Sample Lesson 1:
As an introduction to the unit, the major themes will be discussed: family, identity, and socialization. Students will be asked to brainstorm and generate a list of ideas concerning what the above mentioned themes mean to them. They will be given a “Theater Journal” to describe and detail their ideas. This journal will be used throughout the unit for specific writing exercises and activities related to the ideas being discussed.
Sample Lesson 2:
Theater activity: Three Changes
Purpose:
To improve players’ powers of observing.
Focus:
On other player to see where changes were made.
Description:
Full group counts off into teams of two players each. All teams play simultaneously. Partners observe one another, noting dress, hair, accessories, and so on. Partners then turn backs on each other and each makes three changes in personal appearance; they part hair, untie a shoelace, switch watch to the other arm, etc. When ready, partners again face each other and each tries to identify what changes the other has made. (Spolin 62)
*This activity may be changed in a variety of ways to maintain interest.
Sample Lesson 3:
Students will be given a vocabulary list from “The Oxcart” prior to the reading selection. The words will be written on the board. Students will copy the words into their theater journals. Teacher will give students the opportunity to generate possible meanings of the words. After this discussion, the appropriate meanings will be modeled through example sentences. Students will also copy these sentences in to their theater journals. As a homework assignment, students will be required to write dictionary meanings as well as an appropriate sentence for each word.
Vocabulary List 1:
accommodate, mangrove, cockroach, dwelling, parallel, asthma, ambition, conform, dignity, humble, exaggerate, peasants, advantage, mortgage, suffocate
Sample Lesson 4:
Write comprehension questions on the board as a guide to understanding the reading selection. Discuss questions prior, during, and after the reading of the first part of “The Oxcart”. Teacher will direct student participation within the reading of the text. Students will be assigned a role to read for a given day. Those who are not given a role to read for the day will read along silently. They will be encouraged to read a role in a following lesson. In addition, the teacher will act as narrator/coach.
The following questions are representative of this selection:
What is the setting of the story in Act 1?
What financial status do you think this family is in?
Why does Dona Gabriela appear to be anxious?
Why is the family leaving their farm?
Sample Lesson 5:
The class will read the next selection from “The Oxcart”. Before reading the passage, students will be directed to think about the structure of this family in relation to its members and roles within the family unit. Guide questions will be placed on the board to focus the students in this activity. The students will read the selection silently. After the reading of the selection, students will write in their theater journal about how this family is the same/different with their own family?
Guide Questions:
Who are the members of the family?
Who is the head of the family?
How do the older characters differ from the younger characters?
Describe the gender roles of this family?
What role does money play in this family?
Sample Lesson 6:
As an incentive towards understanding and appreciating a different culture, students will prepare a Puerto Rican meal. It will be a cooperative project for the entire class. In addition, parents will be invited to participate and attend in the festivities.
Sample Lesson 7:
As one of the final lessons, students will be involved in a writing/investigative project. They will be encouraged to think and then write about all the places they have moved to in their life. They will answer such questions as:
Where did you move?
Why did you move?
When did you move?
Who did you meet when you got there?
What did you like about the place?
What did you dislike about the place?
Students will then be asked to interview their family in an attempt to get the same information. As a result, the students will be able to develop a brief “Family Tree of Movement”. The goal of this activity is to have the students begin to think about the influence of moving and environment on their lives. A strong connection will be made between this activity and discussions concerning the movement of the families from the three plays.
