2012 Lesson Ideas Printable Templates compiled by Emma Dodge 2 Dear Teacher This resource is designed to be used by you as you plan lessons for your class following your class attending our performance of Phone a Friend at your school. These are some ideas of how you can incorporate some of the themes of this play into various learning areas (English, Maths, Social Sciences, The Arts, Technology). Please adopt and adapt the suggestions given however you see fit to meet the needs of your students. Don’t hesitate to contact us if you would like to know anything more about the play - we are here to help you get as much out of the play as you can! 0800 894 500 [email protected] www.newzealandplayhouse.co.nz Contents Years 1-2. . . . . . . . . . . . . . . . . . . . 4 English Level 1 Writing recount Health Level 1 Relationships with other people The Arts Level 1 Visual art Recount writing Years 1-2 Templates. . . . . . . . . . 6 You’re a good friend because... Years 3-4. . . . . . . . . . . . . . . . . . . . 8 English Level 2 Select, form and express ideas The Arts Level 2 Communicating and interpreting Health and Physical Education Level 2 Healthy communities and environment Years 3-4 Templates. . . . . . . . . 10 Letter writing framework Bullying scenarios Years 5-6. . . . . . . . . . . . . . . . . . . 12 English Level 3 Language features (visual features) The Arts Level 3 Understand the arts in context www.newzealandplayhouse.co.nz Health Level 3 Interpersonal skills Technology Level 3 Technological products Years 5-6 Templates. . . . . . . . . 14 Static image: design an album cover Compare and contrast two historical periods of drama Extra for experts Cellphone timeline Cellphones Cellphones (with dates) Years 7-8. . . . . . . . . . . . . . . . . . . 20 English Level 4 Writing The Arts Level 4 Music Health Level 4 Safety management Social studies Level 4 Rights and responsibilities for producers and consumers Years 7-8 Templates. . . . . . . . . 22 Review Review examples Returning faulty goods templates Years 1-2 English Level 1 Writing recount Form and express ideas on a range of topics • As a class write a recount of the play using the template provided • Ask the students to help you fill in the introduction and what happened in the boxes on the writing template. Have them copy onto their own sheet • Have the students draw a picture from the play and write a sentence about their favourite part. Have them glue the writing template underneath Health Level 1 Relationships with other people • Share ideas about friendship • As a class brainstorm what makes a good friend (like Brick Phone) • As a class create a profile for each student explaining why they are a good friend to others in the class. There is a template provided. The Arts Level 1 Visual art Developing ideas in relation to different stimuli • As a class talk about the phone dance • Have children move like other technology (car, camera, radio, etc) • If you have the ability you may like to film students doing this to post on a class blog www.newzealandplayhouse.co.nz This page has intentionally been left blank. Except for this text. My favourite part was... Finally... Next... Then... First... What Happened Introduction - Who? What? Where? Name Phone a Friend Recount writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phone a Friend You’re a good friend because... 8 Years 3-4 English Level 2 Select, form and express ideas The Arts Level 2 Communicating and interpreting • Model to students the correct structure and language for a letter • Give small groups of students a scenario about bullying (attached) • Have students write a letter to New Zealand Playhouse expressing their opinions about the play • Have them improvise small skits about how the could handle the situation well • Use the template provided to help students plan their letters • You could use this as an opportunity to introduce your school bullying process • You could post the letters to New Zealand Playhouse, PO Box 5115, Christchurch 8542 • Discuss what each group did well and how they could improve (both acting and ideas) www.newzealandplayhouse.co.nz 9 Health and Physical Education Level 2 Healthy communities and environment • As a class develop an anti-bullying slogan • Have students design posters to put up in the class and around school using this slogan • Talk to the class about how these posters can make a difference to bullies or students being bullied www.newzealandplayhouse.co.nz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yours sincerely, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What I would have done differently is . . . . . . . . . . . . . . . . . . . . . . . I enjoyed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I liked . