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BACKGROUND/CONTEXT
The Golden Rule Cycle & Cycle 2; Grade 3
Title of unit
Grade level
Subject area English Language Arts; Drama
Understand application of the Golden Rule in school and neighborhood
Goal for Activity
communities.
This activity promotes a community of kindness in the classroom. By
emphasizing the importance of fair treatment and kindness reciprocity at the
Rationale for Activity beginning of the school year, we set expectations of how we expect students to
treat others in the classroom and the community.
Drama Competency
Competency 1: To invent short scenes. In small groups, students will create 30-
second skits completing a predetermined scenario. They will use their own ideas
to complete this scenario and share their creative experience in their groups and
to the class at large.
Key features:
• To use personal ideas inspired by the stimulus for creation
• To use elements of the language of drama, performance techniques,
styles of theatre and elements of drama
• To share his/her creative experience
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FE2 ACTIVITY PLAN:
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the choices made in each skit. Additionally, students will reflect on what they
saw and what they have learned about the Golden Rule.
Key features:
• To make connections between what he/she has felt and examined
• To share his/her appreciation experience
ACTIVITY PLAN
Students will know what the “Golden Rule” is and become familiar with the
expression, “do unto others”.
Students will understand what the “Golden Rule” looks like in the classroom and
Student will the community and provide appropriate examples in their daily lives.
know/understand/do as a
result of this activity Students will do a roleplay activity that reinforces what the “Golden Rule” looks
like in the school and community. Beyond the lesson, students will be able to
use their communication skills to prevent or diffuse negative situations using the
Golden Rule.
Step 1: The teacher will invite students to join them at the reading corner and
read the book, “Do Unto Otters” by Laurie Keller.
Step 2: The teacher will prompt students to close their eyes for 30 seconds and
imagine – what would the school look like if it was a Golden Rule school? How
would we see people behaving in the hallways? The classrooms? The
playground? What would Montreal look like if it was a Golden Rule city? How
would people treat each other in the streets? Highways? Shops?
Procedures Step 3: After 30 seconds of silent reflection, the teacher will prompt a group
discussion by asking students to share their silent reflections.
Step 4: Two teachers will model a roleplay scenario in which the Golden Rule
can be applied. Model discussion: Who showed the Golden Rule in this
scenario? Now when you do your skit, you’re showing one person who does not
follows the Golden Rule and one person who follows the Golden Rule.
Step 5: Teacher will hand out scenarios in which the Golden Rule can be
applied. In table groups, students will have to come up with a small 30-second
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FE2 ACTIVITY PLAN:
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Step 6: Students will have 5 minutes to complete their role play. Each student in
the group must has an opportunity to speak during the skit.
Step 7: Students will perform their 30-second skits for the class.
Step 8: Teacher will lead the class in a group discussion after each skit and focus
on the lessons learned.
Assessment
Formative assessment – group discussion on the results demonstrated in the
skits.
Exercises critical judgement: Students can distinguish between good and bad and can complete the scenario in a
positive way. They can evaluate the consequences of each action and conclude a correct way and incorrect way to
react to negative scenarios.
Key features:
• To form an opinion
• To express one’s judgement
• To qualify one’s judgement
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FE2 ACTIVITY PLAN:
ELEMENTARY & SECONDARY1
Uses creativity: Groups will collaborate on a creative medium (dramatic skit) through which to express their
interpretation of different scenarios. In these open-ended problems have a multitude of solutions, and through group
discussion and cooperation students will use their creativity to arrive at appropriate conclusions.
Key features:
• To imagine ways of proceeding
• To begin the procedure
• To adopt a flexible mode of operation
Cooperates with others: Through group collaboration, students will demonstrate their ability to effectively cooperate
with their peers. Students will have the opportunity to use the Golden Rule in practice as they deal with the different
thoughts and opinions of their peers in the creation of dramatic skits. With a time limit on how long they have to
create their skit, students will need to work together effectively in order to achieve their goal.
Key features:
• To interact with an open mind in various contexts
• To contribute to team efforts
• To use teamwork effectively
Communicates appropriately: Students will demonstrate effective communication skills such as active listening and
compromise with their peers in small groups as they work towards the same goal. Students will also communicate with
the class at large through the presentation of their skits.
Key features:
• To establish the purpose of communication
• To carry out the communication