The Arts Curriculum

Assignment #2 – Drama Unit of Work

Contents Page:

Drama Unit Plan Pg: 3

Drama Unit Plan Appendices Pg: 15

Mind Map Pg: 22

Detailed Lesson Plan #1 Pg: 23

Detailed Lesson Plan #2 Pg: 26

Drama Unit Planner

UNIT PLANNER: The Arts: Drama

UNIT/THEME/TOPIC: Bullying BAND: Arts YEAR LEVEL: 5

OVERVIEW OF THE UNIT:

This unit of work is designed to help students understand and deal with bullying. The unit is broken down into four separate components; understanding how to display emotions and feelings, verbal bullying, non-verbal bullying, and cyber bullying/rumour spreading. The unit begins by guiding students through how to display feeling and emotions through body and facial language. This will allow the students to better communicate throughout the rest of the unit of work. The second and third lessons use these body and facial movements to help the students to explore verbal and non-verbal bullying. They are encouraged to look at the bully and the victim as well as what bystanders may be able to do to calm and prevent the situation from happening again. In the final lesson the students will explore rumour spreading and cyber bullying. Rumour spreading will be experienced first hand by seeing how two different groups can start with the same story but yet wind up with a completely different ending. The cyber bullying will be addressed by watching the beginning of a clip on youtube by a boy who was cyber bullied. The students then need to make up a scenario depicting how they think they could best find a resolution to the problem

CLASS PROFILE / PRIOR KNOWLEDGE:

Students are studying bullying and the ‘say no to bullying’ program in the classroom.

They have already had discussions on what bullying feels like, sounds like, and looks like.

They have created posters on ‘say no to bullying’, and what should be done if you see bullying

As a part of their English component the students have written a story about a bullying incident and what happened to the victim and the bully.

Students are familiar with the Drama warm up exercises, as they have been used in previous lessons

They have used the tableau drama method before.

Essential Learnings focus:

Futures Identity Interdependence Thinking Communication

Key competencies focus: collecting, analysing, organising information;

communicating ideas and information; planning and organising activities;

o working with others in teams; o using mathematical ideas and techniques;

solving problems; o using technology.

Strand/s:

Arts Practice

Arts analysis & Response ˆ

Arts in Contexts ˆ

Key idea

“Students explore representations of real and imagined experiences. They create, plan or shape new and/or existing arts works to express ideas, feelings and events related to personal, social and environmental futures in local and global communities” [F] [Id] [T] [KC2] [KC3] [KC6]

N/A

N/A

Relevant Standard

Standard 3 Outcome 3“Uses thought, imagination, research and experimentation to create/re-create arts works within each arts form that convey meaning about issues within their community. [Id] [In] [T] [C] [KC1] [KC2]

Unit Outcome(s)

Conceptual (knowledge/understanding)

Students will be able to understand the deep emotional hurt that can be caused by bullying

Students will become aware of the many different varieties of bullying.

Students will become aware of techniques to disable, intervene, and stop bullying

Skills ( can do) Students will be able to

develop their problem solving skills

Students will be able to work well with others.

Students will be able to work productively by themselves.

Students will be able to think about the same thing in different ways

Affective (feel) Students will increase

their concept of self image

Students will deepen their

understanding about the emotions and strong feelings associated with bullying.

Weekly outline of lessons:

Week 1 – Lesson #1

Thinking about Emotions

Intro/Warm Up: Mirrors Students are asked to recall what they

discussed during their bullying looks like, feels like, sounds like lesson.QUESTIONING:

What does bullying feel like? How do you look when you feel this way? What are the different ways someone can

bully you?

They are then asked to undertake a mirrors activity

Students are paired up One student is a pineapple and the other is a

banana. The bananas are to think of one of the ‘feels

like’ words, that they have previously learnt. The banana is then to use non-verbal

movement to display this emotion to the pineapple.

They are reminded to think about facial, as well as body gestures.

The pineapple is to mirror this action. Then at the end attempt to guess the feeling. The bananas and pineapples then swap roles

Development: Key Questions Discuss with students that the focus of our

drama lesson today is on feelings that are associated with bullying .

How do we feel when other pick on us and call us names?

How can we tell someone is upset, scared, frightened without talking to them?

Teacher references and resources

Phillips, Gwen. (2009). The Arts Curriculum: EDUC 2008. Week 10 Workshop Notes. University of South Australia.

