have the added responsibility of safely leading the tourist

around the room while they are describing the land because the tourist will have

his or her eyes closed for the duration of the activity.

In addition to using descriptive language, attempt as often as possible to think of

imaginary obstacles of the land that the tourist has to step over, under, around, or

through.

*Note: After giving the students the above directions, I will ask two students to volunteer

to come up to the front of the classroom and help me briefly model what the Guided Tour

technique looks like in use.

Closure:

Individual Student Portfolio Reflection (5-9 minutes): To close the lesson, the students

will respond to the following prompt in a short paragraph (5-7 sentences) in their

Individual Student Canadian Stories portfolios:

Can you personally evaluate what you feel are the three most important ideas for

others to know about Canada’s Arctic region and/or the Inuit people? How do you

feel visualization exercises like you did in the Guided Tour can be helpful in order to

better understand where other people live?

WHERE to Go Next

Modifications: Complete the idea generation activity as a whole class if several groups of

students struggle with brainstorming ideas. Allow the students to use the list they

brainstormed on the loose-leaf paper if the students struggle with describing Nunavut using

sensory language during the Guided Tour.

UNIT PLAN 44

Extensions: The students could research and explain how present-day technologies are

changing the Inuit peoples’ ways of life in the Arctic region. The students could also research

how climate change is affecting the Arctic region and the impact that these changes are

having on the ways that people live.

HOW to Assess or Document

The children’s understanding of the objectives of the lesson will be documented through

their completion of a written reflection in their Individual Student Canadian Stories

Portfolios in response to the prompt above.

I will personally analyze each student’s individual reflection/response and look to see if

the student explained the three ideas that he or she felt were the most important for others

to know about Canada’s Arctic region and/or the Inuit people. I will also look to see if the

student was able to articulate how visualization exercises can be a useful in helping us to

better understand where other people live.

I will informally observe all of the students during each learning activity to see whether

or not the students are participating and making an effort to work cooperatively in their

groups. In regards to effort and participation from a drama perspective, I will pay

especially close attention to how each group works together in the role

playing/storytelling Guided Tour activity.

UNIT PLAN 45

Fully Developed Drama Lesson Plan with Social Studies and Music Connections

WHAT It Is

Activity name: Storytelling Using Sounds from the Metis and British Fur Traders (Lesson

#3 in Unit).

Brief description: Continue building students’ knowledge of storytelling about the histories

and ways of life of the Canadian people through working in groups to: Select a story about

either the Metis people or early British fur traders that the students wish to tell. Then the

students will work within their groups using a drama technique called a Random Sound

Story to represent some parts of the story. Finally, the students will use their Individual

Student Canadian Stories portfolios to reflect on the content learned and the drama

technique used.

Major curriculum subject focus: Drama.

Secondary cross-curricular subject focuses: Social Studies and Music.

Instructional intelligences: Bloom’s Taxonomy, and Wait Time.

Multiple intelligences: Verbal-Linguistic, Musical-Rhythmic, Bodily-Kinesthetic,

Interpersonal, and Logical-Mathematical.

WHO It’s For




WHY This Activity?

Rationale: An aspect that can sometimes be challenging for students when they create their

own stories is the ability to sequence the parts of a story in a logical way that makes sense to

UNIT PLAN 46

an audience (or their classmates who are viewing the work). I have noticed throughout the

school year that the sequencing of stories in a logical order is something that many of my

students find challenging. I chose to use the Random Sound Story technique as a way of

building my students’ understanding of sequencing a story because through working

together within their groups to organize patterns of sounds into a logical order, the students

can come to understand that something as simple as the flexibility (variable tones) in the

pitch of their voices can provide clarity to the sequencing of the story. Furthermore, the

reflective written entry in the students’ Individual Canadian Stories Portfolios will allow the

students to express how successful they felt with using the Random Sound Story technique

and what they found difficult about it.

Objectives: To expand the students specific storytelling and general speaking skills through:

Allowing the students to practice creating a story with a logical sequence of events.

Improving the students’ abilities to speak expressively with variations in the pitch of

their voice.

Understanding there is a great deal of variation within the flexibility of the human

voice that allows us to create numerous types of sound.


Drama:

Storytelling-General Speaking Skills-Develop the following vocal skills (Alberta

Education, 1985b, C.5):




UNIT PLAN 47

Storytelling- Specific Storytelling Skills: Develop and extend the ability to recall and

sequence events (Alberta Education, 1985b, C.6).

