Lesson Plan: Role Play Strategy

Lesson Plan using Role Play Strategy

Subject: English Literature

Topic: Characterization

Strands of Language Arts to be employed : reading, writing, listening, speaking

Duration: 80 minutes

Objectives: Students should be able to:

1.     Use role-play to deduce the rules that govern all relationships/ families

2.     From the role-play students are to deduce the consequences for breaking rules

3.     Recognise the importance of effective communication by identifying the reasons for the miscommunication between Margaret and her father, Mr. Cruickshank

4.      Clearly state  possible methods for resolving conflict with family members

Lesson context:

Instructional strategies

To be employed: role-play, guided questions

Materials/media: basic props (hats, scarf etc), text: Harriet’s Daughter, journals, slips of paper in plastic bag

Introduction: Scenario: ‘you have come home late on a school night without informing your parents. Upon arrival, your parents ask for an explanation’.

Procedures:

1.     Students will form groups of three

2.     Students will be given the guidelines for developing their role-play. In the guideline students will be given the instructions to plan their role-play. Students have 5 minutes to prepare their presentations

3.     Students will dip for the order of the presentations

4.     Students will perform their role play within a three minute duration

5.     Students will be instructed to take notes during each presentations paying particular attention to the problem, the causes of the problem, how each person (parent and child) behaved and the solution to the problem

6.     As a class students will engage in a guided discussion based on the points identified in step 5, immediately after their performances

7.     Students will then be instructed to turn to the section in the novel where Margaret is confronted by her father after her late arrival from school

8.     Students will read the section aloud.

9.     The teacher  will pause at strategic points to ask students questions such as

Ÿ  What would you have done if you were Margaret?

Ÿ  Why do you think Margaret saw nothing wrong with her behaviour?

Ÿ  Why do you think Margaret’s father was upset?

Ÿ  How else do you think Margaret’s father could have dealt with the situation?

Ÿ  How do think Margaret felt after her father’s scolding?

Ÿ  If you were Margaret would you have continued her behaviour?

Ÿ  Have you ever been in a situation similar to Margaret’s?

Ÿ  What was your reaction?

Ÿ  How did you feel upsetting your parents?

Conclusion: Students will be asked to write a letter in their journals addressed to the character Margaret/ father expressing their feelings about their reactions in the situation. They must focus on the problem, how the problem was handled and the appropriateness of the strategy used to deal with the problem.

Evaluation: Students’ performances and journals will be assessed with the use of a rubric.

Strategies for Integrating Literature into other subjects/classroom: Paired Reading, Reader's Theatre, Literature Circles

Paired Reading:
I remember growing up at about the age of 7, my cousin and I used to play a game we called "MISTAKE". We would read aloud to each other and listen while following in the book for any errors the other made, e.g. making the right pause when there was a comma or and period e.ct. or pronouncing a word correctly.  Every time one made an error the other would claim MISTAKE! and it became the other's turn. Looking back it was really fun especially for someone who would hardly engage in any type of reading. Little did I know that that was an actually strategy incorporated in innocent childhood play. According to Carsch and Cortazi, "this is one of the strategies which is potentially useful for encouraging thinking through speaking and writing in the course of developing reading comprehension of texts in any area of the curriculum". This strategy allows for student pairs to read aloud to each other. This allows for:

•  students to improve on their fluency; less fluent readers are able to reread a passage for better understanding without having to keep the rest of the class behind or feel embarrassed. Fluency also increases comprehension.
• provides student with a more comfortable environment for reading and responding to text/information
• it also provides for student-student scaffolding ; as this strategy caters for more fluent readers to pair up with less fluent readers (mixed ability/development), the stronger assisting the weaker .
• improves students listening , and speaking skills through voice tone, articulation and word pronunciation.

The most important benefit here is that this strategy can be applied in any subject area. Moyer, 2009, attest that mathematical tools such as reasoning and problem solving can be sharpened through reading and writing process. Teachers are able to use real life episodes from authentic texts to formulate problem solving questions
 In much the same as it does in Social studies. For example mapping requires students analyse, decode clues(which may be words, symbols ...)  and make connections between them. Using a short story such and Harriet's daughter with the underground railroad, student pairs can design a map of their own incorporating the key principles/elements learned in social-studies mapping. In addition, students are also able to reflect on their roles in society and the effects and responsibility of the actions/inaction's of theirs and others on the affairs of the world.