Development: Sculpting Now that students are relaxed and thinking

about bullying, they can be re-grouped on the carpet ready for the next stage of the lesson.

Explain that in this lesson we are going to mould each other into statues.

The rules are that they are not allowed to talk to each other, and that the directions to the person who is the ‘clay’ must be non-verbal, such as facial, pointing, demonstration, and gentle moving.

A point will be made to explain to the students that they are not to mould peers into embarrassing, uncomfortable, or inappropriate shapes.

Ask the students to pair up and spread out around the room.

One student in an apple and the other a strawberry

The strawberry is to be the ‘clay’ and the apple is the ‘sculptor’.

Instruct the apple to think of how someone might look if they have been bullied, think about body language, facial expressions, and the different levels that can be used

They may then ‘mould’ the ‘clay’ Once the class is done have the statues

freeze so that the sculptors may have a look at the different exhibitions.

Discuss/comment on the different ideas that can be seen, the different levels, facial expressions etc.

The clay and the sculptor and now to swap roles.

This time the sculptor is to think about what someone would look like if they were included, happy, and had friends. What would they be doing?? Think about face, body, and levels.

They may then mould their ‘clay’ Once done ask the sculptures to freeze so the

sculptors may have a look around the gallery. Discuss/comment on the different ideas that

can be seen etc.

Development: Group Sculpting In groups of 3 to 5, One student is to be the sculptor. This persons task is to think of a situation of

heightened emotions e.g: winning the lottery, fighting with a friend, family on a car trip fighting over the radio station etc.

They are then to sculpt the rest of their group to create a scene depicting this scenario.

If the students have trouble thinking of situations the teacher may whisper one into the sculptors ear.

Conclusion: One groups scene stays frozen, the other

groups unfreeze (but remember how they were frozen) and come to look at the frozen scene.

They must discuss what they think is happening and how they can tell this is happening.

One by one the other groups take up their scene again for critiquing.

Students are to fill out a self evaluation (Appendix F)

Week 2 – Lesson #2

Verbal Bullying: Name Calling and Teasing

Intro/Warm Up: Group Photo Divide students into groups of three or four Explain that in this warm up, the students

need to pretend they are posing for a photograph

The teacher will call out a scenario or subject and the students have a short period of time to organise a photo pose.

Teacher then walks around and takes pretend photos of the groups.

Then call out another scenario;o Family picnico A day at the beacho Out at a fancy restaurant for dinnero In the middle of a sports game (e.g.

soccer, netball etc)

Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CAo Activity #4 – Group

Photo

Rooyackers, P. (1998) 101

Give the groups a chance to have a quick look around the room after each photograph.

Also point out the differences in height/levels, facial expressions, and interactions in the photos etc

Development: Key Questions Discuss with students that the focus of our

drama lesson today is on verbal bullying such as name calling and teasing.

How do we feel when other pick on us and call us names?

Does verbal bullying hurt as much as being physically bullied? Why/why not?

How can we as a group of peers stop or intervene during verbal bullying?

Development: The First and Last Sentences This activity is adapted from Rooyackers, 101

Drama Games For Children. The task calls for groups to pick a card with a

beginning sentence on it, and a card with an ending sentence on it. (see appendix A)

The groups of students are then to work out what they think happened in the middle of their story. (based around verbal bullying)

The students are to think about intervention, what to do, and how to stop the cycle.

They are to then workshop their short play/ improvisations.

Conclusion: Students may then present their work to the

class The others students are to comment on what

they think is happening in their story, and what they liked about the scenes.

Question the students as to ‘why’ they said what the said

Students are to fill out a self evaluation (Appendix F)

Week 3 – Lesson #3

Non-Verbal Bullying: Physical Violence & Threatening Body Language

Drama Games For Children. Hunter House Inc. Publishers, CAo Activity #49 – The

First and Last Sentences

o Image: Appendix B

Accessed via the internet : www.gloucestershire.police.uk/sei/s/1976/5.gif

Music for the bullies: Track 2, ‘Massive Troop Movement’. From the CD:

Intro/Warm Up: Statues

Show students the stimulus image (appendix B).QUESTIONING;

How would this bully be walking? What kind of body language would he have? Would he be scurrying away like a mouse, or

strutting around like a cocky rooster? What would he be doing with his arms? Ask the students to pretend they are the

bully. Get them to walk around the room pretending

they are the bully in the school corridor. To get students thinking and imagining

better, a dark yet strong instrumental piece of music can be played (see resources list)

Now have the students imagine they are the victim of this bullying.QUESTIONING;

Are you walking fast of slow? Is your head held up high or down low? What does your body shape look like? Now ask the students to walk around the

room like they are the victim of constant physical bullying.

