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Table of Contents

Introduct ion: The Magic Circle of Drama 1-13

Part One: Fourth Grade

Uni t 1 : Us ing Mime, Puppets and the Imaginat ionTo Develop L i teracy 14-42

Uni t 2 : The Colon ia l Exper ience: Giv ing Voice to Everyday People in Amer ican His tory 43-104

Uni t 3 : Basket Moon: Creat ing an Or ig ina l Story Based on a Book 105-134

Uni t 4 : Learn ing Lenape Cul ture through Tel l ing, Wr i t ing, and Stag ing Stor ies 135-164

Part Two: Fi fth Grade

Uni t 5 : Ta l l Ta les: Learn ing to Create Charactersand Imaginat ive Stor ies 165-188

Uni t 6 : Anc ient Egypt : Explor ing the L ives and Cul ture of the Ancient Egypt ians 189-226

Uni t 7 : Anc ient Greece: Breath ing L i fe in to Anc ient Greek Mythology 227-262

Uni t 8 : Rumpels t i l tsk in : Us ing Process Drama toExtend a Story 263-290

Uni t 9 : Anc ient Rome: Explor ing the Aeneid,a Roman Myth 291-340

Results of the Project 341-348

Using Mime, Puppets and the Imagination To Develop Literacy

Uni t 1 : Using Mime, Puppets and the Imaginat ion

To Develop Li teracy

Unit 1Using Mime, Puppets and the Imaginat ion

Mime and s tory te l l ing are among the most anc ientforms of communicat ion known to our spec ies. Inth is , the f i rs t un i t in our handbook, we draw uponthese anc ient forms to open up the s tudents ’ imag-inat ions, chal lenging them to par t ic ipate in the creat ion of a s tory.

Mime, puppetry and improv isat ion funct ion as power fu l incent ives for the s tudents to not on lyinvent s tor ies, but a lso to l is ten more at tent ive ly toothers and ga in conf idence in publ ic speaking.

This un i t bu i lds f rom wordplay and sentence cons t ruc t ion to s to rymak ing and sc r ip t wr i t i ng ,which cu lminate in an improv ised puppet p r e s e n -ta t ion created and per formed by the s tudents .

This ser ies of lessons uses ro le drama to examine var ious conf l ic ts f rom mul t ip le perspect ives dur ing cr i t ica l moments inAmer ican Colon ia l h is tory. In a ser ies of h is tor ica l scenar ios,characters are faced wi th d i f f icu l t cho ices to make: a youngindentured servant on the Mayf lower must dec ide how to handle the ensuing rebel l ion that leads to the Mayf lowerCompact ; a fa ther and son debate the mer i ts o f loya l ty to thecrown vs. the ca l l to rebel l ion; a Lenape t r ibe must choosewhom to s ide wi th in the midst o f the Amer ican Revolut ion; ayoung Amer ican so ld ier, f ight ing in the darkest moments of theWar for Independence, overcome the hardships of what looksto be a lost cause. In the f ina l lesson p lan, a s lave rebel l ionpresents a tanta l iz ing oppor tun i ty for a brother and s is ter toweigh the cost o f f reedom against the danger invo lved toachieve i t .

Giving Voice to Everyday People in American History

Unit 2The Colonial Experience

Uni t 3 : Basket Moon


Unit 3Basket MoonCreat ing an Or ig ina l StoryBased on a Book



In th is un i t , s tudents work at develop ing a new story

based on the book Basket Moon by Mary Lyn Ray (L i t t le ,

Brown, & Co. , Boston, 1999) .

The lesson p lans capture an awareness and apprec ia t ion

of the va lue of t rad i t ion and fami ly that is expressed so

wel l in the or ig ina l s tory. As members of a fami ly p lan-

n ing a reunion in the Catsk i l l area of New York State,

s tudents dev ise a p lan to he lp the i r great Aunt Hannah

keep her ancest ra l home in the mounta ins.

Unit 4Learning Lenape Culture through Telling,

Writing, and Staging Stories

Lenape Tales

In th is un i t , s tudents wi l l engagethemselves wi th three Lenape*ta les. They wi l l have the oppor tun i -ty to turn two of the s tor ies in topuppet presentat ions; the secondinto a s tory te l l ing per formance.

