COMMUNITY.
A Social Science/Drama Unit (ILP), by Danielle Mailloux
Problems of Practice
Classroom Management:
When I reflect on my experiences working with children in the
junior grades, I notice that it is such a unique (and fun!) group, but
they can be very difficult to manage. Whether it was facilitating
camp activities or leading after-school programs, I always found
the child in the junior grade to be a bit more challenging. There are
so many changes happening regarding their development. They’re
physically growing. They are focusing more on their relationships
with their peers. They are becoming more inclined to test
boundaries and break rules. The problem of practice is how to
effectively use age-appropriate classroom management strategies
that are more proactive or preventative rather than reactive or in
response?
Associate Questions
• How can teachers utilize the physical environment of the
junior classroom to be more proactive in behaviour
management?
• What are some age-appropriate methods to engage
children who exhibit more challenging behaviours?
• Are the classroom management strategies I’ve learned and
practised suitable for junior learners? What are some new,
age-/developmentally-appropriate strategies that I can
implement?
How Does My Unit Plan Address These?
I believe my unit plan addresses classroom management in underlying
ways. Firstly, group work can be a challenge in any classroom and in any
subject. Teachers need to ensure students stay on task and may have to
redirect students when conversations become off-topic or unfocused.
Before delving into such work, I ensure that the class has a discuss where
we share our (and my own) expectations of how to work effectively in a
group. In fact, it becomes part of the success criteria since drama work
requires everyone to be involved and cooperating.
I have observed that another issue regarding classroom management
is often directly related to student engagement:
• Were students provided choice?
• Were their multiple ways to learn the subject material, and
demonstrate such learning?
• Was the learning challenging, but were students showed
readiness and had the skills and prior knowledge to succeed (i.e.,
zone of proximal development)?
For each lesson, I attempted to answer “yes” to each one of these
questions. Students were given opportunities to make meaningful
connections to their own lives by writing about their own communities
using “I am from” poetry, as well as choose the “real life issue” to explore
through the drama. They are also given choice in what role they should
play in the jigsaw activity. In addition, utilized Garner’s multiple
intelligences to try and connect with every type of learner. For the “I am
from” poetry, this connects with a linguistic (using words) or musical
(using rhythm, sound) learner. The community map creation activity
supports the visual-spatial (thinking in terms of visual space, creating
images) and even mathematical-logical thinker (using reason to calculate
where to put certain structures so it benefits most citizens). Interpersonal
students love interacting with others, which is where the focus on group
work and collaboration helps them. For the more intrapersonal student,
there is plenty of ways for them to self-reflect on their learning
experiences. The tableaux work involves kinesthetic-body movement,
which supports these learners too. Although this is a theoretical unit, I
would ensure that students knew and had practice in the drama exercises
(role play, hot seating, forum theatre, tableaux, etc.).
Lastly, I believe the hidden message in this unit – of working together
and understanding differences—would help uphold the values of the
classroom “community” (which helps classroom management too).
Technology Integration:
While all this is occurring for the junior learner, they are also
growing up in and exposed to an increasingly digital world; for
instance, a child in my camp this summer had a cell phone and
social media accounts—he was going into grade five! The problem
of practice is thus how we prepare students for a more
technological society (far advanced than what we have
experienced) that is both present inside and outside the classroom.
(Encouraging Love of) STEAM:
We have all heard “love of literacy” – it is something that I truly
hold dear in my own practice as an English teacher. Nevertheless, I
understand the importance of the “hard” subjects – not just as we
approach a more technologically-dependent community, but for
one’s everyday life. Children learn many essential skills exploring
these areas of science, technology, engineering, arts and design,
and math: problem solving, creative thinking, decision making,
communication, resiliency after making mistakes, etc.
Unfortunately, some students still have a negative disposition
when approaching the subjects of science and (especially) math. I
am in love with the movement for more STEM/STEAM activities in
school, because it is raising interests, and preparing children for a
future that will heavily rely on these fields. The problem of practice
falls in how teachers encourage students with a negative
perspective to engage in these subjects.
• What are some current and effective methods of
technology integration in the junior classroom that
prepare each learner for the technological world?
• What concepts and skills should students learn in order to
use technology safe and responsibly?