To get students thinking and imagining better, and slow sad instrumental piece of music can be played (see resources list)

The teacher may even interject at this point as the bully entering the room. To try and illicit a change of body language and fear from the students playing the victim.

Development: Key Questions What is physical bullying? How does it feel to be physically bullied? Does someone have the right to threaten our

property, safety, and well being? Why/Why not?

Is using threatening body language as bad as physically attacking someone? Why/Why not?

What kinds of body language is a victim of physical bullying likely to display?

Dramatic Music for Heroes and Spies

Music for the bullied:The Barber Violin Concerto: 2nd movement

Development: Improvisations Begin this lesson by having students

brainstorm the different things and activities we do each day at school.

Note these up on the board. For a sample of ideas see appendix C Next ask the students to make a second list of

different emotions we feel See appendix c for a sample. To prompt creativity ask some key

QUESTIONS; When playing in the yard how could physical

bullying create fear? When completing a maths task how could

physical bullying make someone feel embarrassment?

The students are to now in groups of 4 to 5 pick one of the activities and two of the emotions, to create a small role play about.

Give students time to discuss and practice.

Development: Tableau Next students are to create a tableau of their

improvisations Encourage students to think about symbolism

by using their body positions to portray the emotion itself, rather than simply showing a facial expression.

QUESTIONS; How can you show the concept of anger

without using an actual person with an angry expression?

How can you position your body, or just their arms, legs, or torsos in a way that conveys the feeling of anger to an audience?

Students need to create a beginning, middle, and end tableau.

Conclusion: Each group may now come up and present

their three stage tableau to the class. The others students are to comment on what

they think is happening in their story, and what they liked about the scenes.

Students are to fill out a self evaluation

(Appendix F)

Week 4 – Lesson #4

Cyber Bullying and Rumour Spreading

Intro/Warm Up: Chain Story Students are divided into two circles. The teacher begins the story;

“One hot sticky morning I woke up bright and early. I could not believe it was Monday morning again, I had had such a busy weekend!! One Saturday I had gone to my best friend Sally’s birthday party, it was at her house, and it was the very first sleepover party that we had been allowed to have. Everyone was there, including the new girl Sophie. She was a little bit strange this new girl, she did things a little different to me and the rest of my friends at school. I quickly got up, got dressed and had breakfast. I was in a hurry to get to school, my friends and I had so much to discuss from the party.”

Now one student from each circle continues on from the story.

This continues around the circle until each student has had two turns (or the story gets a little too crazy).

At the end of this exercise we can compare what happened in our story circles.

The aim here is to point out how differently stories can end up if we all just keep spreading rumours around.QUESTIONS;

Do you think Sophie would like the other children talking about how strange she was?

If someone told you a rumour or a story about someone how could you stop the spread of the rumour?

What kind of feelings might Sophie have been feeling?

Development: Students are shown a clip fro youtube. This

clip shows the story of a boy called Joe who

Youtube clip about Joe and his encounter with cyber bullying.

www.youtube.com/watch?v=fNumIY9D7uY

becomes the victim of cyber bullying. Show this clip up to the point where Joe uses

the video camera to record his story. Ask some stimulus questions to the class

Development: Key Questions What is cyber bullying? Who can be a victim of cyber bullying? How do you think Joe might feel because of

what has happened? What did you notice about the way Joe looked

from the start of the clip to the end of the clip?

Development: The students task is to hypothesis what might

happen in the end of the clip. They are to think about what could be done to

resolve the situation, and who might be involved in this.

Split the class up into groups of 6 students .(e.g characters Joe, bullies x2, mum, others)

In their groups the students need to discuss and workshop their ideal ending.

The teacher is to circulate the room to give advice and ask questions to help gain a deeper understanding from the students.

Conclusion: The groups may come up and present their

work to the class. The other students are to give feedback on

their use of levels, facial and body expression, and the quality and reality of their resolution.

Once all groups have performed the class may watch the actual ending.