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thank you for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Address Phone a Friend Letter writing framework Jack disagrees with everything Daniel says and yesterday Daniel got frustrated and shoved Jack. How could they resolve this? Kate doesnt like Ben and kicks him under the desk when the teacher isn’t looking. The kids in room 15 have started joking and saying “Randall’s germs, no returns”, Randall thinks they are just having fun but it still upsets him. No-one will play with Jane at lunch; she doesn’t know why. Johnny sucks his thumb at school and all the kids tease him for it. Lilly has just started to wear glasses, some of the other kids in her class found out and called her four eyes. Phone a Friend Bullying scenarios 12 Years 5-6 English Level 3 Language features (visual features) The Arts Level 3 Understand the arts in context • Challenge the students to design an album cover for Brick Phone’s debut album • Investigate the historical purpose of drama using http://library.thinkquest.org/5291/history.html This resource allows students to read a short history of drama online and complete an online quiz. Alternatively the information and quiz could be printed for use in your class • Have them write a statement to go with their cover explaining why they used each element • Discuss how Phone A Friend fits into the history of drama • Introduce students to the meaning and effect of visual elements • Discuss areas where these are used • Complete a Venn diagram comparing and contrasting two of the historical periods of drama • Extra for experts: they could complete a Venn diagram comparing and contrasting three of the historical periods of drama www.newzealandplayhouse.co.nz 13 Health Level 3 Interpersonal skills • In a circle time environment introduce the students to the idea of aggressive, passive and assertive behaviour. Discuss and model the difference (some examples are attached) • Discuss what is wrong with being aggressive back, and what is wrong with being passive back. Discuss why assertive behaviour is more likely to stop bullying Technology Level 3 Technological products • Discuss that technological products can be formed to enhance fitness for purpose • Define form and function • Look at a range of cell phones and plot the change on a timeline • Have the students practise • You could cut the pictures of cell phones out from the worksheet and stick them onto the timeline. The class could guess which year each mobile phone came out, but you can find the answers at http://www.webdesignerdepot. com/2009/05/the-evolution-of-cell-phone-designbetween-1983-2009 • Teach the students to be good listeners in conflict situations eg using good body language and not talking while the other person is • Discuss the changes to the form and function of the phone and discuss why these changes were made • Teach the students to explain how they are feeling in a conflict situation using “I statements” eg “I feel really angry because I feel excluded” • Have the students practise • Give some examples of conflict situations and have students role play being assertive. (lesson adapted from www.education.com/reference/article/assertivecommunication-lesson-plan - lesson written by Brenda Melton) www.newzealandplayhouse.co.nz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Explain why you chose the design you have. Discuss the aspects mentioned above (continue over leaf ) Design your CD cover in the box below: Audience who are you trying to attract? Purpose why do you want them to pay attention Headlines where will they go? Lettering font what style of lettering looks best for the type of image? Size what size lettering and graphics? Colour what colours will attract your audience? Space how much white space will you use? Can you distinguish the name of the artist from the title of the album? Does the artwork represent the style of music the artist plays? Remember Phone a Friend Static image: design an album cover Period: . . . . . . . . . . . . . . . . . Venn diagram: Period: . . . . . . . . . . . . . . . . . Directions: in the areas of the two circles that do not overlap, list characteristics of the the theatre periods that are not shared with the other. In the overlapping part of the circles, list characteristics that are shared between the two periods. Compare and contrast two historical periods of drama Period: . . . . . . . . . . . . . . . . . Period: . . . . . . . . . . . . . . . . . Period: . . . . . . . . . . . . . . . . . Extra for experts Venn diagram: Cellphone timeline 2012 2000 1990 1983 Date: . . . . . . . . . . . . . . . . . . Name: . . . . . . . . . . . . . . . . . Photos taken from the evolution of cell phone design 1983 – 2009 from http://www.webdesignerdepot.com/2009/05/the-evolution-of-cell-phone-design-between-1983-2009 Cellphones 1992 Nokia 1011 1992 Nokia 1011 2007 iPhone 2004 Nokia 6630 2008 Sony Ericsson W760i 2005 Nokia 1110 2002 Sony Ericsson P800 2000 Nokia 3310 Photos taken from the evolution of cell phone design 1983 – 2009 from http://www.webdesignerdepot.com/2009/05/the-evolution-of-cell-phone-design-between-1983-2009 1999 Nokia 8210 1998 Nokia 5110 1989 Motorola MicroTAC 9800X 1983 Motorola DynaTAC 8000X Cellphones (with dates) 20 Years 7-8 English Level 4 Writing • Provide students with a range of movie reviews to read. Included is an example from the small town critic (an American movie critic), and rotten tomatoes • Discuss different elements of a review using the definitions of terms supplied • Work though the attached