By develop ing scr ip ts , c reat ingscenery for them,and being ab le to te l l the s tor ies, the s tudents wi l l learn factua l in format ion about Lenape cu l ture.

These lessons he lp s tudents develop concentrat ion, cooperat ion,ora l communicat ion, wr i t ing andresearch sk i l ls .

Through th is process, not on ly wi l l s tudents successfu l ly learn about the Lenape Nat ive-Amer ican cu l ture, but they wi l l a lso par take in var ious theat r ica l ro les - - wr i ter,actor, d i rector, scenic des igner, per former,and audience member.

* Please note: In this unit the tribe will be designated either as Lenape or Leni Lenape

Al low approx imate ly 15-20 minutes for the s tudents to wr i te . Whenthey are f in ished they can proof read the i r work by shar ing i t w i th apar tner.

6. Scenerymaking

Give each s tudent a sheet o f whi te paper (8 ½” x 11”) . Ask them i fthey know what “scenery” is and g ive some examples f rom p lays ormovies they may have seen. Have them bra instorm some th ingsthat would appear in the background for each of the s tor ies. I f necessary, create an example on the board. Inv i te them to des ignwi th penc i l and crayons a scene that they can use as a backdropfor the i r puppet show. Expla in that they are creat ing e lements ofthe scenery. Hang each scenery e lement on a s t r ip o f b lack con-st ruct ion paper. (see be low)

148.Lesson 2: Making Our Puppets and Scenery

U n i t 4 : L e n a p e T a l e s

Learning to Create Characters and Imaginative Stories

Unit 5Tal l Ta les

In th is un i t , s tudents wi l l enr ich the i r imaginat ions. F i rs t , theywi l l have the oppor tun i ty to hear a ser ies of Ta l l Ta les; thencreate a f ic t ional character ; and f ina l ly, they wi l l te l l and wr i tethe i r own imaginat ive s tor ies.

This ser ies of workshops enables s tudents to improve the i r l is ten ing and wr i t ing sk i l ls and ga in conf idence in speaking inf ront o f an audience.

Lesson 1Story te l l ing Games

Students Wil l Be Able To: Improve the i r l is ten ing sk i l ls and ga in conf idence in speaking by p lay ing a s tory te l l ing game.Enhance the i r ab i l i ty to develop imaginat ion by reca l l ing a momentf rom a s tory te l l ing game and drawing a p ic ture of i t . Ident i fy the too ls o f an actor by par t ic ipat ing in a movement and concentrat ion exerc ise.

Mater ia ls Needed: Blank p ieces of drawing paper

Sett ing the Context

1. Act ing Tools and Ski l ls

Teacher: In our lesson today, we are go ing to learn some of the sk i l ls that actors use to do drama.

Wri te on the board the words: body, vo ice, imaginat ion, concentrat ion, and cooperat ion.

168.Lesson 1: Story te l l ing Games

Unit 5: Tall Tales

The fo l lowing too ls and sk i l ls o f act ing are expla ined and pract icedat the beginn ing of th is workshop to set a tone of ser iousness and focus.

The tools are:Awareness of bodyAwareness of vo ice

The ski l ls are:Develop ing imaginat ionDevelop ing concentrat ionDevelop ing cooperat ion

You might want to begin by p lay ing some form of qu ie t re f lec t ive music in the background that can cont inue throughout the exerc ise.

Demonstrate and then lead the s tudents in the fo l lowing exerc ise:

Teacher: Fol low a long as I g ive d i rect ions.

Please s tand wi th your feet shoulder length apar t .

Take a deep breath and then gent ly exhale as you bend

your knees and reach down to touch your toes.

Rise s lowly as you inhale and gu ide your hands up a long

the s ide of your body. Be in cont ro l o f your body as you

s t ra ighten up. Wi th your arms extended, exhale and re lax.


Unit 5: Tall Tales

Guide your hands to the throat area and take another qu ie t

breath. Th is he lps us to remember the need to be in cont ro l

o f our voices .