Readers' Theatre:  this is a great way to integrate literature into other disciplines such as history, science, social- studies, geography and much more. As student reader takes centre stage he or she is able to bring to live the script (an excerpt from text..) through voice (tone, articulation, pronunciation, word usage) and bodily/facial expression.  Through this integration of reading practice and performance, students are able to:

• read with a purpose
•  enhance their' reading skills and boost self confidence 
• be actively involved According to Susan  Finney, a retired educator and author who gives seminars about improving reading instruction. "It's hard for a child to be a passive observer when you have a script in your hands."
• be more motivated especially those reluctant readers and provides fluent readers the opportunity to explore genre and characterization
• realise the importance of " not what you say, but how you say it" and the impact it has on delivering and receiving/interpreting the intended message.(effective, efficient communication skills)

Literature Circles:

Through small group discussions, students are able to share their ideas, opinions, feelings about a particular passage, or story. Such discussion may range from discussions about characters, events, writer's craft, the setting, as well as comparing and contrasting of their own personal experiences in relation to each other and the text. This type of discussion generates higher order thinking, constructive criticism, building on  their knowledge and understanding as they construct meaning and respond to text which could take the form of journals, art&craft presentations and so forth. Literature circles also accommodates for greater collaboration among students. Which is a plus for any class regardless of subject area. When there is that synergy much more can be accomplished. Benefits of this strategy; it is:

• Guided primarily by student insights and question
• Structured for student independence, responsibility, and ownership
• Flexible and fluid; never look the same twice

Because of this students centered nature, students are more apt to reading and writing through will and interest as opposed to it being mandatory. Wherever students feel empowered and respected, they will perform (that is quality performance)

How Do We Use Literature Based Approach in the Classroom

In using this Literature Based Approach for teaching English or other subject areas for that matter, there are many factors that must be well thought of, planned for and organized to ensure the effectiveness and effeciency of its use and intended purpose.

• students level of deveopment and learning needs; recognising that students develop at different rates and learn differently. A knowledge of this will aid teachers in the next step of

• Selecting the appropriate text/material that is reflective and respectful of students interest, cultural background, socio-economic status. Teachers should include a variety of books in order to provide students with a rich, meaningful reading experience. These books could be of the same author, across genres, or thematically bonded.

• ensure that students are given suffiecient opportunities to respond to text in a variety of ways that not only suits their personality as a means of empowering students but futher develops their literacy skills of reading and writing simultaneously. This also helps the teacher and students clarify any misconceptions that may arrive and redirect students on the correct thought path as it relates to the text.

• while the teacher may expose students to more complex text to help generate critical thinking, he/she must be careful not to go too complex. Exposing students to new and widerange vocabulary is good but not when it detracts from the essence of the story and repels rather than stimulates students interest.
• ensure sufficient and quality scaffolding. reading aloud and providing students with writing materials

• provides students with a model of the language (grammar, pronunciation, articulation, word usage)

• teachers can also share their own experiences with students, become a "teacher in role" as an active-interactive participant. Students enjoy hearing their teachers stories and it further stimulates interests

• encourage debates and role play where students become a particular character which could either be from the text or may well be the author of those texts. Such activities require students to do research (whether through reading or actual interviews) , categorise and organize information, therebey developing higher order thinking skills.

• through inferential reading students recognise and underline unfamiliar words and may use the dictionary or context clues to derive meaning. Identifying key terms and words/phrase can also help students make predictions and inferences about the story

• use effective questioning to guide students into better organizing ideas and opinions for better understanding. REMEMBER:

Be CREATIVE but INTENTIONAL!!!

http://www.jstor.org/pss/20200371

Literature Based Approach

 simply put, Literature-based approach is means of using literature as the basis for classroom instruction; it takes into account that literature is not just "reading", but is a wealth of experiences to be shared and appreciated by those involved, especially the developing young reader.  It makes use of authors original narrative and expository writings as the core of experiences to support children in developing literacy. As teachers and former literature students, we know all too well that literature has not always been and continues not to be a subject of choice for the very reason that it has been taught through a strong reading base. Realising that this has left our students more disillusioned about the subject, there is call for teachers to use more innovative, meaningful methods/activities to enable students to see the benefits/value of literature. By using original narrative and expository writings as the core for experiences to support children in developing litearcy in conjunction with authentic activities such as "talking" (sharing) about the book after reading , and making connections to real life experiences, childrena and adults are better able and willing to develop literacy skills of reading, writing and thinking (Wells, 1990) (Tunell & Jacobs, 1989).
This can be achieved through a variety of ways:

