Creative Drama

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Process Drama from Text Lesson Plan:

The Pilgrims

Team names: Taylor Martinez, Rebekah Biggerstaff, and Maggie McCausland

I. Standards
A. Utah State Core Curriculum Standard(s) (both theatre and Social Studies)
Social Studies 5th grade:
Standard 1: Students will understand how the exploration and colonization of North America
transformed human history.
Objective 3: Distinguish between the rights and responsibilities held by different groups of
people during the colonial period.

Fine Arts:
Standard 5.T.P.1: Analyze the character, setting, and essential events (plot) in a story that make
up the dramatic structure and use choices to enhance the story in a drama/theatre work.
Standard 5.T.CR.2: Arrange the physical playing space to communicate mood, time, and locale.

B. Central Focus
Students will gain a deeper understanding about the trials that the pilgrims went through to get to the U.S. through process drama.
a. Unit Summative Assessment: Final discussion, students will share at least one thing that they
learned about the pilgrims and what they went through or how their view of pilgrims has changed.



II.   Intended Learning Outcomes
A. Lesson Objective: Students will understands and empathize the trials and journey that the pilgrims went through.

B. Learning Target/Indicator
a. Pre-assessment: Hold a class discussion on students stories of pilgrim ancestors and
previously learned information from class on pilgrims.
b. Ongoing Formative Assessment: Ask questions throughout the activity to be sure that the
students are understanding the concepts.
c. Final Formative Assessment (as needed): Students, in a group of 5 or 6, will write their
own poem or short story about pilgrims and have the rest of the class pantomime it as it’s read
out loud.

IV. Preparation
A. Teacher preparation.

a. Materials: Three Young Pilgrims by Cheryl Harness

 B. Academic Language

a. Language Function: predicting and cause and effect.

b. Language Demand:

i. Syntax: Students will recreate events similar to those the pilgrims experienced.

ii. Vocabulary: Pilgrims, Native Americans/Indians, Mayflower, Plymouth, voyage, and
immigrant.

iii. Discourse: Students will create their own stories based off of the pilgrims experiences and
then have the class perform them as they’re read aloud.

c. Language Support: Students will make predictions about the pilgrim life and analyze the
cause and effects of their voyage before and after.

 C. Technology Use and Purpose: Background music for when they are reenacting scenes from
the book and their stories.


D. Student preparation (if applicable): None required.



V. Instructional Procedures
(including differentiation)
1. Instructional model(s)
A. Warm up: Have students close their eyes and lay their head on their desk, as the teacher
describes a scenario of the voyage on the boat to the Americas. Have students say how they
might feel or what they would expect the passenger on the boat feels.

B. Process:
1.  Read and act: Teacher will read the first half of the book “Three Young Pilgrims” by Cheryl Harness and pause every few pages to have students act out a scene from the book. As the teacher pauses, the students will pantomime the previous scene when the teacher pauses.

2. Discussion: Discuss as a class the important points that they learned in the book. Discuss family stories or stories that they have heard about pilgrims. We will then discuss the different roles that the pilgrims played before the next activity.

 3. Create a colony: In groups of five or six, students will create their own colony. Each group will be given what their role is (farmer, hunter, fisherman, lawyer, religious leader, etc) to act out for the class. The teacher will pass out their pilgrimage role on a piece of paper, secretly so that the other students will have to guess what the other groups roles are. The group will decide how they will work together to act out their roles as the class guesses what their role is. After each group presents the class will be asked what the importance of that role in the community is.

 4. List of supplies: On their own, students will create a list of 10 supplies that they believe the pilgrims would have needed to make the voyage and start a new life. This will allow them to think critically about what they would want and need on their voyage over. Once everyone is done, have the students pick out the most important thing they would want to have. They will then act out that one object for the class. Once the class has guessed it, they will explain to us why they chose that object and how it will help them.
If there isn’t enough time to act them out then they will discuss as a table, or with a group of 4 to 5, what they chose for their most important item out of their list of 10 and why they thought it was the most important.

 5. List of conflicts: Students will choose two or three conflicts that pilgrims had experienced and talk about how they worked together. In their same group, they will write how they would resolve each of the conflicts. The teacher will provide an example for students to go off of. Afterwards, each group will come up with solutions and they will perform and act out how they would resolve the conflicts.

 6. Discussion: As a class we will discuss how to resolve conflict in that time and how they overcame hardships. We will discuss the hardships they went through.

7. Creating friendships: The teacher will read the last half of the book about the pilgrims and Native Americans forming a relationship. Half the class will be Native Americans and the other half are the pilgrims and they will reenact the story as read by the teacher.

