6th, 7th Grades
Project
4 weeks
Journey of Words: Homeward Bound Adventure
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Purpose
This project aims to immerse students in a dynamic exploration of identity, culture, and empathy through the lens of the novel "Other Words for Home." By engaging in hands-on drama and theatre activities, students will investigate multiple perspectives and staging solutions to express complex narratives. The project fosters self-directed learning, critical thinking, and problem-solving as students reflect on their cultural backgrounds and explore storytelling as a tool for understanding diverse experiences. Through collaborative discussions and creative expression, students will deepen their academic mindset and sense of belonging, culminating in a school-wide exhibition that celebrates their insights and growth.
Learning goals
Students will develop essay writing skills with a focus on crafting topic sentences, providing evidence, elaborating on ideas, and concluding effectively. They will explore literary devices, themes, and the author's purpose to deepen their understanding of the novel "Other Words for Home." Through drama and theatre activities, students will incorporate diverse perspectives, consider innovative staging solutions, and enhance storytelling. They will engage in self-directed learning and critical reflection to build self-knowledge and establish a sense of identity and belonging. The project will encourage students to critically think about cultural identity, empathy, and the challenges of adapting to new environments, culminating in a school-wide exhibition.
Standards
- [National Core Arts Standards] TH:Cn10.7.a - Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
- [National Core Arts Standards] TH:Pr4.7.a - Consider various staging choices to enhance the story in a drama/theatre work.
- [National Core Arts Standards] TH:Cr1.7.a - Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Students will collaboratively create a series of short dramatic scenes inspired by "Other Words for Home," focusing on themes of cultural identity and adaptation. These scenes will incorporate diverse perspectives and staging choices, allowing students to explore and express complex narratives. Throughout the project, students will write reflective essays analyzing their creative process and the impact of cultural storytelling. The final exhibition will feature live performances of the scenes, accompanied by student essays displayed for the school community and families to engage with.
Launch
Begin the project with an immersive storytelling session where students listen to excerpts from "Other Words for Home" and engage in a guided discussion about the characters' experiences and emotions. Follow this with a cultural identity mapping activity where students create visual representations of their own cultural backgrounds, sharing stories and symbols that hold personal significance. This sets the stage for exploring the essential questions and encourages students to draw connections between the novel and their own lives, fostering a sense of community and shared understanding.
Exhibition
Students will create and perform a short dramatic piece inspired by "Other Words for Home," incorporating their personal cultural backgrounds and experiences. This performance will be staged for a school-wide audience and family members, allowing students to explore diverse perspectives and staging choices. The exhibition will include a gallery walk where students present essays and reflections on the essential questions, showcasing their understanding of identity, storytelling, and adaptation. Attendees will have the opportunity to engage with students, providing feedback and fostering a deeper community connection.
Plan
| Week 1 |
Day 1
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Day 2
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Day 3
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Day 4
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| Activities |
Cultural Storytelling Launch - Begin the project with an immersive cultural storytelling day where students share personal or family stories that highlight their cultural backgrounds. Utilize drama and theatre techniques to bring stories to life. (45 min)
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Exploring 'Other Words for Home' - Read and discuss key excerpts from the novel 'Other Words for Home,' focusing on themes of identity and cultural background. (25 min)
Literary Device Hunt - Identify and analyze literary devices within the novel, understanding their role in enhancing themes and author's purpose. (20 min)
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Peer Discussion - Facilitate a discussion on how cultural backgrounds shape identity, using insights from the novel. Encourage students to share diverse perspectives and consider staging choices for their drama pieces. (45 min)
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Essay Writing Skill Building - Introduce essay writing skills by focusing on constructing topic sentences and providing evidence. Practice writing skills through prompts related to cultural identity. (30 min)
Reflection and Feedback - Engage in self-reflection on personal learning and provide peer feedback on storytelling and essay drafts. (15 min)
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| Deliverables |
1. Each student will share a personal or family story that highlights their cultural background using drama and theatre techniques.
2. Students will write a short reflective essay on how their cultural background shapes their identity and interactions, focusing on essay writing skills. 3. Collaboratively, students will begin brainstorming and drafting ideas for a short drama/theatre piece inspired by "Other Words for Home." 4. Students will participate in a guided discussion on diverse perspectives and staging choices in drama/theatre work. 5. Initial peer and teacher feedback on reflective essays and storytelling performances to guide self-directed learning. |