• Thematic Instruction/Organization: this consists of a series of learning experiences that zoom in on a particular theme, topic or unit, genre or author; which consists of specific learning outcomes for students.Through this approach  students are able to build on prior knowledge to construct meaning. (Anderson & Pearson, 1984)students are also able to make connections and transfer learning. It also provides students with a model for developing reading and writing skills; because they ar exposed to a particular theme or topic for a length of time, then they are well exposed to sufficient examples to help them produce better quality structured writings.(Marzano, 1991)
• Responding to Literature: unlike the traditional approach to teaching literature through basal readers, and asking students rote questions about what happened in the text, students are provided with the opportunity to respond to the text in ways that are more "natural" and meaningful to them; example: discussion, journal entries, drama, listening logs, portfolios and even blogs. Not only does this tap into their creative nature, but it also respects their individuality, By developing this intimate relationship with the text  and its authentic, believable characters students are exposed to multiple cultures and principles able to draw from each others experiences , viewing issues from different perspectives which could promote more tolerance among students in and out of the classroom.

In the end the role of teacher here is to plan thoroughly, selecting themes that both valuable and appropriate for students; help students to activate prior knowledge and link it with those in the text and very important , provide students with scaffolding (Martinez & Roser, 1991). In combination these will do well to instil in students an appreciation and respect for literature as a wealth of pleasurable experiences.
http://www.eduplace.com/rdg/res/literacy/lit_ins1.html
http://www.teflplace.com/?p=470
http://findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619409/

The Role of Literature in the Caribbean

 For far too long Literature like the other creative arts of Theatre and Visual Arts have been disregarded as not having a suitable place in prepare our young adults for the transition of school life into the world of work. From since then, Liteature and its advocates have fought against such claims in demand for its well-deserved place in the realm of  the so-called 'important' subjects. We talk about preparing our students for the world of work, placing emphasis on Mathematics and Science subjects which only does good for basic transactions and to some extent making and measuring the outsomes of predictions. But in order to do this such skills as analyzing, effectively communicating, good interpersonal skills,identifying key terms, prhases, words and concepts, making interpretations and connections to past and present situations are more than necessary, they are paramount to their(i.e. the subject areas) understanding and reasoning and successful attempt; all of which are specifically and sensitively targeted and nurtured through the Literature experience. I believe that the injustice we do to our students and to Literature is that :

1. we treat literature in isolation to other subjects and spheres of life.
2. we bombard our students with importance of reading without realising that reading is an art and like all other art forms it requires the acquiring and developing of certain skills through which greater appreciation is harboured.
3. our schools fail to create a reading/literature friendly environment
4. we focus extensively on preparing our students for jobs rather than life skills.

Because of its inquiry base literature can successfully be integrated into other subject areas such as Math, Science, Social Studies etc. Using a situation from a literature text in problemsolving Mathematics helps not only to make the problem more appealing and authentic but through this thematic instruction (Restrepo, 1988) students are more likely to remember issues from the text and appreciate its revelance in the instances where such connection would never have been thought possible. Through literature we are able to encounter different cultures and traditions, live in the homes of many families topics that are prime in Social Studies. Can't a students write about his/her journey along the river banks of the Nile? (Geography) Also through the integration of Drama/Theatre/Music students rediscover what it is to be human (Karabas and Leinwein, 1985). Because our students are self-centred at this stage of their lives, showing repsect and understanding for their feelings and situations (personal) and young but powerful reasoning minds, will motivate them to become active listeners if not active readers and writers at best.  By integrating Literature with mainstream English students are better able to make realistic sense of metaphors and other literary devices that commanded respect for the life and craft of the write as well as the surrounding events that add to life's journey (Herz,1996). The use of both the standard form of language and the vernacular students feel a sense of belonging and comfort while simultaneously recognizing and appreciating the importance of understanding the place of use of each.
Quoting the words of H.I.M. Emperor of Ethiopia :
Humanity by nature is gifted to think freely, but in order that his free thought should lead him to the goal of liberty and independence, his way of thinking must be shaped by the process of education. That Education develops the intellect; and the intellect distinguishes man from other creatures. It is education that enables man to harness nature and utilize her resources for the well-being and improvement of his life.Therefore, education in general, and higher education in particular, must aim to provide, beyond the physical, food for the intellect and soul. That education which ignores man's intrinsic nature, and neglects his intellect and reasoning power can not be considered true education.”
Let us therefore make this educational experience a wholistic one for both students and teachers; a meaningful experience that subscribes not only to the mind, and pockets but to the soul-self.

