I have chosen to use the picture book “Weslandia” by Paul Fleischman for drama exploration for a number of reasons. I believe that the universal theme of diversity and individuality is an important one, especially at grade four, when students begin to explore their diverse local cultures. This picture book explores this universal theme through the portrayal of a unique young boy who chooses not to conform to what all the other kids are doing or wearing, yet stays true to his individuality by creating his own civilization. I highly enjoyed both the detailed and vibrant illustrations and the conversational language.
I found that this story is perfectly appropriate for the grade four reading level, as it has many of the characteristics outlined in the suitable literature chart of the BC grade four reading performance standards (see http://www.bced.gov.bc.ca/ perf_stands/readg4.pdf
for details). Some of these characteristics include straightforward, conversational vocabulary, descriptive language to create an effect or mood, main problem or issue is resolved in story, and plot tends to be fast moving, with a lot of action, although relationships with family members and friends are often featured. As well, the Reading to Kids organization’s website lists “Weslandia” as a grade four teacher-selected book (see http://readingtokids.org/Books/BooksGrade.php#4 for details).
Thus, I believe that this story is appropriate as well as relevant for students at this age. Children are beginning to see themselves as individuals and develop close friendships, and teachers must highlight the importance of accepting and celebrating each other’s differences, as this story facilitates in doing, so that students can develop healthy relationships with themselves and others.

Grade 4

What is the value of being true to oneself?

What does it mean to be different or “go against the grain”?

What makes up a civilization/culture?
DRAMA

Exploration and Imagination - demonstrate co-operative effort to develop dramatic work

Drama Skills - demonstrate the ability to sustain belief in their imagined or created environment
- select language and movement appropriate to different roles
LANGUAGE ARTS

Communicate Ideas and Information ( Presenting and Valuing ) - create and present a variety of personal and informational communications, including written and oral poems, stories, explanations, informal oral reports and dramas, personal letters, and illustrated charts or posters

Self and Society ( Working Together ) - listen to and show respect for the ideas of others

Self and Society ( Building Community ) - demonstrate an awareness of the diverse languages, ideas, opinions, cultures, and contributions of their peers
PHYSICAL EDUCATION

Personal and Social Responsibility - identify and demonstrate positive behaviors that show respect for individuals’ potential, interests, and cultural backgrounds

Games:
Find your place (5 min.) – Students must form lines based on the alphabetical order of their middle name and their month of birth, that in order to find their place, requires them to interact.
(Emphasizes differences and similarities between individuals)
In Others’ Shoes (6-12 min.) – In pairs, student A will interview student B, asking about background, beliefs, interests, etc. for 3 minutes. Next, A will imagine that they are now B, and B will then interview “himself” (i.e.: student A) for 3 minutes. If time allows, students may then switch, with B interviewing A and then taking on the role of A in a follow-up interview. (Allows for exploration of individuality and for perspective-taking. Emphasize being sensitive to how they portray the other person.)

Mime (3 min.) – Students imagine a unique object or device that they have created themselves.
In a circle, the whole class will mime using or holding their creation. Half the circle will then observe the other half as they mime, and vice versa.

Reading a Picture (3-5 min.) – Students will view an overhead image of Wesley in his own civilization (pg. 25 & 26 in book) and as a class, discuss what they notice, what is the mood, and what the story might be about.

Reading the story (2 min.) – Teacher reads beginning of story, up until the line ‘“None of the above,” replied Wesley.’

Hot Seating and Student-in-role (7 min.) – Teacher attends a neighborhood gardeners meeting, in the role of Wesley’s neighbor, and presents the issue of Wesley’s unruly garden.
Students ask Wesley’s neighbor questions about Wesley and his garden and give their opinions of the situation, in the role of fellow neighborhood gardeners. (Emphasizes one perspective of a person who “goes against the grain”)

Sculpting and Voice Collage (3 min.) – In pairs, students are given one minute to sculpt their partner in a pose that portrays Wesley’s emotions, thought or feelings in regards to being an
“outcast from the civilization around him”.
The sculptor must decide on a sentence/phrase that captures the mood/emotion they are trying to portray. As the teacher points to each pair, the sculptor says the phrase, and then the pair sits down. (Emphasizes the perspective of the person who is “going against the grain”)

Re-enactment (2 min.) – While teacher reads, starting at “Fruit appeared, yellow at first…” and ending at “Unlike jeans, which he found scratchy and heavy, the robe was comfortable, reflected the sun, and offered myriad opportunities for pockets,” students individually re-enact the events, in the role of Wesley.


Tableau (5 min.) – After viewing the last page at which they left the story (pg. 15 & 16), students must brainstorm, in groups of four or five, about what they think is going to happen between Wesley and the other neighborhood kids. Groups will then create a tableau of their predicted situation.

