1

Grade 2 Drama

Building A Classroom Community Through Character Education

Unit Overview
Context:

Summary:

In this unit, students explore through a variety of drama

strategies Character Education traits such as Kindness,
Empathy and Respect. Using a familiar tale, students will have
opportunities to make personal connections and build
comprehension in response to the story. As they explore these
traits the students will share personal experiences and make
connections to the classroom community and the world.

In this unit, students will participate in a variety of drama

activities that explore the Character Education traits of
Kindness, Respect, and Empathy. Students will tell personal
stories and use tableau and movement to represent these
stories and examples of these traits. Students and teacher will
engage in whole group role play to problem solve and explore
the perspectives of other characters to deepen their
understanding of kindness, friendship and helping others.

Overall Expectations

Unit Guiding Questions

B1. Creating and Presenting: apply the creative process to

dramatic play and process drama, using the elements and
conventions of drama to communicate feelings, ideas, and
stories

Why is it important to be kind to others?

How can I be kind and empathetic and respectful in my own
life?
How does working in drama help me to better understand these
traits?
How or to whom do I ask for help and support and kindness?

B2. Reflecting, Responding, and Analysing: apply the critical

analysis process to communicate feelings, ideas, and
Lesson Guiding Questions
understandings in response to a variety of drama works and
experiences
Lesson 1: Kindness
In what ways are we kind to others?
How might we demonstrate kindness?

Lesson 2: Kindness and Respect

How can we help others solve problems?
How does role playing help us to better understand kindness
and respect?

Lesson 3: Empathy
How does role playing help us to solve problems when
someone asks for help?
How do I better understand someone by empathizing with their
situation?

Lesson 4: Dramatizing a story about Kindness and

Respect
Why is co-operating with others important when dramatizing a
story?
How can I be respectful of my friends?

Lesson 5: Co-operation and Responsibility

What can I learn about the real world from doing drama?
How do we feel when we help others?
How do we encourage or convince others to be helpful?

Assessment and Evaluation: How will students demonstrate their learning?

Assessment Observation of students in discussion, both in whole group and pairs, to determine prior knowledge and
for Learning understanding of concepts.
Examine representation of ideas through art.
Assessment Check Point #1/Lesson 1
as Learning Anecdotal Observation and Side Coaching
Tableau Rubric

Check Point #2/Lesson 2

Anecdotal Observation and Side Coaching
Role-play rubric

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Check Point #3/Lesson 3

Anecdotal Observation and Side Coaching
Role Play Rubric

Check Point #4 /Lesson 4

Anecdotal Observation and Side Coaching
Tableau Rubric

Check Point #5 /Lesson 5

Anecdotal Observation and Side Coaching
Participation Checklist
Role-play Rubric
Assessment Culminating Performance Activity
of learning Students will be assessed at the end of each lesson using a variety of Rubrics and Checklists. Students will be
assessed at the end of the unit using the Checklist for Participation.

Unit Lessons: How will assessment and instruction be organized for learning?
Lesson 1

Kindness

Approx.
Duration 1
class=_55__
minutes
1 class

Students explore the Character Education trait of Kindness and relate it to their personal
experiences, classroom community and world. Students explore the convention of tableau, creating
an imaginary setting where examples of Kindness are shared. In tableau, students will focus on
being able to freeze on a signal, express ideas and feelings and use levels.
Lesson 2

Kindness and Respect

1 class

Students continue to explore Kindness and relate it to their personal experiences, classroom
community and world. They will demonstrate how to be respectful participants and audience
members through listening and responding to a story. The students will go into role to solve a
problem.
Lesson 3

Empathy

1 class

Students explore the Character Education trait of Empathy and relate it to their personal experiences,
classroom community and world. The students will explore the concept by playing a cooperative
game and engaging in a whole group role play. Out of role, students will brainstorm answers to key
questions and apply their ideas in role.
Lesson 4