Social Studies:

Specific Outcome-Knowledge and Understanding-5.2.4: Examine, critically, ways of life

of the fur traders by exploring and reflecting upon the following questions and issues


o How are the stories of the Métis people, their culture and heritage rooted in the fur

trade? (Social Studies Strands/Processes- CC: Culture and Community, I: Identity,

and TCC: Time, Continuity, and Change).

o How do stories about ways of life in fur trade forts reflect the British influence in

Canada? (Social Studies Strands/ Processes- CC: Culture and Community, TCC:

Time, Continuity, and Change, and PADM: Power, Authority, and Decision Making).

Music:

Specific Outcome-Concepts-Element-Expression Outcome #5: The human voice has

different tonal qualities (Alberta Education, 1989, C.6).

HOW to Prepare

Materials/Equipment: Class Set of Our Land and People (2007) textbooks (Shields-

Ramsay & Ramsay), Individual Student Canadian Stories Portfolios, and 101 Drama Games

and Activities (*for teacher use only) (Farmer, 2007, p. 63).




UNIT PLAN 48

Preparation and Set-Up: Locate the class set of Our Land and People (2007) textbooks in

order to eliminate time at the beginning of the lesson getting organized. Have the Individual

Student Canadian Stories Portfolios accessible near the front of the classroom before

teaching the lesson so that the students can reflect upon today’s activities as soon as they

finish them.

Things to Consider:

I must be aware that some of the groups may struggle with selecting a story for the

Random Sound Story activity and as such it will be important for me to circulate

around the classroom during the story selection and the actual Random Sound Story

techniques processes in order to respond to any points of misconception or confusion

by the students.

Be aware of the groupings I choose when placing the students in their groups of four

because in an activity like the Random Sound Story that asks the students to be

creative in front of others, it is important for them to be able to work with people that

will not make fun of their ideas and that they work well with.

I must create a safe environment for the sharing of each group’s Random Sound

Story by telling the students to remember to be respectful of their classmates’

opinions and to celebrate the uniqueness in the ideas they generate.

I am aware that some of the students may have difficulty reflecting on the activities

of the lesson in a written format. Accordingly, it will be important for me to analyze

each student’s written reflection and follow-up with any students that expressed

concerns in their reflections and/or were not able to fully finish their reflections in

the time allotted.

UNIT PLAN 49

HOW to Teach

Introduction:

Explain Lesson Goals (1-2 minutes): I will explain to the students that the goal of

today’s lesson is to briefly review the history/stories of the early British fur traders and

Metis people that we learned about earlier in the year using a new drama technique called

a Random Sound Story as a way of expressing some of these stories. Using this technique

we will explore how we can use numerous variations in the pitch of our voices to create

and sequence stories about either the Metis people or the early British fur traders.

Work in a Group to Choose a Story (8-10 minutes): I will split the students into

groups of four at the beginning of the lesson. Once all of the students are in their groups,

they will be given approximately 8-10 minutes to use “Chapter 8: The Fur Trade” in their

Our Land and People (2007) textbooks (Pages 136-139 for the British fur traders or

Pages 145-149 for the Metis people) to select a story about either the British fur traders

or the Metis people that they think they could tell using only sounds and body actions. It

will be important for me to emphasize to the students that in order to make this task

manageable they should select a story about ONLY ONE of the two groups of people

(the Metis or the British fur traders).


Creation of Group Random Sound Stories (20-23 minutes): Once each group has

decided on a story about either the Metis or British fur traders, the students will use the

Random Sound Story drama technique to create a selection of random sounds that

represent some of the aspects of the story that the students wish to tell. I will give the

UNIT PLAN 50

students the following directions in order to make it clear how they are to use the

Random Sound Story process (Farmer, 2007, p. 63):

Now that you have selected your story, begin by brainstorming in your group the

sounds you can make to tell that story. Allow your ideas about sounds to flow freely

during the brainstorming as some sounds that seem extremely random at first can end

up being important parts of the story. You do not have to write down the sounds your

group brainstorms, but you can if you wish.

After you have brainstormed, decide on which sounds will be the most useful in

helping your group to tell your selected story. Decide on which members of the group

will make certain sounds, but make sure that all group members vocalize at least one

sound.

Next, agree on a way to organize the sounds into a logical sequence and practice this

sequence multiple times.

After practicing this sequence, you can add body actions to your story if you wish in

order to aid in the clarity/expression of the story.

The final step in the process is for each group to perform their story for the class. The

rest of the class (including the teacher) will try to guess what story the group was

trying to represent using the Random Sound Story technique.

Closure:

Reflecting/Responding in Student Portfolios (7-10 minutes): To close the lesson, the

students will respond to the following prompt in a short paragraph (5-7 sentences) in

their Individual Student Canadian Stories Portfolios:

UNIT PLAN 51

Can you describe how your group went about using the Random Sound

Story technique to express a story about the Metis or British fur traders?