It is important here that the teacher points out that cyber bullying is actually a crime and that as depicted in the clip the police can actually intervene and press charges against those partaking.

Students are to fill out a self evaluation (Appendix F)

Assessment strategies

Observation:This will be carried out during each lesson by the teacher. The teacher will use the observational recording sheet (Appendix D). This allows the teacher to note down any significant learning, comments from the student, or comments about their commitment, group work, or ability to contribute etc. These notes will be especially relevant when coming to evaluate each student on their progress throughout the unit of work,

Questioning:Throughout the lessons their will be teacher lead questioning and discussions. These discussions will allow the teacher to gain an insight intot he level of learning and understanding the students currently have. Notes of these questioning and discussion times may be recorded on the observational recording sheet for later reference.

Rubric:A rubric has been included as a form of assessment as it gives a quick overview of how each student went during the lesson. This rubric (Appendix E) has been created in such a way that it can be used for all of the drama lessons. This way at the end of the unit the teacher may compare each individuals performance throughout the unit. This would be highly beneficial when it came to reporting on the students progress or lack thereof.

Self Assessment:Self assessment is critical in drama as it allows the teacher to see how each individual student is coping and feeling in relation to understanding the work, contributing to the lesson, and feeling comfortable in the lesson. As such a self assessment sheet has been made (Appendix F) this self assessment sheet may be used by the teacher at the end of each lesson to gage the students perception of how they are going form lesson to lesson. Alternatively they may be used at sporadic intervals, or at the beginning and end of a unit of work to gage a starting and finishing point from the students perspective. My recommendation would be to complete the self assessment at the end of each lesson to gather a rich understanding of the students learning during this unit.

Evaluation of unit outcomes :

Indicators, students;

Know about the emotional upset that is caused by bullying

Were able to present a variety of bullying situations, along with suitable

resolutions

Showed respect for fellow peers opinions

Understand that we all react differently to each situation

Were able to work well both individually, in groups, and in pairs.

Have shared ideas and were able to workshop different ideas to problem solve skits

Have a deeper understanding of bullying and the angst that it brings to others

APPENDICES

Appendix AThe First and Last Sentences

Appendix BThreatening Body Language Picture

Appendix CActivity Sample Brainstorming

Appendix DObservational Recording Sheet

Appendix EAssessment Rubric

Appendix FSelf Assessment

Appendix A – The First and Last Sentences

Beginning Sentences

One fine sunny day I was walking down at the beach when I saw……..

On a cold winters day I was walking in the park when suddenly……….

“Hey you over there, what do you think you’re doing?”

“There is no way you can wear that to the party tonight!”

As I walked in through the gate I was excited and nervous that it was the first day of the new school year.

Ending Sentences

And that’s how we all become good friends

And do you know what no-one ever bothered me again

In the end I realised that people can get hurt by the things I say

I didn’t realise that I could make such a difference in someone’s life!!

Appendix B – Threatening Body Language Picture

Accessed via the internet 4 June 2009http: www.gloucestershire.police.uk/sei/s/1976/5.gif

Appendix C – Activity Sample Brainstorming

Brainstorming

A. Create a list of things that students do in school.

List A would include items such as:

play with friends study learn about current or past events create displays work in the library laugh hang out in the lunch room solve problems do experiments play games dance, sing, paint, or play instruments

read and write.

B. Brainstorm a list of feelings or emotions.

List B might include:

joy fear jealousy surprise boredom anger excitement embarrassment disappointment pride

happiness.

Accessed via the internet 4 June 2009-06-13http://www.sasked.gov.sk.ca/docs//artsed/g4arts_ed/drama/unit1.html

Appendix D – Observational Recording Sheet

Drama Task:________________________ Date:_____________________

Observational Recording Sheet

Name: Name:

Name: Name:

Name: Name:

Name: Name:

Name: Name:

Name: Name:

Name: Name:

Appendix E – Assessment Rubric

SCALE: 3 Highly Competent, 2 Shows understanding, 1 Needs Work N/A not applicable this lesson

Appendix F – Self Assessment

Name: _______________________________________ Date: ____________________

Drama Self Evaluation Sheet

How did I feel today??? Happy Sad Angry Scared Worried

(Please tick where you feel you were)