Dramatizing a Story about Kindness and Respect

1 class

Students explore the Character Education trait of Responsibility and relate it to their personal
experiences, classroom community and world. The students will engage in tableau work, illustrating
chores that they can be responsible for in the classroom. Students will discuss their participation in
drama by completing a Star and a Wish activity.
Lesson 5

Co-operation and Responsibility

1 class

Students explore the Character Education trait of Perseverance and relate it to their personal
experiences, classroom community and world. Students will work through the creative process by
creating a structure from limited materials. They will discuss how they had to persevere to complete
the task. Finally they will create a "Helping Hands Mural" to express their learning about kindness,
respect, co-operation and empathy.
Total Classes 5 classes

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 1 - Kindness
Critical Learning

Guiding Questions

In this lesson, students will explore the Character Education trait of Kindness and
relate it to their personal experiences, classroom community and world. Students will
explore the convention of tableau by creating an imaginary setting where incidents of
Kindness are shared.

In what ways are we kind to others?

How might we demonstrate Kindness?
Do you know any stories of people being
kind?

Curriculum Expectations

Learning Goals

B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of the lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Demonstrate and recognize acts of
feelings, and gestures relevant to the role being played
kindness
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
Freeze and use levels in tableau
of role
Demonstrate the qualities of a
B2.1 express feelings and ideas about a drama experience or performance in a
respectful performer and audience
variety of ways, making personal connections to the characters and themes in the
member
story
B2.2 demonstrate an understanding of how the element of character/role is used in
shared classroom drama experiences and theatre to communicate meaning

Instructional Components
Readiness

Materials

Students need to have a positive classroom climate with pre-established classroom

routines, and should be familiar with demonstrating attentive listening, cooperation,
collaboration, problem solving, and questioning skills. They should have an
understanding of community and know that they belong to the school community.

Any board sponsored material that depicts

its unique approach to Character Education
(e.g. Character Matters)

Terminology
Character
Kindness
Community of Learners
Tableau
Levels
Frozen Statues
Group Sculpture

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Visual arts materials (paper, paints,

crayons, construction paper)
BLM#2 Tableau Rubric

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 1 - Kindness
Minds On

Approximately 15 minutes

Pause and Ponder

Whole Class > Review of Learning Goal

Post on chart paper the word Kindness. Prompt: Today we are going to explore what it
means to be kind. When/how are we kind to others? When/how are others kind to us?

Assessment for Learning (AfL)

Observe student engagement and
understanding during the discussion
of kindness. Use the tableau rubric
Whole Class > Brainstorm
(BLM #2) to assess understanding of
Display T chart with the following two headings: I am kind when... / Someone is kind to me tableau.
when...Invite students to share their response to each of the sentence stems. Record ideas
on the chart.
Assessment as Learning (AaL)
Use the class discussion and visual
Pairs > Personal Storytelling
art activity to encourage students to
Model the activity by telling a personal story of kindness (e.g. the time that I shovelled an
make connections between the
elderly neighbour's walk). Encourage students to share their stories of kindness with their concept of courage and their lives,
partners. Invite volunteers to share their stories with the whole class.
community and world.

Action!

Approximately 20 minutes

Whole Class > Images of Kindness

Invite students to walk about the room independently. Inform students that you will call out
different acts of kindness from the list. Tell students to make a frozen statue depicting each
act of kindness. Examples: walking the dog, cleaning your room, helping in the kitchen,
playing with your baby brother, etc.
Whole Class > Tableau > Wiggle Freeze
Explain the concept of tableau as a frozen picture that can be used to depict a story.
Explain the concept of low, medium and high levels when creating frozen pictures.
Introduce the game Wiggle Freeze. Invite students to walk around in a circle. On a signal,
the students must freeze in position. Next, have the children walk about the room again
and, on signal, call out the following directions:
Freeze and plant a seed (low level)
Freeze and smells the roses (medium level)
Freeze and reach for an apple from the tree (high level)
Small Group > Tableau of Stories of Kindness
Working in groups of three or four, students create a tableau to portray a kindness story.
Remind students to include everyone in the frozen picture. Remind students to use
different levels. Invite volunteers to show their tableaux to others. This activity can be
repeated with partners switching places in the tableau. Invite one half of the class to share
the tableaux and statues with the other half and switch.
Whole Class > Reflecting through Discussion
Following the sharing of the tableaux, students discuss the tableaux.
Key Questions for Discussion
What did you see in the picture?
Who was being kind?
What did you like about the tableaux?
What is kindness?
How do we know when someone is kind?
Why is it important to be kind?