Now guide your f ingers to your temples, s top and c lose

your eyes. Th is wi l l he lp you to remember the need to use

our imaginat ions. Visual ize someth ing that makes you happy

and hold that image in your mind for severa l seconds as you

breathe deeply and re lax.

Open your eyes and s t re tch your arms s t ra ight in to the a i r,

f ingers po in t ing to the ce i l ing. Gaze over the heads of your

c lassmates and f ind an ob ject to focus on. Th is wi l l he lp you

to s t rengthen your abi l i ty to concentrate .

Final ly, s lowly lower your arms out to the s ides and po in t

them st ra ight out f rom your shoulders l ike wings on an a i r

p lane. Th is is the symbol for cooperat ion and shows that

you are ready to work wi th the group. Now, s- l -o-w- l -y le t

your arms come down to your s ide.

As the c lass does th is las t par t o f the exerc ise, the s tudents should be s tanding i f poss ib le in a group c i rc le , so that they can l ight ly p lace the i r hands on the shoulders o f the i r c lassmates s tanding to the le ft and r ight .

Teacher : In addi t ion to the act ing sk i l ls and too ls we wi l l be work ing on becoming bet ter s torymakers, s tory presenters and at tent ive audience members.


Unit 5: Tall Tales

Exploring the Lives and Cultureof the Ancient Egyptians

Ancient Egypt

Unit 6

They wi l l a lso understand how d i f ferent soc ia lc lasses such as tenant farmers, noblemen and scr ibes in anc ient Egypt ian soc ie ty re la ted to one another.

Students wi l l then be ab le to wr i te in ro le andcreate a drama based on the f i rs t recordedst r ike in h is tory that was carr ied out in 1152B.C.E. by tomb workers in Dei r e l -Medinah.

Analyz ing poet ry and ar t found in anc ient Egypt ian tombs,s tudents w i l l recogn ize how Egypt ' s geograph ic loca t ionimpacted the l ives of people l iv ing a long the Ni le River.

N e w J e r s e y C u r r i c u l u m S t a n d a r d s A d d r e s s e d i n U n i t 5

Language Arts 3.2 (Wr i t ing) - A l l s tudents wi l l wr i te in c lear, conc ise,organized language that var ies in content and form for d i f ferent audiences and purposes.

A. Wr i t ing as a Process (prewr i t ing, draft ing, rev is ing, ed i t ing, post -wr i t ing)

B. Wr i t ing as a Product ( resu l t ing in a formal product or publ icat ion)

C. Mechanics, Spel l ing, and Handwr i t ingD. Wr i t ing Forms, Audiences, and Purposes (exp lor ing a var ie ty

o f forms)

Language Arts 3.3 (Speaking) - A l l s tudents wi l l speak in c lear, conc ise, organized language that var ies in content and form for d i f ferent audiences and purposes.

A. Discuss ion (smal l group and whole c lass)B. Quest ion ing ( Inqui ry) and Contr ibut ingC. Word ChoiceD. Ora l Presentat ion

Language Arts 3.4 (L is ten ing) - A l l s tudents wi l l l i s ten act ive ly to in format ion f rom a var ie ty o f sources in a var ie ty o f s i tuat ions.

A. Act ive L is ten ingB. L is ten ing Comprehension

Visual and Per forming Ar ts 1 .2 (Creat ion and Per formance) - A l l s tudents wi l l u t i l i ze those sk i l ls , media, methods and technolog iesappropr ia te to each ar t form in the creat ion, per formance and presentat ion of dance, music , theater, and v isual ar t .

C. Theater1. Discuss and demonstrate the connect ion between body,

movement , and vo ice in theat r ica l express ion.

Unit 7Ancient GreeceBreathing Life into Ancient Greek Mythology

In th is un i t , s tudents are in t roduced to the wor ld o f anc ientGreek mytho logy. Through s tory te l l ing , improv isa t ion andscr ip twr i t ing s tudents learn the re la ted s tor ies of Prometheusthe Br inger o f F i re and Pandora 's Box prov id ing them theoppor tun i ty to learn about the ro le o f anc ient Greece in thedevelopment o f Western ph i losophy.