Can you judge the most difficult part about only using sounds and actions

to tell your story?

WHERE to Go Next

Modifications: If the majority of students appear to be struggling with selecting a story from

the textbook in their groups, the teacher could alternatively have the whole class brainstorm a

few possible stories together before each group selects one.

Extensions: In a future lesson, the students could extend their use of the Random Sound

Story technique by developing their own original story about the Metis people or the British

fur traders using the knowledge/facts they know about both groups.




Portfolios in response to the prompt above.


the student explained how his or her group went about using the Random Sound Story

technique to express a story and whether or not the student articulated what he or she felt

was the most difficult part of using only sounds and actions to tell a story.

I will also informally observe all of the students during each learning activity to see whether

or not the students are participating and making an effort to work cooperatively in their

groups. In regards to effort and participation, I will pay especially close attention to how each

group works together in the creation and sequencing of their Random Sound Stories.

UNIT PLAN 52

Fully Developed Art Lesson Plan with Drama and Social Studies Connections

WHAT It Is

Activity name: Assume the Role of Design Artists for New France (Lesson #5 in Unit).

Brief description: Help the students to understand the idea that specific messages can be

conveyed visually through: Using the Mantle of the Expert drama process to assume the role

of design artists and create a bumper sticker in pairs that could be displayed by the coureurs

des bois or voyageurs on the side of their canoes in order to attract others to join the fur

trade in New France. A discussion of what makes bumper stickers effective, an analysis of a

bumper sticker, a Role on the Wall idea generation activity, and the sharing of all students’

bumper stickers will also be included.

Major curriculum subject focus: Art.

Secondary cross-curricular subject focuses: Social Studies and Drama.

Instructional intelligences: Bumper Sticker (Adaptive Schools Learning Structure),

Bloom’s Taxonomy, and Wait Time.

Multiple intelligences: Visual-Spatial, Verbal-Linguistic, and Interpersonal.

WHO It’s For




WHY This Activity?

Rationale: Often when teachers tell their students to pretend they are someone else, many

students will struggle because they do not understand how to fully immerse themselves in

the role. I have noticed throughout the school year that my Grade 5 students sometimes

UNIT PLAN 53

struggle with pretending to be other people because they do not feel that the experiences of

those people are in a relatable context that they can understand. I chose to use the Mantle of

the Expert drama process to have the students assume the role of design artists creating

bumper stickers as I feel it provides my class with an opportunity to assume the role of

another person in a context that actually relates to their funds of knowledge. The opportunity

to analyze the effectiveness of a bumper sticker as a class will provide a clear context for the

lesson because the students will be able to think about the variables that design artists have

to be aware of when designing bumper stickers. In addition, the Role on the Wall activity

will further aid the students in their quest to fully assume the role of design artists because

this activity will serve as a time of idea generation for facts about the coureurs des bois and

voyageurs of New France. Finally, all pairs of students can use some of the ideas they

generated in the Role on the Wall Activity in order to be design artists and create bumper

stickers that could be displayed by the coureurs des bois or voyageurs on the side of their

canoes in order to attract others to join the fur trade.

Objectives: To assume the role of design artists and come to understand how specific

messages can be expressed on a bumper sticker through:

Understanding the process of analyzing what makes artistic choices effective (i.e. colour

choices, images, words, etc.).

To work through the creation process of designing a product (bumper sticker) that is both

eye-catching and expresses a message symbolically.

To allow the students to take on the attitude and role of another person (design artist).

To develop empathy and understanding of others’ experiences (coureurs des bois or

voyageurs) through understanding what their lifestyles were like.

UNIT PLAN 54


Art:

Specific Outcome-Expression-Component 10(i)-Purpose #4: Students will Express a

Feeling or a Message-Concept B: Specific messages, beliefs and interests can be interpreted

visually, or symbolized (Alberta Education, 1985a, C.12).

Social Studies:


in New France by exploring and reflecting upon the following questions and issues:

o How do stories and legends of the coureurs des bois and voyageurs inform us about

Francophone history, culture and presence throughout Canada? (Alberta Education,

2007, Terms and Concepts section, p. 5)

Drama:

Specific Outcome-Dramatization-Develop Role-Playing Skills:

o Take on the attitude of another (Alberta Education, 1985b, C.6).

Specific Outcome-Storytelling- General Speaking Skills: Develop empathy through

experiencing thoughts and feelings of other people and other cultures, as expressed through

their stories (Alberta Education, 1985b, C.5).