review template • As a class recap parts of the play they will need to write about The Arts Level 4 Music Apply knowledge of the elements of music • Investigate hip hop/rap of the 90s • Discuss the beat, rhyme, tempo, repitition • Watch a range of 90s rappers on YouTube eg MC Hammer - Can’t Touch This, Have You Seen Her, Fresh Prince of Bel Air theme • Have students write their own rap • Have students write a review of the play • A fuller lesson plan for review writing and more templates are available from the document here: http://www.smalltowncritic.com/downloads/ • You could post your class’ reviews to NZ Playhouse at PO Box 5115, Christchurch 8542 Lesson attached is from www.thesmalltowncritic.com www.newzealandplayhouse.co.nz 21 Health Level 4 Safety management • Discuss how students use technology (text, email, Facebook, online gaming) • Provide students with a range of safety information about these eg • www.thinkuknow.co.uk • http://library.thinkquest.org/04oct/00451/ textbullies.htm • Net safe • Police • Have students create a resource for themselves and others on how to protect yourself and others when using communication technology Social studies Level 4 Rights and responsibilities for producers and consumers • Pose students the problem how do you deal with a piece of technology not working as you think it should? • Complete the attached worksheet: where can we go to get consumer information (provided by Ministry of Consumer Affairs New Zealand) • Discuss what the Consumer Guarantees Act does and does not cover. Give the example of the cell phone struck by lightning and a TV that is now a different colour in 1 part of the screen • As a class work though attached worksheet to get the facts together • Using this information, have the students role play the complaint and the shop assistant’s response • This fuller lesson is available from http://www. consumeraffairs.govt.nz/pdf-library/for-teachers/ lesson-5---all-documents.pdf/view www.newzealandplayhouse.co.nz Set Sound Effects Costumes Acting Music Script Use this template to help plan your review. Phone a Friend Review PG, 1 hr. 34 min. Animation, Kids & Family Directed By: Chris Renaud Written By: Cinco Paul, Ken Daurio In Theaters: Mar 2, 2012 Wide US Box Office:$189.3M Universal Pictures The 3D-CGI feature Dr. Seuss’ The Lorax is an adaptation of Dr. Seuss’ classic tale of a forest creature who shares the enduring power of hope. The animated adventure follows the journey of a boy as he searches for the one thing that will enable him to win the affection of the girl of his dreams. To find it he must discover the story of the Lorax, the grumpy yet charming creature who fights to protect his world. -- (C) Universal MOVIE INFO AUDIENCE 69 liked it Average Rating: 3.7/5 User Ratings: 31,836 TOMATOMETER 58 Average Rating: 6.1/10 Reviews Counted: 111 Fresh: 64 | Rotten: 47 Dr. Seuss’ The Lorax is cute and funny enough but the moral simplicity of the book gets lost with the zany Hollywood production values. The Lorax (2012) Review examples Kevin Bacon and Diane Lane’s characters were strong, but didn’t get enough screen time to fully develop. Willie’s friendship with a young black boy was never given a chance to develop either, probably in an effort by the filmmakers to avoid focusing on the segregation issues of the time period. The issue is addressed, but I feel that the AfricanAmerican characters should have had bigger, more substantial parts. The young Morris is outstandingly played by Frankie Muniz, now a household name due to his success on TV’s “Malcolm in the Middle.” His acting is very mature and shows shades of emotions very effectively. Both Kevin Bacon and Diane Lane do decent jobs of portraying caring and concerned parents. Luke Wilson exceeds his normal comedy boundaries and pulls off the disgraced town hero with surprising effectiveness. However it’s the dog that steals the show… or should I say dogs. “Moose” (Eddie from TV’s Frasier) and his son “Enzo” play the older and younger Skip respectively. Look for them in more movies, commercials and TV shows to come. I guarantee you’ll see them. Set in the backdrop of the war-torn world of the 1940’s, young Willie (Frankie Muniz) is on the verge of his ninth birthday. His only real friend, neighbor and high school sports hero Dink Jenkins (Luke Wilson) goes off and fight in WWII, leaving Willie feeling alone in the world. To lift Willie’s spirits, his mother (Diane Lane) decides to defy the wishes of his stern father (Kevin Bacon) and buy Willie a Jack Russell terrier puppy. The unusually smart and charismatic dog Skip quickly becomes a local institution and helps Willie gain respect, make friends and even win over his first girlfriend. Everyone remembers their childhood dogs and the impact they’ve had on their life. Perhaps one dog in particular sticks out in your mind… a special dog that was there for you in the toughest or best years of your life. That is what this screen adaptation of Willie Morris’ “My Dog Skip” conveys in a fun, nostalgic and heartbreaking kind of way. Morris recounts the autobiographical memoir of his childhood in Yazoo City, Mississippi and the four-legged