• How can I use technology purposefully – to enhance and
support each child’s learning experiences? What
apps/programs are available to support this?
• What professional development courses should I take to
support my own understanding of STEAM and its increased
integration in the junior curriculum?
• What resources are available for teachers whose formal
education in these areas ceased after high school?
• How do I balance teacher-directed (scaffolded) lessons
with activities that provide students with the opportunity
to explore naturally on their own (or in groups)?
While developing my unit plan, I investigated different, engaging ways
of incorporating technology in the classroom. In my first lesson, students
use an online mapping tool to create a visual brainstorming web of issues
that they have observed or heard of within or between communities. This
prepares students for a more paperless world, and as they learn different
applications, they can use to generate ideas in a visually stimulating way.
In my second lesson, students use technology in a variety of ways. They
will be taught how to conduct research online with a list of potential
resources prior to doing it on their own in the jigsaw activity. Knowing
how to research is a skill that students require, especially for upper level
education. With students being able to find information at the touch of a
button, it is important for them to know where to look, and what
resources are available for a variety of subjects.
I believe my unit plan integrates technology purposefully to support
learning in the classroom while engaging students as well. If I were to
extend this further, I would take the writing in role a step further and have
students plan for an online awareness campaign.
Throughout my unit, I have used the arts (drama) to help students
connect meaningfully to the learning material. Drama is a fantastic way
for students to build “soft skills”, which are skills highly valued in the
workforce, such as the ability to think creatively, to think critically, to
empathize, to problem solve, to listen, to make “tough” choices, to
collaborate, to communicate, and more. Most importantly, drama
provides opportunities for self-expression in an emotionally safe and
supportive environment. Drama is thus a way for students to engage the
social studies topic of exploring issues in communities in a way that they
can relate to on a deeper level.
I have also included students creating a map of their fictitious
community to appeal to the young “mathematician” or “engineer.”
Creating a map, for instance, requires a lot of skills needed in math and
engineering as well (e.g., taking measurements). If I were to extend this
further, I would have students create a 3D map of their community.
Depending on what issues are explored and chosen, this could also appeal
to the young “scientist” as well if we delve into environmental concerns.
By using these activities to explore community, students can build
skills and use concepts in these areas while also being creative.
 Overall Expectations
Social Sciences, Grade 5
B1. “Assess responses of governments in Canada,
including First Nations, Métis, and Inuit
governments, to some significant issues, and
develop plans of action for governments and
citizens to address social and environmental
issues.”
Arts (Drama), Grade 5
B1. “Creating and Presenting: apply the creative
process to process drama and the development
of drama works, using the elements and
conventions of drama to communicate feelings,
ideas, and stories.”
Social Sciences, Grade 5
B2. “Use the social studies inquiry process to
investigate Canadian social and/or environmental
issues from various perspectives, including those
of Indigenous peoples as well as of the level (or
levels) of government responsible for addressing
the issues”
Arts (Drama), Grade 5
B1. “Creating and Presenting: apply the creative
process to process drama and the development
of drama works, using the elements and
conventions of drama to communicate feelings,
ideas, and stories.”
Big Ideas
“Citizens and governments need to work
together in order to be able to address issues
effectively and fairly.” The Ontario Curriculum,
Social Sciences (p. 111)
In order to have a believable scene, the actor
must stay in character and react appropriately.
“When examining an issue, it is important to
understand who the different stakeholders are
and to consider their perspectives.” The Ontario
Curriculum, Social Sciences (p. 111)
Historical and cultural representation in the
realm of art and drama needs to be respectful
and truthful.