HOW to Prepare

Materials/Equipment: Class Set of Voices of Canada: People, Places, and Possibilities

(2007) textbooks (Goodman, Harding, &Smith), SMART Board, Bumper Sticker Example

Picture (see How to Teach section of this lesson plan for the link), Whiteboard, Whiteboard

Markers, 10 Strips of Poster Board Paper, Markers, Pencil Crayons, and Learning through

Drama in the Primary Years (*for teacher use only) (Farmer, 2011, p. 25-28 & p. 34-36).

UNIT PLAN 55


space for pairs/partnership activities.

Time Required for Lesson: 90 minutes (Combine a 45 Minute Drama Period with a 45

Minute Art Period on the same day).

Preparation and Set-Up: Locate the bumper sticker example picture and load it on the

SMART Board before the class begins. Consider instructions to give to the students for

setting up the Mantle of the Expert context and the Role on the Wall coureurs des bois or

voyageurs idea generation activity. Have a plan in mind for placing students into

partnerships quickly and efficiently for the Bumper Stickers Creation Activity. Make sure to

pre-cut 10 strips of poster board so that students can begin designing/creating their bumper

stickers immediately as soon they receive their piece of paper.

Things to Consider:

Understand that some students may really struggle with creative thinking once they

have assumed the role of a design artist. This is why it is so important that the

Bumper Stickers Creation Activity is a pairs/partners activity because I can place

students together who have different strengths. For instance, I can place a student

who is extremely analytical and can quickly find the content knowledge with a

student who is more creative and can suggest the design/artistic aspects for the

project.

As a teacher, I must consistently circulate around during all learning activities in

order to respond to any points of confusion/misconception by the students.

UNIT PLAN 56

I must create a safe environment for discussion and/or sharing during all activities by

telling the students to remember to be respectful of their classmates’ opinions and to

celebrate the uniqueness in the ideas they generate.

HOW to Teach

Introduction:

Establish the Mantle of the Expert Context (2-3 Minutes): I will establish an engaging

context for the lesson by explaining to the students that today we will be working with a

drama process referred to as Mantle of the Expert. Mantle of the Expert asks us to

establish a problem and then imaginatively assume the roles of a team of experts in a

particular field in order to solve the problem (Farmer, 2011, p. 25-26). The field in which

we will pretend to be experts in is design artists who are working for the coureurs des

bois or voyageurs of New France to design bumper stickers that they could place on the

side of their canoes in order to attract others to join the fur trade in New France.

Establish Background Knowledge about Bumper Stickers (5-7 minutes): After

having established the context, I will ask the students to assume the role of design artists

immediately and ask them whether or not they have seen bumper stickers before in real

life. I will allow a few students to share examples of the bumper stickers they have seen.

Then I will show the students an example of the following bumper sticker on the SMART

Board and ask the students to look closely at it to decide what aspects of it are visually

appealing (Link: https://www.peaceproject.com/sites/default/files/imagecache/700wide-

500-high/SX22_HonorTeachers.png):

UNIT PLAN 57

Whole Class Analysis of the Bumper Sticker (5 minutes): After briefly viewing the

bumper sticker, I will lead a whole class discussion with the students about what they

think makes this bumper sticker effective. While it is my hope that numerous students

will really assume the role of design artists and volunteer suggestions of aspects that are

effective, if not I will use some of the following questions to guide the students in our

verbal discussion:

What purpose do you think this bumper sticker serves?

What part of the bumper sticker caught your eye when you first looked at it?

Is there anything to be said about the colour choices the artist chose to use?

Do you think there is anything that they artist could have done differently to make

this bumper sticker even more visually appealing?


Explain Today’s Project (1-2 minutes): After the students understand what a bumper

sticker is, I will relate this concept to the lives of the coureurs des bois and voyageurs by

telling the students that today they will work in pairs to create a bumper sticker that the

coureurs des bois or voyageurs could have placed on the side of their canoes to attract

others to join the fur trade in New France. I will then put the students in their pairs.

Review Content Knowledge about the Coureurs Des Bois and Voyageurs (5-10

minutes): As it has been a few months since the students learned facts about New

France, I will give the students approximately 5-10 minutes to review “Chapter 4: The

Canadian Shield” (Pages 104-107) in their Voices of Canada: People, Places, and

Possibilities (2007) textbooks in order to recall and discuss in their pairs what life was

like for the coureurs des bois and voyageurs in New France.

UNIT PLAN 58

Role on the Wall Activity (15-18 minutes): Once the students have had a few minutes

to reaffirm their knowledge, I will point to two silhouettes I have hand-drawn on the

whiteboard. In order to make a clear distinction between the two, I will draw one

silhouette of a coureurs des bois working in the woods and the other of a voyageur

canoeing. I will then explain to the students that they are now also going to use an

additional drama technique called Role on the Wall to generate some ideas about things

they could draw on their bumper stickers. I will tell the students that we will use the

following steps to complete the Role on the Wall activity:

As we already know, there are two silhouettes on the whiteboard.