Consolidation

Approximately 20 minutes

Individual > Pictures of Kindness

Have students create illustrations that tell stories of kindness. They may use ideas from the
chart or the tableaux they created for their pictures. Instruct students to create a title for the
piece.
Whole Class > Sharing
Post student artwork on the classroom wall and gather as a class community to share
work. Consider brainstorming words related to kindness (e.g. generous, helping,
caring,etc.) and posting them near the artwork for future reference.

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Differentiation DI
Flexible groupings throughout the
lesson. Opportunities for students to
use kinaesthetic and verbal modes of
expression are within the lesson.
Quick Tip
To activate prior experience,
encourage students to consider
stories of kindness between friends, in
families and with teachers.
Remind students to share stories that
they are comfortable sharing in public
and will not make them sad.
Link and Layer
Create a word wall of vocabulary
related to kindness to consolidate
learning and as an anchor chart for
future lessons.

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 2 - Kindness and Respect

Critical Learning

Guiding Questions

Students will continue to explore the Character Education trait of Kindness by

listening and responding to a story. Students will deepen their understanding of
caring, helping and friendship and work towards exploring other character education
traits such as respect and empathy.

In what ways can we show friendship? How

do you show kindness to a friend? How/
who do we ask for help?

Curriculum Expectations

Learning Goals

B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Demonstrate and appropriately
feelings, and gestures relevant to the role being played
acknowledge respectful behaviour
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
Role play to solve a problem
of role
Interpret a story using movement
B2.1 express feelings and ideas about a drama experience or performance in a
and sound
variety of ways, making personal connections to the characters and themes in the
story
B2.2 demonstrate an understanding of how the element of character/role is used in
shared classroom drama experiences and theatre to communicate meaning
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama participants and audience members

Instructional Components
Readiness

Materials

Students need to have a positive classroom climate with pre-established classroom

routines, and should be familiar with demonstrating attentive listening, cooperation,
collaboration, problem solving, and questioning skills. They should have an
understanding of community and know that they belong to the school community.

Any board sponsored material that depicts

its unique approach to Character Education
(e.g. Character Matters)

Terminology
Character Education
Respect
Gesture

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

CD Player
Instrumental Music
Chart paper and markers
BLM #1 Little Red Hen
BLM #3 Role Play Rubric

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 2 - Kindness and Respect

Minds On

Approximately 20 minutes

Pause and Ponder

Whole Class > Brainstorming

Tell students that they are going to listen to a story about helping others. Brainstorm a list
of people that they could go to in the school and/or community if they needed
help. Prompt: In what ways could each of these people help?

Assessment for Learning (AfL)

Observe students role playing and
problem solving, side coach small
groups creating improvisations.

Whole Class > Role Playing to Problem Solve

Tell the children that together we are going to work to solve problems. Teacher in role
explains that her kitten has climbed up the tree and can't get down. Encourage students to
give advice about who she should go to for help. What kind of help can they expect from
each person?

Assessment as Learning (AaL)

Use the class discussion and
brainstorming to encourage students
to think about kindness and respect in
their own lives and how kindness and
respect are important in the school
and the community.