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| Preparation |
1. Gather cultural artifacts, music, and foods from diverse backgrounds to create an immersive storytelling environment.
2. Prepare materials for drama and theatre techniques, including props and costumes that reflect cultural themes. 3. Create a welcoming space in the classroom for storytelling, ensuring students feel comfortable sharing their personal or family stories. 4. Arrange copies of the novel "Other Words for Home" for each student. 5. Develop guidelines for reflective essay writing, including structure and key components such as topic sentence, evidence, elaboration, and conclusion. 6. Set up a feedback mechanism for peer and teacher reviews to facilitate self-directed learning and reflection. |
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| Week 2 |
Day 5
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Day 6
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Day 7
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Day 8
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| Activities |
Exploring Cultural Backgrounds - Students share personal or family stories focusing on cultural moments using drama and theatre techniques. (20 min)
Connecting Through Story - Group discussion to connect personal stories to themes in 'Other Words for Home' and analyze how cultural backgrounds shape identity. (25 min)
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Introduction to Essay Writing - Mini-lesson on structuring an essay with a focus on topic sentences and evidence. (15 min)
Drafting Personal Narratives - Students begin drafting essays that reflect on their cultural backgrounds and identity, incorporating feedback from peers. (30 min)
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Peer Review and Discussion - Students conduct peer reviews of each other's essay drafts, focusing on providing constructive feedback. Followed by a class discussion on diverse cultural perspectives in 'Other Words for Home.' (45 min)
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Revising for Clarity and Depth - Students revise their essays based on peer feedback, focusing on elaboration and crafting strong conclusion sentences. (20 min)
Staging and Perspective Exploration - Interactive activity where students explore staging choices from 'Other Words for Home' and discuss how diverse perspectives can enhance storytelling. (25 min)
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| Deliverables |
1. Group-selected scenes adapted into short skits.
2. Class discussion notes on cultural identity and personal growth. 3. Drafts of reflective essays focusing on how cultural backgrounds shape identity and interactions. |
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| Preparation |
1. Gather copies of 'Other Words for Home' for student reference.
2. Prepare a list of key themes and scenes from the novel for discussion. 3. Collect simple props and costume pieces for scene adaptations. 4. Set up a welcoming space for group work and discussions. 5. Provide essay writing templates to guide students in structuring their essays. |
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| Week 3 |
Day 9
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Day 10
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Day 11
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Day 12
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| Activities |
Staging Rehearsal - Begin rehearsing the drama/theatre pieces inspired by 'Other Words for Home.' Focus on incorporating diverse perspectives and staging choices to enhance storytelling. (25 min)
Peer Feedback Session - Students provide constructive feedback on each other's performances, focusing on how effectively the staging choices and perspectives are integrated. (20 min)
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Essay Draft Refinement - Focus on refining essay drafts with emphasis on elaboration and crafting strong conclusion sentences. Incorporate previous peer feedback to deepen analysis. (25 min)
Exploring Thematic Elements - Small group discussions to explore themes of identity and cultural background in 'Other Words for Home,' relating them to personal narratives. (20 min)
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Class Discussion: Cultural Perspectives - Facilitate a discussion on how diverse cultural perspectives are represented in their drama pieces and essays. Encourage critical reflection on identity and belonging. (45 min)
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Final Essay Revisions - Students complete final revisions of their essays, ensuring clarity and coherence, and incorporating final teacher feedback. (20 min)
Performance Polishing - Finalize and polish drama/theatre performances, making any necessary adjustments based on peer and teacher feedback. Prepare for the upcoming exhibition. (25 min)
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| Deliverables |
1. Mind maps illustrating themes and character perspectives.
2. A reflective journal entry on personal cultural influences. 3. Draft of an essay exploring cultural identity and interactions. 4. Peer feedback on staging choices. |
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| Preparation |
1. Gather and prepare copies of selected excerpts from 'Other Words for Home'.
2. Collect chart paper and markers for mind mapping activities. 3. Assemble props and flashlights for staging workshop. 4. Prepare feedback forms for peer feedback session. 5. Provide essay outline templates and examples of strong essays. 6. Ensure access to computers or provide paper for essay drafting. |
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| Week 4 |
Day 13
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Day 14
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Day 15
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Day 16
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| Activities |
Rehearsal and Feedback - Students rehearse their drama/theatre pieces one final time, incorporating peer feedback from previous sessions. Focus on refining staging choices and ensuring all diverse perspectives are well-represented. (25 min)
Essay Presentation Preparation - Students prepare to present their reflective essays. They practice oral presentation skills, focusing on clarity, engagement, and connection to the essential question. (20 min)
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Dress Rehearsal - Conduct a full run-through of the drama/theatre performances, complete with costumes and props. Make final adjustments based on teacher and peer feedback. (25 min)
Peer Feedback on Presentations - Students pair up to practice their essay presentations and provide constructive feedback to one another, improving delivery and content. (20 min)
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Final Performance and Essay Presentation - Students present their drama/theatre performances and reflective essays to the class. This is an opportunity to showcase their work and receive feedback before the exhibition. (45 min)
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Exhibition Preparation - Students set up the exhibition space, ensuring displays of essays and performance areas are ready. Discuss roles and responsibilities for the exhibition day. (20 min)
Reflection and Celebration - Conduct a class reflection on the project, discussing learning experiences and personal growth. Celebrate achievements and prepare for the exhibition event. (25 min)
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| Deliverables |
1. Completed drama/theatre piece ready for presentation, incorporating peer and teacher feedback.
2. Reflective essays displayed, articulating how students' cultural backgrounds shape their identity and influence their interactions. 3. Successful execution of the school-wide exhibition, including performances and interactive discussions with the audience. |
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| Preparation |
1. Ensure all props, costumes, and staging materials are ready for the dress rehearsal and exhibition.
2. Finalize the schedule and logistics for the exhibition, including the arrangement of the performance space and seating for the audience. 3. Prepare printed copies of students' reflective essays for display alongside their performances. 4. Coordinate with school staff to invite families and community members to the exhibition. 5. Set up a sound system or microphones if needed for the performances. |
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