Speaking and Listening Hardly Ever Almost Always

1. Did I speak directly to others? _______________________________

2. Did I try to answer the questions? _______________________________

3. Did I show respect by not interrupting _______________________________

4. Did I explain my ideas clearly? _______________________________

5. Was I a good listener? _______________________________

Community Building

1.Did we build ideas together? _______________________________

2.Did I encourage and support others? _______________________________

3.Did I show tolerance of others? _______________________________

4.Did I take turns? _______________________________

What is one thing you found interesting or learnt today_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________Adapted from Murris, K., and Haynes, J. (2000)

Mind map - Related to bullying interrelated unit planner:

Bullying Brainstorm

Bullying

Arts Creating anti-bully

artwork to hang around the school

Using mosaics to create an anti-bully message on a school wall

Screen printing t-shirts with an anti-bully message for a school bully

Society and the Environment

Bullying. No Way! programAccessed via the internet http://www.bullyingnoway.com.au/

Create posters that outline the problems with bullying

English

Story Writing – write a story about a bullying incident and what happens to the bully and the victim

Bullying poems

Journal writing – from the perspective of a fictional character who has been bullied

Cross words and words searches from websitehttp://stopbullyingnow.hrsa.gov/kids/(these words then

Science

Study of the human brain

Health and Physical Education

Individual safety, personal space and the right to feel safe

Implement the “Protective Behaviour” program from website http://www.childsafetyaustralia.com.au/community/protective%20behaviours/protectivebehaviour.htm

Discuss and study group and community safety

Mathematics

Bullying cannot really be adapted into the curriculum area of mathematics

Detailed Lesson Plan #1 – Week 2, lesson 2

Expected Outcomes:

During this lesson the students will develop their understanding of verbal bullying such as name calling and teasing. Their ability to identify and interpret signs of verbal bullying will be explored through an exercise call ‘first and last sentences’, which is based around play building.

PROCEDURE

RESOURCES

Stage 1 - INTRODUCTION;

Today’s lesson is based around verbal bullying, to begin an activity will be used to loosen up the students and to enable them to feel comfortable in the drama environment.QUESTIONS;

How has been in a photograph before?

When do we take photographs? How do people look in photographs? How can we move our arms to make

us look different? How can we move our torso to show

a different emotion?

Divide students into groups of three or four

Explain that in this warm up, the students need to pretend they are posing for a photograph

The teacher will call out a scenario or subject and the students have a short period of time to organise a photo pose.

Teacher then walks around and takes pretend photos of the groups.

Then call out another scenario;o Family picnico A grumpy car tripo Winning the lottery

Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CAo Activity #4 –

Group Photo

o A day at the beacho Two teams at a cricket match,

one won, the other losto In the middle of a sports game

(e.g. soccer, netball etc) Give the groups a chance to have a

quick look around the room after each photograph.

Also point out the differences in height/levels, facial expressions, and interactions in the photos etc

Stage 2 - DEVELOPMENT;

Inform the students that their task will be asked to make a small play in this lesson about verbal abuse and name calling.

To stimulate thinking about verbal abuse and bullying begin with questioning

QUESTIONING: How do we feel when other pick on

us and call us names? Does verbal bullying hurt as much as

being physically bullied? Why/why not? How can we as a group of peers stop

or intervene during verbal bullying?

Explain that this task calls for groups to pick a card with a beginning sentence on it, and a card with an ending sentence on it.

The groups of students are then to work out what they think happened in the middle of their story. (based around verbal bullying)

Ask students to form groups of 3,4, or 5.

Each group is then allocated a beginning and ending sentence and sit in their group on the floor.

Rooyackers, P. (1998) 101 Drama Games For Children. Hunter House Inc. Publishers, CAo Activity #49 – The

First and Last Sentences

Beginning and ending sentences (Appendix A)

Stage 3 - PROBLEM SOLVING;

Before moving away to workshop ideas ask the students the following,

THINK ABOUT/QUESTIONING; Who are you in the play? Where is this scene taking place? Do the characters already know each

other? Is this the first time someone in the

play has been bullied? Is this an ongoing bullying problem? Who are the other people in the

play? What can they do to help the victim? What kind of body language does the

bully have? What kind of body language does the

victim have?

Now ask students to imagine, discuss, and hypothesise what they think may be happening in their scenario.

They are given time to work through a short play.

The teacher is to circulate to offer advice and to pose questions that will help focus and clarify the groups thinking

Stage 4 - PRESENTING AND REFLECTING;

Students may then present their work to the class.