The quest ions these two myths ponder are s t i l l re levant toth is day. What is the source of the “spark” o f the imaginat ion?What is the pr ice of technolog ica l progress? Why is there suf -fer ing in the wor ld?

N e w J e r s e y C u r r i c u l u m S t a n d a r d s A d d r e s s e d i n U n i t 7

Language Arts 3.2 (Wr i t ing) - A l l s tudents wi l l wr i te in c lear, conc ise,organized language that var ies in content and form for d i f ferent audiencesand purposes.

A. Wr i t ing as a Process (prewr i t ing, draft ing, rev is ing, ed i t ing, post -wr i t ing)

B. Wr i t ing as a Product ( resu l t ing in a formal product or publ icat ion)D. Wr i t ing Forms, Audiences, and Purposes (exp lor ing a var ie ty o f

forms)

Language Arts 3.3 (Speaking) - A l l s tudents wi l l speak in c lear, conc ise,organized language that var ies in content and form for d i f ferent audiencesand purposes.

A. Discuss ion (smal l group and whole c lass)B. Quest ion ing ( Inqui ry) and Contr ibut ingC. Word ChoiceD. Ora l Presentat ion

Language Arts 3.4 (L is ten ing) - A l l s tudents wi l l l i s ten act ive ly to in format ion f rom a var ie ty o f sources in a var ie ty o f s i tuat ions

A. Act ive L is ten ingB. L is ten ing Comprehension

Social Studies 6.3 - A l l s tudents wi l l demonstrate knowledge of wor ld h is tory in order to understand l i fe and events in the past and how theyre la te to the present and the fu ture.

B. Ear ly Human Societ ies to 500C.E.4. Descr ibe the s ign i f icant cont r ibut ions of anc ient Greece to

Western Civ i l izat ion inc lud ing: Greek mythology

Visual and Performing Arts 1.2 (Creat ion and Per formance) - A l l s tudentswi l l u t i l i ze those sk i l ls , media, methods and technolog ies appropr ia te toeach ar t form in the creat ion, per formance and presentat ion of dance,music , theater, and v isual ar t .

C. Theater1. Discuss and demonstrate the connect ion between body,

movement , and vo ice in theat r ica l express ion.2. Create character izat ions in context through manipu la t ion of

vocal and phys ica l qual i t ies and c i rcumstances.3. Col laborat ive ly p lan and execute group scenes s temming f rom

improv isat ion.4. Analyze c lassroom dramat izat ions f rom d i f ferent perspect ives

(e .g . , p laywr ight , actor, d i rector, des igner) and suggest a l ternat ives for creat ing and in terpret ing ro les, ar ranging env i ronments, and develop ing s i tuat ions.

Lesson 1Statues

Students Wil l Be Able To:Understand why soc ie t ies l ike those in anc ient Greece chose to memor ia l ize ind iv iduals and ideals by creat ing tab leau-sculpture. .

Mater ia ls Needed: None


1. Introduce Ancient Greece

Teacher: In th is un i t , we wi l l be s tudy ing anc ient Greece. What do you th ink of when you hear the words “anc ient

Greece”?

One of the th ings I th ink of is a Greek s ta tue. The Greeks made s ta tues of the i r gods, famous people and scenes f rom mythology. What is a s ta tue? Can anyone name a famous s ta tue? Where have you ever seen a s ta tue? Why do you th ink a soc ie ty makes s ta tues of people and puts them in publ ic?

230.Lesson 1: Statues

Uni t 7 : Anc ient Greece

In th is lesson we wi l l be us ing our bodies and vo ices to create s ta tues. We wi l l a lso begin to work wi th a Greek myth about Prometheus, Zeus and Pandora. As we work, le t ’s th ink about how wel l we are us ing our imaginat ions, bodies and vo ices. A lso, le t ’s th ink about what th is s tory te l ls us about the people who created th is s tory.

Engaging the Students

2. The Statue Game: Whole Class

Teacher: We are go ing to p lay the s ta tue game, in which we a l l become statues. Remember, s ta tues do not move or ta lk . Everyone, p lease s tand. On the count o f 3 , p lease become the Statue of L iber ty : 1 , 2 , 3 , f reeze. Now p lease become a s ta tue of a famous basebal l p layer : 1 , 2 , 3 , f reeze. Now f reeze as a s ta tue of a famous doctor : 1 , 2 , 3 , f reeze.