Each partnership will think of a few words and/or phrases that they feel are important

descriptors of what life was like for the coureurs des bois and voyageurs in New

France. (Some descriptors could include transportation, living conditions, food

sources, allies/friends, etc.).

Then when each partnership is ready, they will come up to the whiteboard and write

their descriptive words and/or phrases on or around the silhouette that the fact

matches (for example, if a group decided that they wanted to write that the voyageurs

spent most of their time travelling in canoes, they would write this fact in or near the

voyageur silhouette).

Finally, as a whole class we can review the ideas generated in both silhouettes and the

students can then use some of these ideas in the creation of their bumper stickers in

the next activity.

Creation of a Bumper Sticker in Pairs (30 minutes): Next, I will give the students a

small strip of poster board and ask them to work in their pairs using markers and pencil

UNIT PLAN 59

crayons to create their bumper stickers. I will emphasize to the students the importance of

making their bumper stickers look visually appealing and eye-catching (i.e. conscious

choices of colours, images, words, etc.) so that they could hypothetically be placed on the

side of a canoe by the coureurs des bois or voyageurs to attract others to come join the fur

trade in New France.

Closure:

Sharing of Bumper Stickers with Class (15 minutes): To close the lesson, each

partnership will briefly explain to the rest of the class how their bumper sticker would be

a useful tool for the coureurs des bois or voyageurs to use on their canoes to attract

others to the fur trade. Still in the role of design artists during this activity, each pair will

also tell the class why they chose the colours, images, and words they did for their

bumper sticker.

WHERE to Go Next

Modifications: Students could be allowed to work in small groups (of between 3-5 people)

to generate ideas if they are having difficulty thinking of ideas during the Role on the Wall

drama activity.

Extensions: Ask one of the school’s administrators to come in and have the administrator

assume the role of either the coureurs des bois or voyageurs. Using the Mantle of the Expert

process, the students can continue in their roles as graphic designers and each pair can

develop a pitch to sell their bumper sticker to the administrator. The administrator (in role as

either a coureurs des bois or a voyageur) can then select which pair was able to give the most

convincing pitch to sell the bumper sticker to him or her.

UNIT PLAN 60


The children’s understanding of the objectives of the lesson will be documented through the

creation and completion of a bumper sticker for the coureurs des bois or voyageurs in pairs.

I will use an outcome-based marking rubric (see next page the rubric and its specific marking

categories) to formally assess the students’ understanding of assuming the role of a design

artist to create a bumper sticker that the coureurs des bois or voyageurs could have place on

the side of their canoes to attract others to join the fur trade in New France. I will write

anecdotal notes on the rubric for each of its categories.

I will also informally observe all of the students during each learning activity to see whether

or not the students are participating and making an effort to assume the role of design artists.

UNIT PLAN 61

Names of Students in Pair: ______________________ Total Score for Project: /9

Pairs Bumper Sticker Evaluation Rubric Level

Criteria

3

Exceeding

Standards

2

Approaching

Standards

1

Below Standards

The pair conveyed a

visual representation

of factual

information about

the coureurs des

bois or voyageurs in

their created bumper

sticker

The created bumper

sticker provides an

excellent visual

representation of

factual information about the coureurs des

bois or voyageurs and

there are no errors in

the accuracy of the

information

The created bumper

sticker provides a

satisfactory visual

representation of


bois or voyageurs but

there may be one or

two minor errors in

the accuracy of the

information

The created bumper

sticker provides an

unsatisfactory visual

representation of



there three or more

errors in the accuracy

of the information or

there may be no

factual information conveyed at all

The bumper sticker

is organized well

and it is visually

appealing to look at

The bumper sticker is

well organized and it

is visually appealing

to look at


reasonably

organized and it is



not organized and as

a result it is not


The pair

demonstrated the

ability to

communicate

information about

the artistic choices

they made in the

creation of their

bumper sticker to

the class

The pair was able to

clearly communicate information about the

artistic choices they

made to the class


vaguely

communicate information about the


made to the class

The pair was not able

to communicate any

information about the


made to the class

Comments:

UNIT PLAN 62

Fully Developed Drama Lesson Plan with Social Studies Connections

WHAT It Is

Activity name: Town Hall Meeting for the Late 1800s Chinese Immigrants (Lesson #7 in

Unit).