Ask the other students; What is happening in this play? Who is the victim? Why is he being victimised? How did they resolve the situation? How else could a bystander have

intervened in a similar situation? How did you know X was the bully

even before he spoke? After all the groups have had a turn

Self evaluation sheet (Appendix F)

Drama Rubric (Appendix E)

Observational Recording Sheet (Appendix D)

presenting, ask students are to fill out a self evaluation

Throughout this task the teacher will have been carrying a clip board with an observation recording sheet, as well as a drama rubric

Detailed Lesson Plan #2 – Week 3, lesson 3

Expected Outcomes:

During this lesson the students will develop their understanding of non-verbal bullying such as physical violence and threatening body language. Their ability to identify and interpret signs of non-verbal bullying will be explored through moving to music, role-play, and tableau,

PROCEDURE

RESOURCES

Stage 1 - INTRODUCTION;

Show students the stimulus image (appendix b).QUESTIONING;

How would this bully be walking? What kind of body language

would he have? Would he be scurrying away like

a mouse, or strutting around like a cocky rooster?

What would he be doing with his arms?

The students are now going to walk around the class to music.

Their aim here is to get into the headspace of a bully. To walk and move like he/she would.

Get them to walk around the room pretending they are the bully in the school corridor.

Now have the students imagine they are the victim of this bullying.QUESTIONING;

Are you walking fast of slow? Is your head held up high or down

low? What does your body shape look

o Image: Appendix B

Accessed via the internet : www.gloucestershire.police.uk/sei/s/1976/5.gif

Music for the bullies: Track 2, ‘Massive Troop Movement’. From the CD: Dramatic Music for Heroes and Spies

Music for the bullied:The Barber Violin Concerto: 2nd movement

like? Now ask the students to walk

around the room like they are the victim of constant physical bullying.

To get students thinking and imagining better, and slow sad instrumental piece of music can be played (see resources list)

The teacher may even interject at this point as the bully entering the room. To try and illicit a change of body language and fear from the students playing the victim.

Stage 2 - DEVELOPMENT;

Inform the students that their task will be asked to make a small play in this lesson about non-verbal bullying

To stimulate thinking about non-verbal abuse and bullying begin with questioning\

QUESTIONING; What is physical bullying? How does it feel to be physically

bullied? Does someone have the right to

threaten our property, safety, and well being? Why/Why not?

Is using threatening body language as bad as physically attacking someone? Why/Why not?

What kinds of body language is a victim of physical bullying likely to display?

Begin this lesson by having students brainstorm the different things and activities we do each day at school.

Note these up on the board.

Whiteboard markers

Whiteboard

Sample Ideas; what activities we do at school, and emotions we feel (Appendix C)

Next ask the students to make a second list of different emotions we feel

See appendix c for a sample of these

The students are to now in groups of 4 or 5, pick one of the activities and two of the emotions, to create a small role play. This role-play is to include an incidence of non-verbal bullying

Give students time to discuss and practice.

Circulate the room to ask open-ended questions to help strengthen the students understanding

Stage 3 - PROBLEM SOLVING;

Now that the students have had time to develop a basic outline for their role-play, ask students to create a three scened tableau of their role-play.

Encourage students to think about symbolism by using their body positions to portray the emotion itself, rather than simply showing a facial expression.THINK ABOUT / QUESTIONS

How can you show the concept of anger without using an actual person with an angry expression?

How can you position your body, or just their arms, legs, or torsos in a way that conveys the feeling of anger to an audience?

Students need to create a beginning, middle, and end tableau.

Stage 4 - PRESENTING AND REFLECTING;

Each group may now come up and present their three stage tableau to the class.

The others students are to comment on what they think is happening in their story, and what they liked about the scenes.

QUESTIONING; Who is the bully? How do we know this person is

the bully Who is the victim, how do we

know this? Where was this scene set? What could you have done if

this situation was real?

Once these questions have been answered by the audience, turn the questions to the performers. Find out if the audiences guesses were correct or not.

After all the groups have had a turn presenting, ask students are to fill out a self evaluation

Throughout this task the teacher will have been carrying a clip board with an observation recording sheet, as well as a drama rubric

Self evaluation sheet (Appendix F)

Drama Rubric (Appendix E)

Observational Recording Sheet (Appendix D)