Learning Goals Mini-Lesson Topics
We are learning to… Defining Community
• Definite what is, and who are involved, in
a “community”
• Compare different communities,
including ours to others
• Understand and assess the levels within a
community and how they work together
• Engage in role play to understand a
How Do Communities Work Together?
character’s thoughts and feelings
• Gather, organize, and interpret a variety
of information and data that present
various perspectives
We are learning to… How Do Communities Work Together to Solve
• Explore different points of view, with a Problems? (Introducing and Exploring a “Real
focus on examining issues from different Life” Issue)
times, places, and diverse communities
• Formulate questions to guide
investigations into social and/or
environmental issues from various
perspectives
Social Sciences, Grade 5
B2. “Use the social studies inquiry process to
investigate Canadian social and/or environmental
issues from various perspectives, including those
of Indigenous peoples as well as of the level (or
levels) of government responsible for addressing
the issues”
Social Sciences, Grade 5
B3. “Demonstrate an understanding of the roles
and key responsibilities of citizens and of the
different levels of government in Canada,
including First Nations, Métis, and
Inuit governments”
Arts (Drama), Grade 5
B2. “Reflecting, Responding, and Analysing: apply
the critical analysis process to communicate
feelings, ideas, and understandings in response to
a variety of drama works an experience”
Strategies & Activities
Defining Community
• “I Am From” Poems: Students write their
own poems about their own communities
using prompts provided the teacher.
• Community Building and Map Creation:
Students are divided into four
“communities” and create their own
community flag and map (a list provided
for each group of what should be
involved, what could be included, and
what can’t be included for each group.
• Brainstorming Webs: In pairs, students
brainstorm issues within and between
communities using online mind mapping
tool (e.g., MindUp), where they have the
choice to link visual images (e.g., video,
pictures) of these issues.
“When examining an issue, it is important to
understand who the different stakeholders are
and to consider their perspectives.” The Ontario
Curriculum, Social Sciences (p. 111)
In drama (as in life), it is important to voice one’s
own perspective, as well as learn how to accept
the viewpoints and contributions of others.
Questions for the Students
• What defines a community?
• What would you find in your community?
• What or who is involved, and not
involved, in building a community?
• Why is important to work together?
• What are the differences and similarities
between our community and another?
• Express our own personal understanding
of and make connections to characters,
themes, and issues in the drama
• Create a plan of action to address a social
issue
• Understand there are different
perspectives on specific social and
environmental issues
Assessment Ideas
• What Would You Find in Your
Community? Community Map Checklist
(AfL) (developed together as a class)
• Community Map Product (AfL)
• Thumbs Up, Thumbs to the Side (check
for understanding) (AfL)
• Whole-Class Discussion: How do we work
effectively in groups? Why is it
important? How does working in group
relate to building a community? (AfL)
• Debriefing (AfL)
• Observations (AfL)
How Do Communities Work Together to Solve
Problems? (Working on Solutions)
Success Criteria
I know I am successful when…
• I define community in my own words
and describe what and who are involved
in building a community.
• I compare two communities using proper
terminology.
• I can communicate the importance of
working together for a common goal.
• I understand that different communities
have shared and unique issues and come
up with examples of these issues.
How Do Communities Work Together?
• Jigsaw (students learning about
different aspects of municipal
government, who makes decisions, etc.):
“Students read their assigned material
independently. Students meet with those
from other groups that read the same
material to discuss what was most
important and what needs to be taught
to their groups. Students meet with their
small groups and to share what they’ve
learned with each other. Follow with
whole group discussion of the most
important points.” (For the Teachers).
Technology will be brought into the
classroom, as students develop questions
about their topic and research it after
demonstrating how to conduct online
research.
• Mantle of the Expert: A specific form of
role play in which the leader endows the
group with special knowledge thus
increasing the participants’ involvement
and providing them with power and
responsibility.
How Do Communities Work Together to Solve
Problems?
• Role Play: the entire group takes on
specific roles, designed by the leader, in
order to explore the situation of drama.
These roles can be defined through
occupation, relationships, or attitude.
• Electing government officials for
each community.
• “Role Play Character Creation”
Graphic Organizer to help students
develop their roles within their
communities
• How do communities work together?
When does it happen?
• What do you need to do to keep your
community safe?
• How do you contribute to your
community?
• What obstacles might communities face?
• What issues have you seen in your
community?
• How does thorough research support or
change my perspective?
• How might a community come together
to face an issue?
• How do we change our voice and body to
convey emotions and intentions?
• How might we use voice expression and
body movements to communicate our
role and position within the community?
• How does learning about a real issue in
our community help us in our drama?
• How does hearing other points-of-views,
and seeing it represented in tableaux,
change the way we view the other
community?