Small group > Improvisation

Divide students into small groups to create a short improvisation illustrating how they could
save the kitten.
Differentiation (DI)
Use various size groupings to include
Approximately
20
minutes
Action!
all students. Allow students to
respond orally.
Whole Class > Making Predictions
Tell the children that you are going to read a story about friends helping or not helping
each other. The main character in the story is a hen. Ask students what kind of help a hen Have students present their
improvisations, or have students
might need and who might she ask to give her help.
create a tableau that comes to life on
a signal from the teacher.
Whole Class > Teacher Read Aloud
Read the beginning of the story Little Red Hen (BLM #1) and pause at the description of
the wheat. Invite the students to discuss the characters and the main problem in the story Use a tambourine or music to
enhance the movement.
at this point.

Quick Tip
Review the concept of whole group
role play and teacher in role with the
class. Together, create a checklist of
what a successful role play looks like
Instruct the students to move as wheat in the summer breeze, in a spring rainstorm, in the and use this list as an anchor chart
autumn wind. Invite students to add sound as they move i.e, add the sound of the wind and throughout the lesson.
the breeze and the sounds of the rain and storm as they continue to move.
Children may readily volunteer to help
the hen or not. Encourage children to
Whole Class > Transformations
Invite the students to become one of the Friends of the Red Hen (e.g. cat, dog or goose). justify their position.
On a clapping signal, tell students they are to transform into their selected animal. Instruct
Link and Layer
the students to move through the space as the animal in silence and freeze on a signal.
Incorporate math by displaying survey
Repeat and instruct students to find their family (other dogs, etc.) through sound.
results in a graph.
Teacher in Role > Problem solving: Will you help the Hen?
In the role of the farmer, approach each group and ask:
What is your job on the farm?
Are you going to help the hen?
How will you help the hen? Why not?
If you could help the hen, what would you do?
Whole class > Exploring Movement and Sound
Invite students to move to a space on the floor. Instruct students on a signal to grow from a
very tiny seed into wheat in 10 seconds and then back to a seed in 10 seconds. Repeat in
a 5 second time limit.

Consolidation

Approximately 15 minutes

Whole Group > Survey

Ask the students who are willing to help the hen to cut the wheat to raise their hands.
Record the number on a T chart. Ask the students who are not willing to help the hen to
raise their hands. Record the number on the T chart. Draw the students' attention to the
most popular vote.
Key Questions for Discussion
Given the results how should the Little Red Hen proceed?
How could she convince her friends to be kind to her and help with the wheat?

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 3 - Empathy
Critical Learning

Guiding Questions

Students will explore the concept of empathy by engaging in a whole group role play.
Out of role, they will brainstorm answers to key questions related to the role play.
They will debate and share their opinions. They will express their opinions verbally in
role and through a visual arts depiction.

How does role playing help us to solve

problems when someone asks for help?
How do I better understand someone to
empathize with their situation?

Curriculum Expectations

Learning Goals

B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Step into role and problem solve
feelings, and gestures relevant to the role being played
Develop a character and participate
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
in dramatic role play to make a
of role
decision
B2.1 express feelings and ideas about a drama experience or performance in a
Consider the feelings of another
variety of ways, making personal connections to the characters and themes in the
character and express their
story
understanding through role play and
B2.2 demonstrate an understanding of how the element of character/role is used in
art
shared classroom drama experiences and theatre to communicate meaning
Articulate what it means to
empathize with a character or
person

Instructional Components
Readiness

Materials

Students need to have a positive classroom climate with pre-established classroom

routines, and should be familiar with demonstrating attentive listening, cooperation,
collaboration, problem solving, and questioning skills. They should have an
understanding of community and know that they belong to the school community.