Tapping In (2 min.) – As teacher taps individuals from each group, those participants will make a statement that reflects what they are thinking, in the role of the character they are portraying.

Improvisation (5 min.) – In pairs, one student will take on the role of Wesley and one person will take on the role of a neighborhood kid. The improvisation begins with the neighborhood kid asking Wesley, “Why won’t you eat pizza, shave your hair, and play sports the same as everyone else?” It is Wesley’s role to try to persuade the neighborhood kid that being unique and true to oneself is better than being the same as everyone else.

Reading the story (5 min.) – Teacher finishes reading the story, pausing at the page that the class viewed at the beginning of the lesson (pg. 25 & 26) to discuss how the students’ predictions were similar or different from the story.

Drawing (10 min.) – In groups of three or four, students will create a drawing of their own civilization. They must assign important roles for each member of their group (possible roles: harvester and gatherer of food, shelter-maker, head of entertainment, leading decision-maker) and in role, draw an image/map of their civilization. If time permits, each group can present their civilization to class. (Allows for exploration of what makes up a civilization and for building imagination/role play)

Student-in-role and Discussion (5 min.) – Students will individually imagine that the other members of their civilization no longer accept him/her because of differing interests, and they become outcasts. Students should first think about and then discuss these questions: How would they feel being outcast from their civilization? Would the civilization survive without someone to fulfill his/her important role? Is it fair to ostracize or dislike someone for having different interests or opinions?

Role on the Wall (5 min.) – Students come up with as many words as they can think of to describe and show their understanding of Wesley, while one student or teacher writes down those words either on a cutout silhouette of Wesley or on the board.

Writing in role (5-10 min.) – Students can choose to take on the role of any of the characters in the story (parents, schoolmates, neighbor, or Wesley) and write a journal entry that reflects their changed perspective from the beginning of the summer to the end of the summer.

Integrate with Social Studies unit on First Nations:
Discussion – How is Wesley’s civilization similar to the early civilizations of the First Nations? What are the important components that make up a civilization, found both in Weslandia and in our First
Nations studies?
Create a barter system – Much like the First Nations and early European settlers developed the fur trading system; students must develop a barter system, in groups, and then write up an explanation of that system, for the civilization of Weslandia.

Integrate with Language Arts
Story mapping – In groups, students rewrite the sequence of events on a timeline. As a class, teacher calls on groups to provide each event as he/she makes a list of the events on the board.

Integrate with Art
Painting – Each student picks an event from the story (using story map as a guide) and recreates a painting of that scene. Display paintings on Art wall.

Participation checklist

Teacher observation and in-class feedback

Criteria-based rating scale for role play activities (see attached)

Rubrics for written assignments (writing in role, create a barter system, story mapping)

Criteria for Role Play Activities
 communicate their ideas clearly, openly, and respectfully
 use voice, language, and movement to create a believable role appropriate to an established theme
 speak in role consistently over an extended activity
 interact in role with others to consider and solve problems
 take individual responsibility for the drama
 reflect on the drama, showing understanding of how events unfolded and of their own roles
Rating Scale
Rating
5
4
Criteria
All criteria are met at an outstanding level. Contributes a variety of ideas that the group is able to use. Considers and builds on others' ideas to solve problems and advance the drama. Creates and sustains believable and appropriate roles. Adds to the success and interest of the activity by offering innovative or insightful ideas and by including realistic detail.
Reflections show insight into characters and events.
All criteria are met. Participates in all phases of the activity, contributing ideas and interacting with others. Consistently speaks in a role appropriate for the situation. Includes some detail to make the role convincing.
Reflections show understanding of how events unfolded and what role various characters, including self, played.
3
2
Most criteria are met. Participation may be somewhat uneven or inconsistent. May contribute enthusiastically to one activity, but show minimal engagement in another. Stays in role during most of the activity.
Role is appropriate, but may be stereotypical and lack development.
Reflections show basic understanding of the events.
Criteria are partially addressed. Participates in all activities, although contribution may be minimal at times. Takes on a role and speaks in that role when prompted and supported by the teacher. Reflections may be very brief or focus on retelling events.
1 Criteria are not demonstrated. The student may avoid participating or participate inappropriately.
(Criteria and rating scale resource taken from BC Fine Arts K to 7 Curriculum, Appendix
D. See http://www.bced.gov.bc.ca/irp/fak7/drsam3.htm
)

When creating this lesson, I first had to figure out exactly what key issues or dilemmas the author was presenting in this story. Once I felt that I had a clear understanding of what themes and issues I needed to focus on, I chose my drama strategies according to what I felt would be most successful at addressing those key themes/issues. The planning model provided a format that ensured I develop a drama structure that effectively builds up the drama, beginning with a lighter activity to engage the students and ending with activities that are more in depth and allow for reflection.
(give specific description of how order of drama strategies provide internal coherence to lesson)