• Jigsaw Research Graphic Organizer (AfL)
• Discussion/Debriefing (AfL)
• Observations (AfL)
• KWL Chart: What do we know? What do
we want to know? What have we
learned? (AaL) (in relation to drama)
• RSQC2: Recall important points for their
community, summarize in a few
sentences, write one major question, and
connect it to a major theme, goal, or
material (in 2 minutes) (AfL)
• Role Play Character Creation (AfL) & Self-
Evaluation Checklist (AaL)
• Thought Tracking (AfL)
• Tableaux Checklist (AaL)
• Peer Feedback on Tableaux (group to
group) (AaL)
• Observations (AfL)
• Self-Reflection (I See, I Wonder…) (AfL)
• Debriefing/Discussion (AfL)
• Ticket out the Door: What choices in
voice and body language did you make
when creating your character? Did you
feel they communicated your character’s
I know I am successful when…
• I can state and describe the different
levels of a government and how they
work together to support the
community.
• I can explain how research strengthens
or changes my point of view.
• I can connect what I’m learning to my
own real-world community.
• I contribute to my Jigsaw group and
work purposefully.
I know I am successful when…
• I use strong facial and vocal expressions,
and gesture to communicate feelings,
thoughts, and meaning while staying in
role during the drama.
• I can explain how communities might
respond to crises.
• I explore different points of view and
understand how it can strength or affect
my own opinions.
 • Students introduced to a real community • How do certain positions and expresses point-of-view effectively? What could you • I have a recognizable focal point in my
issue (based on brainstorming from in tableaux convey thoughts, feelings, do next time if you didn’t? (AfL) tableaux.
previous class) (watch news video) and perspectives? What might you
• Hot-seating: Three seats are set out, and change in your own to better • I use varying levels in my tableaux to
three individuals play the same character. communicate your community’s make a strong impact.
The rest of the participants question the perspective?
character to get to know them better,
their point of view, background, and
views on other characters and/or
problems in the story.
• Tableau/Still Image: Students create
tableaus based on the community before
the issue took place, and when the issue
was introduced into their community.
• Thought tracking: Used usually in
conjunction with still image work where
the leader steps into the image to ask the
characters their innermost thoughts and
feelings.
• I See, I Think, I Wonder, I Hope: In
response to the real-life issue, students
finish the following prompts.

How Do Communities Work Together to Solve
Problems? (Working on Solutions)
• Forum theatre: a situation is enacted.
Participants were given the opportunity
to jump and change the action thus
exploring different attitudes towards the
event and promoting discussion and
negotiation.
• Communities come together to work
on solving the issue.
• Students will determine the solution
with a democratic vote by finishing
the following prompt while they cast
their vote: “I used to think… but now I
think” prompt (“This routine helps
students to reflect on their thinking
• How can we address issues fairly?
• Who can be involved in solving issues
within and between communities?
• How does seeing the issue from a
different point-of-view help you?
• Why do we have different perspectives?
• What surprised you about what the other
character thought?
• What issues do you see in the world
today that could relate to this drama?
What other issues would you want to
explore in drama?
• Performance Task: Forum Theatre (AfL)
• 3 Minute Pause (choose 3 below):
• I changed my attitude about…
• I was most surprised…
• I became more aware of…
• I emphasized with…
• I felt…
• Think-Pair-Share (AfL)
• Writing in Role Rubric (class would have
previous experience writing in role)
Students will review writing in role rubric
as a class and discuss possible edits. (AfL)
• Writing in Role Product (AoL)
• Discussion/Debriefing (AfL)
I know I am successful when…
• I adopt the attitude and perspective of
my character and communicate it
effectively through orally and in writing.
• I can explain why it is important to be
active and contributing members of a
community.
• I share my ideas and respect the ideas of
others in and out of role.
• I understand that there are many
perspectives that surround social and
environmental issues.
 about a topic or issue and explore how
and why that thinking has changed”
(“Visible Thinking”))
• Think-Pair-Share (in role): Pair students
with opposing community to share they
perspectives.
• Writing in Role: Students write a letter to
the opposing community’s government
taking on their chosen role, expressing
their position on the issue. Letter should
include a “call for action” using an OREO
(Opinion, Reason, Example, Restate
Opinion) format.