Brief description: Build students’ knowledge about the living and working conditions for

the late 1800s Chinese immigrants who worked to build the Canadian Pacific Railway

through: Using the Meetings drama technique in order to allow the students to assume the

role of Chinese immigrants and debate/argue in a town hall style setting why the Canadian

government should provide them with better living and working conditions. A RallyTable

cooperative learning structure will be used by the students to generate ideas about what life

was like for the Chinese immigrants. As well, a short reflection in each student’s Individual

Canadian Stories Portfolios will be completed to reflect on the importance of

characterization in telling other peoples stories.

Major curriculum subject focus: Drama.

Secondary cross-curricular subject focuses: Social Studies.

Instructional intelligences: RallyTable, Bloom’s Taxonomy, and Wait Time.

Multiple intelligences: Bodily-Kinesthetic, Verbal-Linguistic, Visual-Spatial, Interpersonal,

and Intrapersonal.

WHO It’s For




UNIT PLAN 63

WHY This Activity?

Rationale: Recognizing dramatic elements such as characterization, conflict, and the

environment in which scenes take place are three elements of drama that many students need

to practice in order to understand fully. I have noticed throughout the school year that many

of my students struggle with understanding the characterization of different characters

within a scene/story. I chose to use the Meetings drama technique as a whole class drama

activity because I believe it will allow all of the students to get hands-on experience

developing thorough understandings of characters, conflict, and scene environment.

Accordingly, the Social Studies context within this lesson will likely help many of the

students to remember more information about Canada’s Chinese immigrants in late 1800s

than any lecture or textbook reading ever could. In addition, the reflective written entry in

the students’ Individual Canadian Stories Portfolios will allow the students to express their

newly developed understanding of characterization and how assuming the roles of different

people can help us to understand their stories.

Objectives: To expand the students specific storytelling and general speaking skills through:

Taking on the attitude of another character (i.e. a Chinese immigrant, a representative

of the Canadian government, or a judge/arbitrator).

Practicing role playing within a whole group context in order to develop empathy

through experiencing and verbalizing the thoughts and feelings of the Chinese

immigrants.

Recognizing the importance of dramatic elements (i.e. characterization, conflict,

resolution, and environment) in a performance.

UNIT PLAN 64


Drama:

Specific Outcome-Storytelling-General Speaking Skills: Develop empathy through

experiencing thoughts and feelings of other people and other cultures, as expressed through

their stories (Alberta Education, 1985b, C.5).

Specific Outcome-Dramatization-Develop Role-Playing Skills (Alberta Education, 1985b,

C.6):



Specific Outcome-Dramatization-Recognize and Use Dramatic Form (Alberta Education,

1985b, C.6):

o Recognize dramatic elements; e.g., conflict, tension, resolution, characterization,

environment.

Social Studies:


of non-European immigrants by exploring and reflecting upon the following questions and


o How do stories of Chinese immigrants (i.e., railway workers) contribute to an

understanding of the development of Canada? (Social Studies Strands/Processes- CC:

Culture and Community, I: Identity, and TTC: Time, Continuity, and Change).

HOW to Prepare

Materials/Equipment: Class Set of Voices of Canada: People, Places, and Possibilities

(2007) Textbooks (Goodman, Harding, & Smith), 5 Sheets of Flipchart Paper (1 sheet per

UNIT PLAN 65

group), 5 Flipchart Markers (1 per group), Individual Student Canadian Stories Portfolios,

and Learning through Drama in the Primary Years (*for teacher use only) (Farmer, 2011, p.

37-38).




Preparation and Set-Up: Locate and set aside the flipchart paper and markers before the

lesson so that both are easily accessible during the introductory RallyTable activity.

Consider the order in which to give instructions for both the RallyTable cooperative learning

activity and the Meetings role playing drama activity in order to provide the students with

maximum clarity during both activities. Also, I must make sure that I am able to grab the

students’ attention and get them seated quickly when we go to perform the town hall

meeting because otherwise we will use valuable time that could be spent actually acting out

the process. Have the Individual Student Canadian Stories Portfolios accessible near the

front of the classroom before teaching the lesson so that the students can reflect upon

today’s activities as soon as they finish them.

Things to Consider:

I must be aware that some students will struggle with demonstrating their

understanding of characterization during the town hall style meeting activity. This is

why I feel it is so important for me to emphasize that there are multiple ways for the

students to express their understanding of the role they are playing because not

everyone is comfortable with speaking the thoughts of a character in a large group

setting.

UNIT PLAN 66

I will have to watch which students volunteer for certain collective roles during the

Meetings activity in order to ensure that the students who are in a group have not had

any difficulty working together in the past.

I must also create a safe environment for the sharing of the students’ ideas during the

whole class drama Meetings activity because otherwise the students will not try their

best to assume one of the collective roles.

HOW to Teach

Introduction:

Set Context for Lesson (1 minute): I will begin the lesson by explaining to the students

that today we will imagine we are Chinese immigrants in Canada working to build the

Canadian Pacific Railway in the late 1800s.