Any board sponsored material that depicts

their unique approach to Character
Education. (e.g. Character Matters)

Terminology
Empathy
Whole Group Role Play
Teacher in Role

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Newspapers
Visual arts materials (paper, paints,
crayons, construction paper)
Chart paper and markers
BLM #1 Little Red Hen
BLM #3 Role Play Rubric

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 3 - Empathy
Minds On

Approximately 10 minutes

Pause and Ponder

Whole Class > Island Game

Distribute sheets of newspaper throughout the open playing space. Explain the rules of the
game to the students. Have each student start by standing on the newspaper "island." Tell
students, they are to hop from island to island avoiding the shark infested waters. They can
only stay on one island for a few seconds but mainly they must continue to move. Each
time there is an empty island, take one island away. Eventually there will be many
students on only one or two pieces of paper. Encourage the students to help each other
and fit as many students as possible on an island.

Assessment for Learning (AfL)

Uses teacher observation and side
coaching during this activity.

Whole Class > Discussion

Gather students together to discuss the game.

Assessment of Learning
Use the Role Play Rubric (BLM #3)
to assess students' ability to focus
and sustain a role.

Assessment as Learning (AaL)

Use the class discussion and
reflection activities in the
Consolidation portion of the lesson to
gauge student understanding of the
Remind students of previous discussions about respect. Remind them to be respectful of
concept of empathy. Help students in
body contact when standing close together and emphasize the importance of cooperation. making connections between the role
play and real life situations in which
Play the game until there are only two islands left or students are not able to all fit on the
people are confronted with difficult
remaining paper. Stop the game as the stage is set for the role play.
situations.

Key Questions for Discussion

What did you like about the game? What didn't you like?
How did you help others? How did someone help you?
How does it feel to take care of our friends?
What might happen if we weren't respectful of each other when playing this game?

Action!

Differentiation (DI)
Encourage inclusiveness, ensuring
that children are conscious of all class
Approximately 30 minutes members' need to belong and be
accepted.

Whole Class > Teacher Read Aloud and Discussion

Read the story of The Little Red Hen (BLM#1) up to the moment where she decides
whether or not to share the bread with her friends. Invite the students to discuss the
pattern in the story. Ask the students: What problems did Hen have? Why didn't her friends
seem to want to help her? Why did they change their minds at the end of the story?

Quick Tip
In the whole group role-play as the
Little Red Hen challenge the students
to give reasons for their opinions and
consider a variety of possibilities i.e.
sharing of the bread with conditions
Small Group > Choral Reading
Arrange the students into three groups (i.e., dog, cat and goose). Display the words "Not I" for next time etc.
on a chart. Reread the story to the children. This time, however, groups join in to recite the
Teacher can display students' art
line "Not I!" each time their character says this. Instruct the students to change the line of
dialogue and the way they say it in unison. (Example: loudly, softly, in an angry voice, in a work and give students an opportunity
to discuss their interpretations and
happy voice etc.)
response.
Whole Class > Discussion
Draw the students attention to the end of the story when Hen asks, "Who will eat this lovely
piece of bread?" and each of the animals respond by saying "I will!" Students can discuss
why they think the animals changed their mind and agreed to help the Little Red Hen. Ask
the students: Should Hen let her friends eat the bread? Why or why not?
Whole Class > Teacher in Role
In role as The Little Red Hen, instruct the students to play the role of other animals on the
farm. Ask them for advice about what to do about sharing bread. Ask the students: Why do
you think they didn't want to help me? What would you do if you were me? Should I be kind
to them if they weren't kind to me? Should I share the bread with them or keep it for my
chicks? Students can work in role to share their opinions and to offer advice to Little Red
Hen.

Consolidation

Approximately 15 minutes

Whole Class > Survey

Survey the students to determine whether they think Hen should a) share the bread or b)
not share the bread. Record answers on a chart. Encourage the students to give reasons
for their choices.
Independent > Illustrating the story
Students create a drawing that would show the end of the story. Teacher Prompts: Will
Hen share her bread with everyone? What will the animals do if Hen does not share the

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

bread? Alternatively, some students may wish to create a drawing that shows the animals
now being kind to Little Red Hen. What could they do to show their understanding of how
she might feel?