Now when I g ive the s ignal , p lease model any s ta tue you want to become: 1 , 2 , 3 , f reeze.

Everyone p lease s i t . Who would l ike to vo lunteer and show uswhat s ta tue you d id?

As students come up to become statues, ask the rest o f the c lass to guess what they have become. I f the c lass cannot guess the s ta tue after three turns, ask the s tudent who is the s ta tue to te l l the c lass who or what he/she is . As the game progresses, ask the s tudents the fo l lowing quest ion:

231.Lesson 1: Statues

Uni t 7 : Anc ient Greece

Unit 8Using Process Drama to Extend a Story

R u m p e l s t i l t s k i n

Through ro le drama, s tudents are inv i ted in to theimaginary wor ld o f Rumpels t i l tsk in . Students take onthe ro le o f adv isors to the queen and are invo lved inan in tense, pressure- f i l led and t ime-sens i t ive d i lemmathey need to reso lve.

Th roughou t t he un i t , t he s tuden ts we igh va r i ousopt ions, debate po in ts o f v iew, and create var ied end-ings to the s tory.

The oppor tun i t ies for creat ive wr i t ing increase as thestudents become progress ive ly engaged.

Unit 9Exploring the Aeneid, a Roman MythAncient Rome

In th is un i t , s tudents are in t roduced to the nat ional ep ic poem ofthe Roman Empire, the Aeneid, where in they meet both myth ica l characters and anc ient Roman gods. Th is s tory which takes upwhere Homer 's I l iad ends was wr i t ten by the poet Vi rg i l . Th is work connects the f i rs t Roman Emperor Augustus Caesar and the Ju l ianc lan to the semi-d iv ine Aeneas, a myth ica l and anc ient ancestor o fthe founders of the c i ty o f Rome.

Through s tory te l l ing, improv isat ion, movement , thought- t rack ingand scr ip twr i t ing, s tudents exp lore the s ign i f icance of the Aeneid, a foundat ion s tory reveal ing the at t r ibutes every Roman c i t izen needed to embody. They a lso examine the i r own va lues and compare the Aeneid s tory to one about a young GeorgeWashington.

Note to teacher : As we worked wi th var ious c lasses, we d iscoveredthat the Aeneid prov ided many oppor tun i t ies for dramat ic act ionand wr i t ing. Feel f ree to expand the lessons as needed, or sk ipsome i f there are t ime const ra in ts .

The accompanying v ideo conta ins on ly a smal l se lect ion of themany act iv i t ies we developed for th is un i t and a lso conta ins someact iv i t ies we have not inc luded in the handbook.

Lesson 1Foundat ion Stor ies

Students Wil l Be Able To:I l lus t ra te the i r percept ion of hero ic va lues by creat ing a mandala.Ref lect on the va lues they have i l lus t ra ted by wr i t ing and d iscuss ion.Ident i fy the va lues conta ined wi th in a legend of the Uni ted States by l is ten ing to and d iscuss ing a s tory.

Mater ia ls Needed: Mandala sheet for each s tudent , markers , crayonsand/or co lored penc i ls , easel pad paper (27x30 inches)


1. Introducing the Aeneid as a Foundat ion Story from Ancient Rome

Teacher: The next un i t we are go ing to work on is about anc ient Rome. What do you know about anc ient Rome? Please share some of your thoughts .

In th is un i t we are go ing to work on an anc ient Roman myth ca l led the Aeneid. I t is about Aeneas, a great warr ior and hero of Rome.

297.Lesson 1: Foundat ion Stor ies

Unit 9: Ancient Rome

Engaging the Students

2. Creat ing a “What Makes a Hero?” Mandala

Teacher: Now we are go ing to th ink about what makes someone a hero. What are some qual i t ies in people that might make them a hero?

Next we are go ing to create an ar t pro ject ca l led mandalas . The pro ject wi l l a l low us to th ink about the qual i t ies which webel ieve are needed to be a hero.