 8. Discussion: As a class we will discuss the benefits that came from this new found friendship. Were there any negative effects?
How did everyone feel about it?

 9. Acting out poems/short stories: Students as a group will create their own poem or short story, about the pilgrims and have the rest of the class pantomime it as they read the poem, or short story, out loud.

 10. Discussion: As a class we will discuss what we learned about pilgrims and how the pilgrims may have felt before and after the voyage and creating a new life.
Did everyone feel the same?
Were they happy?

Drama Elements & Principles:



The basic elements of drama include characters in a setting and involved in one or more events that is shared with an audience. The principles of drama bring shape, power, clarity, and meaning to those interactions.

Elements:


Character
a person/animal/imaginary creature portrayed.

Setting
when and where the action takes place.

Story/Plot
the sequence of events or incidents .

Audience
the people who watch the performance; those for whom the performance is intended. This may include the participants.

Principles:

Focus
The concerns on which the dramatic activity is based. These might include the time, place, action, theme, idea, concept, or conflict being represented. Whatever the concerns or focus, they should be clear both to the participants and the audience (if there is one).

Tension
Tension in a dramatic activity that impels people to respond and take action. It can take the form of a conflict, a challenge, a surprise, a time restraint, or the suspense of not knowing. Tension works in a play to ensure the audience's desire to know what will happen.

Contrast
Contrast is the dynamic use of such opposites as movement/stillness, sound/silence, and light/darkness in any dramatic activity.

Symbol
A symbol is something that stands for or represents something else. Drama itself is the symbolic or metaphoric representation of human experience. Within dramatic activity, links can be made between the concrete experiences of those involved and abstract ideas and themes. Thus, an idea or object can hold several layers of both individual and collective meaning.

Form
Dramatic activity may take various forms including improvisation, playmaking, process drams, readers’ theatre, theatre, etc. and the form it takes depends on the goals of those leading/participating in the activity.


Theatre Games:

MY NAME IS ____ AND I'M  
     Students stand in a circle, a volunteer steps forward and states his/her name and an adjective that describes him/herself using some type of physical movement. The person next to them states that person's name, gives the adjective and move and then states his/her own name, does his/her own move and adjective. Repeat this around the circle, building as you go. Next person will repeat the first two, etc. The last person in the circle will be required to do all the names, adjectives, and moves.



WHO STARTED THE MOTION?
     While you are giving the directions for this game model appropriate movement with your arms and hands, and have all students reflect your motions. End by asking them to raise their hand if they understand while raising your own (causing them to follow). As one person to volunteer to be "it." They either leave the room or close their eyes or turn their back on the group. Select one person to be the leader who starts the motion. The rest of the group reflect that movement. "It" goes to the center of the group and tries to see who changes the motion to a different pattern. The person who "changes" the motion should do so when "it" isn't looking. Give everyone a chance to be it or the leader if possible.
MIRRORS
     Have students work in pairs. Have each pair decide who is person A and person B. Ask one of them to begin the movement as the pair stands facing each other. The other follows or Mirrors, the movements. The idea is not to fool each other, but to become a unit moving together. On signal, the other partner takes over the movement. Eventually, you should not be able to tell who is leading.

MACHINES I
     Begin with a discussion of the characteristics of machines.Next, have the students form groups of 4-6 people. Each group will have two minutes to create a machine found in or around a specified location (house, farm, etc.) Each group member must be a moving part of the machine with a unique movement and sound. Have each group present their machine using “on” and “off” to begin and end the machine movement. Have the other students identify the machine.

MACHINES II
     Begin with one person who starts a repeating action with an appropriate sound. Other students add on to the machine as they think of a way to make the machine more complete. Side coach students to use a variety of levels and shapes, and add on to all sides of the machine. Repeat, focusing on different criteria (e.g. include at least 3 diagonal and 4 horizontal lines, or only 3 parts of the machine can have two feet on the floor).

STORY AS ONE
     Have all students sit in a circle and have one person begin telling a story with all other students verbally mirroring the story with the teller. Side coach them to tell with the teller rather than after. Discuss how to make this work - “What does the teller need to do?” “What do the followers need to do?”

ALPHABET STORY
     Have all students sit in a circle. One person will begin telling a story by telling the first sentence of a story beginning the story with a word that begins with the letter A. The next person follows with a sentence that begins with B. Continue around the circle with each person using the next letter of the alphabet. Side coach students to keep the story line consistent and build to a logical climax and resolution.

IN THE MANNER OF THE ADVERB
     Have all students sit in a circle. Ask on person to volunteer to leave the room. The group will choose an adverb to have the person figure out. The volunteer will come back in to the room and choose 3-4 people to do something (go shopping, to the dentist, etc.) “In the manner of the Adverb”.
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