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

10

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 4 - Dramatizing a Story About Kindness and Respect

Critical Learning

Guiding Questions

In this lesson, students explore the Character Education traits of respect and cooperation and responsibility to each other and the work as they build a play together.
The students engage in a co-operative learning/respect activity and deepen their
understanding of respect through the discussion. The students synthesize the story to
create tableau images following the dramatization.

Why is it important to co-operate with

others when dramatizing a story?
How can I show respect to others when
working in drama and in the classroom and
in my life?
How can I show respect for the performers
when I am in the audience?

Curriculum Expectations

Learning Goals

B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Retell a story
feelings, and gestures relevant to the role being played
Communicate various criteria and
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
examples of respect and
of role
responsibility
B2.1 express feelings and ideas about a drama experience or performance in a
Plan and perform a dramatization of
variety of ways, making personal connections to the characters and themes in the
a story
story
Express the main idea of a story
B2.2 demonstrate an understanding of how the element of character/role is used in
through tableau
shared classroom drama experiences and theatre to communicate meaning
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama participants and audience members

Instructional Components
Readiness

Materials

Students need to have a positive classroom climate with pre-established classroom

routines, and should be familiar with demonstrating attentive listening, cooperation,
collaboration, problem solving, and questioning skills. They should have an
understanding of community and know that they belong to the school community.

Any board sponsored material that depicts

its unique approach to Character Education
(e.g. Character Matters)

Terminology
Responsibility
Respect

A ball of yarn or string

Instrumental Music
CD Player
Chart paper and Markers
BLM #1 Little Red Hen
BLM #2 Tableau Rubric
BLM#4 Participation Rubric

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

11

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 4 - Dramatizing a Play about Kindness and Respect

Minds On

Approximately 15 minutes

Whole Group > Cooperative Learning Activity

Invite the class to sit in a large circle. Stand in the centre, holding a big ball of yarn. Model
by saying a student's name and ". . .I like how you help your friends with their Math" and
then, holding the end of the yarn, roll the ball of yarn to the student until he or she catches
it. The student in turn holds on to their piece of yarn and says "I like how you. . ." to
another classmate and rolls the ball again to another student. This repeats until there is a
huge spider web of respect and everyone has received and given the yarn at least once.
Whole Group > Discussion
Facilitate a discussion of how we demonstrate respect to our peers everyday.
Key Questions for Discussion:
What is respect?
How do we show respect in our classroom? School? Community?
Why is it important to show respect when we watch others do drama?
Does respect look different in different cultures?
Can you think of specific gestures that show respect (e.g. shaking hands, making eye
contact, bowing, removing your shoes when entering one's home, etc.)
What can we do if someone is not being respectful of others?

Action!

Pause and Ponder

Assessment for Learning (AfL)
Circulate during activities and gather
anecdotal observations based on the
students' contribution during the
various phases of the activity.
Encourage self and peer evaluation
through the Star and a Wish strategy.
Help students make connections
between the concept of responsibility
and their own lives.
Assessment as Learning (AaL)
Observe students' cooperative skills
as they prepare their dramatization.
Who is contributing ideas to the work?
How do the students help each other?
Use Participation Checklist (BLM #4).

Assessment of Learning (AoL)

Approximately 25 minutes Use BLM#2 to assess students
understanding of tableau.

Whole Group > Revisiting the Story

Review the story of The Little Red Hen (BLM #1). What was the pattern in the story?
What were some different problems that the Hen had? How did the problem get solved?
How did we choose to solve the problem in our drama?