Hang a large square sheet o f easel pad paper (approx imate ly 27x30 inches) in f ront o f the c lass. Us ing magic markers draw fourconcentr ic c i rc les.

Mandala is an anc ient Sanskr i t word for “c i rc le . ” I t is an ar t is t ic ar rangement o f symbols and des igns in a c i rcu lar pat tern. Some examples of a mandala are the co lor fu l i r is o f your eye and a round s ta ined-g lass window.

I f you can f ind some v isual examples of mandalas, show them to the s tudents .

Teacher: What is one qual i ty that you be l ieve is cruc ia l for ahero to have?

Go f rom student to s tudent e l ic i t ing examples.

298.Lesson 1: Foundat ion Stor ies

Unit 9: Ancient Rome

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References for Unit 2:

Alderman, C. L . (1975) . Colon is ts for sa le : the s tory o f indentured servants in Amer ica. New York: Macmi l lan Publ ish ing Company.

Bel ler, S. P. (2003) Yankee Doodle and the redcoats : so ld ier ing in the Revolut ionary war. Brookf ie ld , Connect icut : Twenty-F i rs t Century Books.

Bjork lund, K. & L. (1969) . The Ind ians of nor theastern Amer ica. New York: Dodd, Mead & Co.

Caff rey, K. (1974) . The Mayf lower. New York: Ste in and Day.

Di l lon, F. (1973) . The Pi lgr ims. New York: Doubleday & Co.

Dramer, K. (1997) . Nat ive Amer icans and Black Amer icans. Phi ladelph ia : Chelsea House Publ ishers .

Hakim, J . (1993) . A His tory o f US: Making Thi r teen Colon ies 1600-1740.New York: Oxford Univers i ty Press.

Hask ins, J . & Benson, K. . (2001) . Bui ld ing a new land: Af r ican-Amer icans in co lon ia l Amer ica. New York: HarperCol l ins .

McPhi l l ips , M. (1985) . The Bat t le o f Trenton. Morr is town, New Jersey: S i lver Burdet t Company.

Raphael , R. (2001) . A people ’s h is tory o f the Amer ican Revolut ion: how common people shaped the f ight for independence. New York: NewPress.


Washburne, C. P. (1994) . A mul t icu l tura l por t ra i t o f co lon ia l l i fe . Nor th Bel lmore, New York: Marshal l Cavendish Corporat ion.

Wi lson, J . (1999) . The ear th shal l weep: a h is tory o f nat ive Amer ica. New York: At lant ic Month ly Press.

Zel l , F. (1996) . A mul t icu l tura l por t ra i t o f the Amer ican Revolut ion. Tarry town, New York: Benchmark Books Marshal l Cavendish.


Bierhost , J . (1995) The Whi te Deer and other Stor ies Told by the Leni Lenape : Morrow.


Aldred, C. (1972) Tutankhamun’s Egypt . London: Br i t ish Broadcast ing Corporat ion.

Beis ty, S. (2005) . Egypt in spectacular cross-sect ion. Oxford, England: Oxford Univers i ty Press.

Bower, J . (2002) .Anc ient Egypt ians Pack. London: David Ful ton Publ ishers .

Egypt ian Book of the Dead. Ret r ieved December 13, 2007 f rom sourceht tp : / /www.thenazareneway.com/ index_egypta in_book_dead.htm

Hagen, R-M & R.(1999) . Egypt : People, Gods, Pharaohs. Cologne, GmbH: Benedik t Taschen Ver lag.

Har t ,G. Ed. (2001) . Make i t work: Anc ient Egypt . Minnetonka, MN: Two-Can Publ ish ing.

Honan, L . (1999) . Spend the day in anc ient Egypt . New York: John Wi ley & Sons.

Racy, A. J . (2003) . Anc ient Egypt : a t r ibute composed and per formed by Al i J ihad Racy. New York: Lyr ichord Discs.


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Table of Contents - dramaticimpact.orgdramaticimpact.org/wp-content/uploads/2013/05/MCDpreviewforWeb.pdf · Unit 2: The Colonial ... Unit 8: Rumpelstiltskin: Using Process Drama to