Re-establish/Refresh Prior Knowledge (5-8 minutes): I will place the students into

groups of four and ask them to use the RallyTable cooperative learning structure to

generate a short list of ideas on a piece of flipchart paper about what life was like

working on the railway for the Chinese immigrants back in the late 1800s. When

generating their lists the students should try to describe both the living conditions and

working conditions of the Chinese immigrants during the construction of the railway. I

will give the students the following instructions to help them successfully complete the

RallyTable activity:

Sit with the other three members of your group at a table or on the floor.

Each of your groups will be given one piece of flipchart paper and a marker.

UNIT PLAN 67

In your groups, begin by selecting one student who wishes to be the first person to

write an idea about the living and/or working conditions of the Chinese

immigrants.

Then after this initial group member has written his or her idea, pass the paper and

the marker to the next person in your group on the left.

After the person to which the flipchart paper and marker was passed has written

an idea, the paper and marker will once again be passed to the next person sitting

on the left.

The flipchart paper and marker will continue to get passed around and around

within your group and each time it is passed around, another idea will be added to

your group’s list.

At the end of 7 minutes, I will say “Time is up” and each of your groups will

quickly finish writing your last idea and then set the marker down by the flipchart

paper.

Finally, each of your groups will share your list of ideas with the rest of the class

and the whole class will briefly discuss the lists.

If necessary, you can refer to “Chapter 6: Cordillera Region: Life by the

Mountains” (Pages 170-171) in your Voices of Canada: People, Places, and

Possibilities (2007) textbook to get ideas for your list.


Whole Class Role Playing Town Hall Meeting (23-26 minutes): Next, I will tell the

students that as we talked about in our discussion, it was a difficult life for the Chinese

immigrants who worked to build the Canadian Pacific Railway because the living

UNIT PLAN 68

conditions and working conditions were so poor. Today as a class, we will use a drama

technique known as Meetings in order to allow us to assume the role of Chinese

immigrants and debate/argue in a town hall style setting why the Canadian government

should provide us with better living and working conditions. In order to allow the

students to be clear on how we will use the Meetings technique, I will give the students

the following directions (Farmer, 2011, p. 37-38):

This activity will be a whole class activity with each of us choosing to be one of three

types of collective roles. The three collective roles for this activity are the Chinese

immigrants, representatives of the Canadian government, and finally

judges/arbitrators. We will need approximately 3 people to volunteer to be

judges/arbitrators, 9 people to be representatives of the Canadian government, and 9

people to be Chinese immigrants. For the purposes of this activity I will be one of the

representatives of the Canadian government so that means only 8 more people will

need to volunteer for this role.

Once everyone has selected their collective role, you will meet with your group for

approximately 10 minutes and discuss how you can go about playing your role and/or

arguing your group’s case.

During this time, the 3 judges/arbitrators will also meet to discuss how they would

like the town hall meeting proceedings to go. For example, the judges must decide

which of the other two groups will be allowed to speak first. They also must decide

how they will go back and forth between the groups so that each group has an equal

opportunity to argue their points/speak.

UNIT PLAN 69

Once each group feels they have had a sufficient amount of time to understand how

they will play their role, the class will then try performing the scenario. The Chinese

immigrants will all sit together in chairs/desk on the right side of the classroom (town

hall) and the Canadian government representatives will sit on the left side. The three

judges will sit in chairs at the front of the classroom (town hall). We will follow

whatever discussion format the three judges have decided on.

It is important for each of us to try our best to assume the collective role we are

playing. It is not necessary for everyone in a collective role group to speak (although

you can if desired), but if you are not going to speak you must go about illustrating

your understanding of the role’s characterization in some way (for instance, if you are

a Chinese immigrant you might cheer loudly as another person argues your group’s

case).

Closure:

Reflecting/Responding in Student Portfolios (7-10 minutes): To close the lesson, the

students will respond to the following prompt in a short paragraph (5-7 sentences) in their

Individual Student Canadian Stories portfolios:

Can you argue how characterization and assuming the role of a character are

useful ways of helping us to understand other peoples’ stories? Justify your

answer.

WHERE to Go Next

Modifications: If the students struggle significantly with deciding how they should go about

playing their collective roles, the teacher could give the students additional time to practice

and the class could then perform the scenario during the next drama class.

UNIT PLAN 70

Extensions: If the students feel the lesson was successful and that they enjoyed it, the teacher

could arrange for the class to share their performance in front of another group of students,

other school staff members, and/or parents. A public sharing would provide a wonderful

opportunity for the students to express what they have learned about the stories of Canada’s

late 1800s Chinese immigrants.