Differentiation (DI)
By limiting students to one sentence,
each should be able to contribute one
part of the story. Students, however
can have the right to pass. Some
Whole Group > Retelling the Story
Students sit in a circle. Invite students to retell the story with each child contributing one or students may need assistance with
two sentences in sequential order. Begin by saying "Once there was a Little Red Hen who retelling in sequential order. Students
can write a reflection sentence or
lived with her chicks and friends cat, dog and goose." The student on the right continues
draw a response to the sentence
the story, until the story is complete.
stem.
Small group > Dramatizing the Story
In dramatizing the story, invite
Students work in groups of four or five to dramatize the story of The Little Red Hen. To
prepare for this activity, the students should decide on the role that they will take i.e. Hen, students to use objects and materials
in the room as props and costumes.
Dog, Cat, Goose. Some groups may wish to add a narrator to help tell the story. Invite
students to create a short play that retells the story of the Little Red Hen. Teacher
Quick Tip
Prompts: What will each of the characters do? What will each of the characters say?
To prepare for this activity, the class
Where will the story take place. Allow time for the students to rehearse the story.
can brainstorm ways that we can
show kindness and respect to our
Whole class > Sharing the Dramatization
friends. The concept of a compliment
One or more groups can volunteer to show their play to the rest of the class. Remind the
can be reinforced by providing models
students of their role as audience members to be respectful of other's work. After each
and / or examples.
presentation ask the students to tell the performing group what they like about their
presentation.
Remind students about the features of
a good tableau. How do levels help
Small group > Tableaux Stories
make a tableaux more interesting?
Invite each group to tell the story of The Little Red Hen in three frozen pictures. One
picture should show the beginning of the story, one the middle and one the end of the
story. Remind the students that they won't be speaking or moving in their tableaux scenes.
Allow time for the students to prepare their tableaux stories. If ready, groups can share
their work with others in the class.

Consolidation

Approximately 15 minutes

Whole Class > Reflection

The students can discuss what they enjoyed about the activity. Teacher Prompts: Do you
think you worked well with your friends as you prepared your play? Did you help others as
you dramatized the story together? When did you show kindness and respect to others?

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12

Whole Class > Wish and A Star

Invite the class to sit in a circle. Going around the circle, have each student share a Star or
a Wish for the drama lesson. A Star is something they enjoyed and a Wish is a suggestion
for the future, such as a change or improvement. Let students know they also have the
right to pass.
Independent > Writing a reflection
Students can complete the prompt "I showed respect today when..."

Council of Ontario Drama and Dance Educators

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13

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 5 - Co-operation and Responsibility

Critical Learning

Guiding Questions

In this lesson, students explore the Character Education traits of Co-operation and
Perseverance and relate it to their personal experiences, classroom community and
world. Students work through an activity that demonstrates perseverance. Students
respond to each others' work and express their understanding of the unit through the
Helping Hands Mural.

What can I learn about the world from

participating in drama?
What can I do in my life at home, at school,
in the community to be helpful?
How do we feel when we help others? How
do we encourage or convince others to be
helpful?

Curriculum Expectations

Learning Goals

B1.1 engage in dramatic play and role play, with a focus on exploring a variety of
At the end of this lesson, students will be
sources from diverse communities, times, and places
able to:
B1.2 demonstrate an understanding of the element of character by adopting thoughts,
Explain the qualities of a respectful
feelings, and gestures relevant to the role being played
audience member
B1.3 plan and shape dramatic play by building on the ideas of others, both in and out
Collaborate, solve a problem, and
of role
test out the solution
B2.1 express feelings and ideas about a drama experience or performance in a
Respond appropriately to others
variety of ways, making personal connections to the characters and themes in the
work
story
Consider how they are responsible
B2.2 demonstrate an understanding of how the element of character/role is used in
and caring people
shared classroom drama experiences and theatre to communicate meaning
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama participants and audience members

Instructional Components
Readiness

Materials

Lessons 1-4.

