- Prepare a skit showing social problems that most students can identify.
- Draft two students (not part of the class) to act out the skit.
- Prepare agenda chart
- Prepare 1-page handout with these prompts: What I just saw, My feelings about what I just saw are, My prediction is, and I want to change my prediction. (leave space after each heading.)
Materials
Lesson Procedure
1) Begin the lesson by reviewing the agenda for the lesson, using these or similar instructions: "You will observe part of a situation that could occur in the classroom or somewhere in the school building. You'll be asked to watch carefully and then quietly write down what you observed after the actors stop. This is not the time to share your thoughts with others, but to write them. I will direct you to begin writing when the skit ends. Remember that this is what you saw happen--there is no right or wrong answer."
2) The actors present the first half of the skit, setting up the situation but not showing how the conflict is resolved.
3) During the break in the action, ask students to write what they saw happen between the two actors in the "What I saw happen" section of the response handout.
4) Next, the teacher directs students to write about their feelings about what happened in the skit ("My feelings about what I just saw are" section). Students should continue to write without interacting with each other.
5) Students next complete the prediction section of the response sheet. Remind students that a prediction states what they think (or predict) will happen next. This is a good time to let students know that they will not share the prediction or feelings part of the assignment with others if they do not feel comfortable.
6) After giving children time to write their predictions, ask them to assemble themselves by Writer or Reader Circles, or pairs, to discuss what they saw.
7) Draw students' attention to the opportunity to practice Listening Skills. In their groups, they should allow one person to speak and then have another person paraphrase what s/he heard or saw.
8) After the children have shared, they should return to their seats. The teacher then says, "I heard several good discussions. This made me think about my prediction. Please take some time to read your prediction. Is there any part you'd like to change? If so, take this time to make those changes in the 'I want to change my prediction' section of your handout. You do not have to rewrite your whole prediction--only the part or parts you'd like to change.
9) After the children finish writing, ask them to focus on the actors again. This time the actors complete the skit.
10) When the skit ends, the class discusses the way or ways the actors solved the problem. Begin by asking students if they changed their predictions and how they felt about what they saw.
· Can someone retell what happened in the skit?
· What was the problem?
· Did the actors solve their problem?
· What are some other ways they might have solved their problem?
· If they weren't able to solve their problem, what else could they do? Are there other people at school or in our community who could help solve the problem?
11) Ask children to evaluate the lesson, telling whether it might help them solve a similar problem.
12) Collect response sheets.
Writers’ Circle:
As a follow-up activity, the writers in each circle write the first scene of a problem. Circles switch papers, and the new circle writes the concluding scene, providing a positive solution.
Debrief (checking for understanding)
Extension/Going Further
Comments/Instructor's Note
Submitted By
Joyce Smith, Laura Sackett, Ana Reyes, Barbara Jackson, Betty Slevin
School
Tuscan School
Training
Site
Other
Training Site
Submitted
By
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