Hey comrads this is a link for YA Literature. I also forgot to state that having these text (Annie John and Harriet's Daughter) written from the perspective of the adolescent was one of the most effective techniques as it was not only subjective but it helped to highlight the importance of the affective nature of literature that is so often ignored.
http://www.learningpt.org/pdfs/literacy/young.pdf

Characteristics of Adolescent Literature: A Reflection

We all know that the adolescent stage of our lives can be the most challenging and confusing, forcing us to display acts of rebellion while at the same time assume the armour of defense against a world of copious unknowns. Yet it was these very unknowns that trigger our curiosity to take risks; the risks of challenging authority, establishing new relationships, ending and re-establishing new ones; the risk of venturing into the once deemed impossible just to prove it possible, from the I am not to the I am, from I can't to I can. The risk of recognizing that once you accept the universe as being something expanding form nothing which is something,  wearing stripes with plaid is nothing .(Albert Einstein).However,  as we move from  adolescence into adulthood, somehow the need/ understanding to satisfy such curiosty become submerged into merky waters, leaving us isolated from today's youth.But we must realise that the life of today's adolescents pose no difference (with the exception of time - this techno./information era) which heavily influence their perceptions of self and the wider society.Even then it is factors like these, coupled with our own adolescent experiences that should inform us of  the type of text our which our young adults are most likely to gravitate towards. Texts such as Marlene Philip's Harriet's Daughter, Annie John,  A Cloud with a Silver Lining,Sam Selvon's A Brighter Sun, Old Story and even and Scarlet Letter are in my view suitable for adolscent literature.
One of the characteristics of adolescent literature is the relativeness of the story to the reader; how well can  students relate to the characters in the story; are the issues explored by the writer relevant/similar to issues/experiences encountered by the reader . Understanding and relating to authority, co-oping with the dregs of puberty and seeking for identity of sexuality and self are all common threads among adolescents regardless of age, race, sex. Such themes are explored vividly in Harriet's Daughter as Magrete grapples her identity preferring the name "Harriet" which comes with a rich history over "Magrete" to which she seemed to have no connection other than that of her grandmother's name. I was able to identify with this since at the time of reading this book I was also gravitating toward cultural consciousness of self and was intrigued by our rich history of  Kingship and unparallel struggles of slaverya and the Rastafari movement, wanting to be a freedom fighter like the Great Harriet Tubman. Her night visions we also shared (I didn't have the exact visions but I had mine anyway).Added to this it was her father's mother; the father she just couldn't seem to understand much less get along with referring to him as a Male Chauvernist Pig and repeatedly stating: I just don't understand grown ups, they say one thing and do another. While I didn't see my father as a chauvernist pig, our relationship was no bed of roses either, as I often thought of him as ignorant and in some cases selfish, cold heart. Sometimes I still don't (LOL!)  The issue of friendship was also highlighted indicating how at the adolescent stage we seem more committed to our friends than to our families, that we would even lie to our parents to aid our friends. And sibling rivalry, how can we escape this; constantly at heads with her sister Joanne who was also grappling with her self identity in relation to the opposite sex and the in-fashion trend. As Herna rightfully said such issues are also pertinent in Jamaica Kincaid's Annie John where she also battles with her  distant relationship with her mother and explores her sexuality through her newly found friendship. As often these books were set in the Caribbean making it even more authentic and believable.
I didn't know it then, but upon refelction and with my new gained knowledge, the text choices made by my teachers was no coincidence but was carefully and skilfully planned. As a former student of an all-girls school texts such as Annie John, Harriet's daughter, A Brighter Sun and even Scarlet letter with its puritan setting couldn't have been a better choice to help us through these trying times in our lives. The simplicity and directness of the language also did justice to the novels; short but detailed chapters leaving a hint and spark of curiosity for the events of the next had us chapters ahead of time and continously engaged in discussion.   In all I would recommend any of these aforementioned text for developing literature skills and appreciation among our young adults.