Any board sponsored material that depicts

its unique approach to Character Education
(e.g. Character Matters)

Terminology
Lessons 1-4.
Perseverance

Construction materials such as paper,

straws, scissors, tape, etc.
Materials for book making (paper, crayons,
etc.)
Story about friends and friendship
Appendix #1 Character Education
Bibliography
BLM # 5 Helping Hand Outline

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

14

Building a Classroom Community through Character Education

Grade 1 Drama

Lesson 5 - Co-operation and Responsibility

Minds On

Approximately 15 minutes

Whole Class > Gesture Circle

Students stand in a large circle with the teacher and play "follow the leader." Model a
gesture (e.g. touching your nose) and freeze it. Invite the student on the right to imitate the
gesture. One by one, each student to the right imitates the same gesture, and freezes it so
when the circle comes round to the teacher every one is in a frozen position. This repeats
with the next child to the right and continues until every child has been the leader.
Once students are familiar with this process, repeat the activity, adding the component of
music and low, medium and high levels learned in the previous lesson. Remind students of
respect for others by ensuring that the movement is seamless and cooperating when
someone takes over the lead.
Whole Class > Being an Audience
As a class, create a list of the qualities of respectful audience behaviour (e.g. facing the
performers, direct eye contact, attentive listening, applauding at the end, etc.) Teacher
Prompts: Why is it important to show respect when people perform for one another? How
can we show our respect when we perform for each other in class?

Pause and Ponder

Assessment for Learning (AfL)
Use modelling, observation and side
coaching to assist students when
creating their gesture circle. Use
observation and side coaching to
check student engagement and
understanding during discussions.
Assessment as Learning (AaL)
Observe students co-operative skills
and ability to collaborate as they build
the bridge. Side coach to assist them
and challenge them in the activity.
Differentiation (DI)
Allow students to work in various size
groups as needed.

Split the class in half and have one group perform a gesture circle while the other half of
the class models respectful audience behaviour. Then, switch so that both groups get to
perform and watch.

Action!

Quick Tips
This lesson could be done in
Approximately 30 minutes conjunction with older students e.g.
Learning Buddies.

Whole Class > Reading and Discussion

Read a story book about friendship and friends (see Appendix #1 Character Education
Bibliography for suggestions). As a class discuss how the characters in this story were
kind and respectful of one another. Teacher Prompts: How do we know that they were
friends? In what ways did these friends cooperate? How does this story compare to The
Little Red Hen?

Giving the student a time limit adds

tension to the perseverance activity.

This initiative could take place over a

three or four week period. Ensure that
each student in the class receives a
'helping hand' as the project unfolds.
Small Group > Building a Bridge
Form students into mixed ability groups of 3 or 4. Give each group a variety of construction Decide with the class whether it is the
teacher only who observes kind
materials (e.g. straws, paper clips, construction paper, tape, scissors etc.). Students, in
role as bridge builders, are to construct a bridge. Their goal is to have a toy car roll across behaviour, or can someone report a
the bridge. Members of the group are to work collaboratively to construct the bridge in ten kind deed that was done to them by
someone in the class.
minutes.
Whole Class > Role Play with Teacher in Role
Assume the teacher in role as the manager of a company coming to inspect the bridges.
Pose questions to the students about the bridge and the construction. After ten minutes,
have students try out their bridges to see if they in fact can roll the car across them.
Whole Class > Debrief
Out of role, discuss the experience with the class.
Key Questions for Discussion:
Did you work well with your friends?
How successful were you at respecting the ideas of others?
Did you have a chance to help your friends build parts of the bridge?
What character education traits did you demonstrate? (e.g. respect, responsibility, etc.)

Consolidation

Approximately 15 minutes

Whole class > Helping Hands Mural

Inform students that together the class is going to create a "Helping Hands" mural over a
period of time. Tell students that they are each going to be awarded a Helping Hand
(BLM#5) when you see them doing an act of kindness or respect. Students can review
some things that they can do or say to their friends that would show kindness or respect.
When awarded a 'helping hand', students can write or draw what they did to receive the
award.
For the helping hands give students a written prompt such as: I was kind when...

Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education

Have students decorate their "helping

hand."