Portfolios in response to the prompt above (see Closure section of this lesson plan).


the student argued and explained how characterization and assuming the role of a

character are useful ways of understanding another group of people’s stories.

I will also informally observe all of the students during each learning activity to see

whether or not the students are participating and making an effort to work cooperatively

together. In regards to effort and participation, I will pay especially close attention to how

each student works within his or her collective role group during the Meetings drama

activity.

UNIT PLAN 71

Appendix A:

“Pairs

Bumper

Sticker”

Rubric

UNIT PLAN 72

Names of Students in Pair: ______________________ Total Score for Project: /9

Pairs Bumper Sticker Evaluation Rubric Level

Criteria

3

Exceeding

Standards

2

Approaching

Standards

1

Below Standards

The pair conveyed a

visual representation

of factual

information about

the coureurs des

bois or voyageurs in

their created bumper

sticker

The created bumper

sticker provides an

excellent visual

representation of



there are no errors in

the accuracy of the

information

The created bumper

sticker provides a

satisfactory visual

representation of


bois or voyageurs but

there may be one or

two minor errors in

the accuracy of the

information

The created bumper

sticker provides an

unsatisfactory visual

representation of



there three or more

errors in the accuracy

of the information or

there may be no

factual information conveyed at all

The bumper sticker

is organized well

and it is visually



well organized and it

is visually appealing

to look at


reasonably

organized and it is



not organized and as

a result it is not


The pair

demonstrated the

ability to

communicate

information about

the artistic choices

they made in the

creation of their

bumper sticker to

the class


clearly communicate information about the


made to the class


vaguely

communicate information about the


made to the class

The pair was not able

to communicate any

information about the


made to the class

Comments:

UNIT PLAN 73

Appendix B:

“Becoming a

Part of

History”

Rubric

UNIT PLAN 74

Names of Student: ______________________ Total Score for Project: /9

Becoming a Part of History Evaluation Rubric Level

Criteria

3

Exceeding

Standards

2

Approaching

Standards

1

Below Standards

The student’s group

performed a skit

about one of the

groups that we have

studied within

Canada’s history

that demonstrated

understanding of

assuming the roles

of characters in

order to express

their thoughts and

feelings


performed a skit

about one of the

groups that we have

studied within

Canada’s history that

demonstrated

excellent

understanding of

assuming the roles of

characters in order to

express their thoughts

and feelings


performed a skit

about one of the

groups that we have

studied within


demonstrated

satisfactory

understanding of




and feelings


performed a skit

about one of the

groups that we have

studied within


demonstrated

unsatisfactory

understanding of




and feelings


completed a

storyboard planning

sheet that illustrates

evidence of careful

planning for the

different scenes

within the skit


completed a

storyboard planning


clear evidence of

careful planning for

the different scenes

within the skit


completed a

storyboard planning


some evidence of

planning for the

different scenes

within the skit


completed a

storyboard planning

sheet that illustrates a

lack of evidence of

planning for the

different scenes

within the skit

The student

completed a self-

reflection in his or

her portfolio that

communicated

information about

the process of

working within a

group to create the

skit (i.e. what went

well, what was

difficult, what was

your role within the

group?)

The student

completed a self-

reflection that

thoroughly

communicated

detailed information

about the process of

working within a

group to create the

skit

The student

completed a self-

reflection that

partially

communicated some

information about

the process of

working within a

group to create the

skit

The student

completed a self-

reflection that

vaguely

communicated information about

the process of

working within a

group to create the

skit or alternatively

the student did not

complete a self-

reflection

Comments:

UNIT PLAN 75

Appendix C:

Group

Storyboard

Sheet for Skit

Scenes

Planning

UNIT PLAN 76

UNIT PLAN 77

References

Alberta Education. (1985a). Art programs of study (elementary). Retrieved from

https://education.alberta.ca/media/312998/elemart.pdf

Alberta Education. (1985b). Drama programs of study (elementary). Retrieved from

http://www.education.alberta.ca/media/313001/elemdram.pdf

Alberta Education. (1989). Music programs of study (elementary). Retrieved from

https://education.alberta.ca/media/313004/elemusic.pdf

Alberta Education. (2007). Social studies programs of study (grade 5). Retrieved from

https://education.alberta.ca/media/773693/ss5.pdf

Alberta Education. (2013). Department of education ministerial order (#001/2013). Retrieved

from https://education.alberta.ca/media/6950988/mostudentlearning.pdf

Alberta Education. (2015). Guide to education ECS to grade 12 2015-2016. Retrieved from

https://education.alberta.ca/media/15225880/guide_to_ed_2015.pdf

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UNIT PLAN 78

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