Stephanies Ponytail
If you have wonderful memories of the book Stephanie's Ponytail by Robert Munsch, then stop reading right now. I am about to ruin those happy memories and take a sad adult spin on the book.
We ended up doing a drama presentation where we took a literary source of inspiration and determine what drama strategies we could use to help incorporate it in the classroom while integrating different areas of curriculum.
The book that we chose was Stephanie's Ponytail. We also wanted to do something a little different than all the other groups presenting, so we decided to incorporate the health and physical education curriculum into our presentation. We wanted to look at bullying and the effects that spreading a rumour can have.
We started off by using the machine to demonstrate how something can start off one way, but finish off looking completely different. I felt that this was a great way to demonstrate this concept. I didn't know how this specific strategy would work out because it is something that we had never explored as a class. It turned out to be such a great visual!
We also used rumours, where students will spread a rumour and they can change it, or combine two rumours that they heard; tableau, which has students freezing in a still image; voices in the head, where we got students to determine what others in the tableau were thinking; and thought-tapping, a strategy we can use to understand why students took the position they did.
In order to use all these strategies in the lesson, we handed out a few rumours which we had the students spread. After students heard the rumours, they were given roles and required to create a tableau depicting how they felt. We had other students guess who they were and what they might be feeling. Finally, we got individual students to explain their choices and who they were.
Our guiding theory for this presentation was the progressive education theory. This encourages students to take more of a hands on approach when it comes to their learning and for the teacher to act more as a facilitator than an instructor.
We made sure to plan effectively for different learning needs. We included in or presentation accommodations for visual impairments, hearing impairments, and a mobility impairment. Some of the accommodations included:
Visual Impairments:
We chose to do this lesson for a grade 3 class. It may seem like a bit of a deep topic, but I personally feel that it is something that needs to be addressed at an early age. We also took a fun and happy book and gave it a bit of a dark twist, but it's what worked. I think that using this type of lesson is a great way to incorporate health and physical education curriculum with drama.
For more information, check out the slideshow found below!
We ended up doing a drama presentation where we took a literary source of inspiration and determine what drama strategies we could use to help incorporate it in the classroom while integrating different areas of curriculum.
The book that we chose was Stephanie's Ponytail. We also wanted to do something a little different than all the other groups presenting, so we decided to incorporate the health and physical education curriculum into our presentation. We wanted to look at bullying and the effects that spreading a rumour can have.
We started off by using the machine to demonstrate how something can start off one way, but finish off looking completely different. I felt that this was a great way to demonstrate this concept. I didn't know how this specific strategy would work out because it is something that we had never explored as a class. It turned out to be such a great visual!
We also used rumours, where students will spread a rumour and they can change it, or combine two rumours that they heard; tableau, which has students freezing in a still image; voices in the head, where we got students to determine what others in the tableau were thinking; and thought-tapping, a strategy we can use to understand why students took the position they did.
In order to use all these strategies in the lesson, we handed out a few rumours which we had the students spread. After students heard the rumours, they were given roles and required to create a tableau depicting how they felt. We had other students guess who they were and what they might be feeling. Finally, we got individual students to explain their choices and who they were.
Our guiding theory for this presentation was the progressive education theory. This encourages students to take more of a hands on approach when it comes to their learning and for the teacher to act more as a facilitator than an instructor.
We made sure to plan effectively for different learning needs. We included in or presentation accommodations for visual impairments, hearing impairments, and a mobility impairment. Some of the accommodations included:
Visual Impairments:
- Use sounds in the machine strategy.
- Instructions will be given verbally as well as written.
- Large print will be used in any written instructions.
Hearing Impairments:
- Students will focus on the movement in the machine strategy, making movements large.
- Rumors will be written down and handed out to students.
- Instructions will be written as well as verbal.
Mobility:
- Ensure the students have enough room to move around the classroom.
- Students can sit in a circle to spread the rumour (one rumour at a time). Be cautious of materials on the ground, ensuring a clear floor space.
We chose to do this lesson for a grade 3 class. It may seem like a bit of a deep topic, but I personally feel that it is something that needs to be addressed at an early age. We also took a fun and happy book and gave it a bit of a dark twist, but it's what worked. I think that using this type of lesson is a great way to incorporate health and physical education curriculum with drama.
For more information, check out the slideshow found below!
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