friend that accompanied him on his journey into manhood. By Coop Cooper, A.K.A. “The Small Town Critic” “My Dog Skip” will have you skipping to the theater Review examples Coop Cooper is an independently syndicated film critic, living in Los Angeles. He is originally from Clarksdale, Mississippi and a Southerner at heart. He graduated from Southern Methodist University with a B.F.A in Cinema, and received his Masters in Screenwriting from the American Film Institute in Hollywood. You can read his past reviews at http://www. thesmalltowncritic.com/. Scale of 1-5: 4 ½ This movie is PG, a rating which might run off some of the older crowd, but it’s truly a movie for everyone. Most films geared for children these days depend on lame, pop-culture references and gas-passing jokes in a patronizing attempt to entertain the younger masses. This movie rises above all of that to become one of the most watchable non-Disney film for children since 1993’s “Searching for Bobby Fischer.” Your date might resist going, but try to talk them into it. They won’t regret it and neither will you. The message of this film is very clear and invokes plenty of nostalgia to anyone who can identify growing up in a rural town. It’s about passing into adulthood, remembering old friends long gone, and the desire to remember or relive happy moments in our lives that may be fading from our memory. Morris is certainly a master at preserving his own memories by writing it down for others to enjoy. I truly believe that this story is his gift, not only to the people of Mississippi, but to all who want to remember their past, and the friends they left behind. Also, I didn’t get the whole subplot with the evil moonshine dealers and why they tormented little Willie and Skip. It seemed like a fictional part that was slapped on to cause more conflict. Despite these objections, the entire production was shot so effectively that it seemed that it genuinely conveyed feeling of growing up in rural Mississippi. The attention to detail and the accuracy of the time period are phenomenal. I felt completely immersed in this world and felt the full effect of this moving story. Even the southern accents were much better than average. ACE Consumer Education • • • • • • • • • I BROUGHT THIS SPORTS BAG HERE LAST WEEK, BUT THE STRAP HAS BROKEN. I WOULD LIKE THE STRAP FIXED BUT I NEED TO BE SURE IT WON’T BREAK AGAIN. WEBSITE: www.consumeraffairs.govt.nz/education Speak first to the sales assistant. Many shops have a policy of quickly sorting out complaints and the sales assistant may be able to resolve it for you. However, the sales assistant may need to call the manager. If you do not have a successful conversation with the sales assistant, you can ask to speak with the manager. Stay calm and be polite. Explain the problem. ‘I bought this sports bag here last week, but the strap has broken.’ Tell the retailer what you want done about the problem, eg, ‘I would like the strap fixed if it will be strong enough for me to carry my sports gear.’ Remember your legal rights. Don’t enter into arguments about whose fault the problem is. Don’t let the retailer say the goods must go back to the manufacturer. The retailer must fix the problem. Keep repeating what is wrong with the goods and or service and what you want done about it. If you are not making progress, thank the manager and leave the store and plan what to do next. 5. Practice what you are going to say. Consider whether you want to take a friend or adult for support. If you do want support then arrange for them to come with you. 4. Plan what you are going to say: • Keep it simple. • Explain the facts. ‘I bought this sports bag here last week, but the strap has broken.’ • Tell the trader what you want done about the problem. ‘I would like the strap fixed please, but I need to be sure it won’t break again when I carry my sports gear in it.’ 3. Collect anything in writing that can help prove your case, eg, sales receipt, advertisement. 2. Find out your legal rights under the Consumer Guarantees Act. Remember if the fault is minor, the shop can decide whether to repair the goods, replace the goods or give you a refund. If the fault is serious, you are entitled to choose a solution. 1. Write down: • the problem • any information you can remember about the purchase if you do not have the sales receipt including: – the date of the purchase – what you paid for it – who served you. Before you go to the shop ... get organised ... get the facts together Making a complaint about faulty goods SECTION 5: HOW DO I GET THIS SORTED? INFORMATION SHEET ACE Consumer Education WEBSITE: www.consumeraffairs.govt.nz/education 1. Your role in the role-play is to silently support your friend, the consumer. 2. You are also the observer of the role-play and can stop it at any time and discuss what is happening with the two characters. 3. You are responsible for following the instructions your teacher gives you to de-role the characters in the role-play. 4. When the role-play has finished you can lead a discussion with your group members on how it went. You can tell them what you observed happening in the role-play. The support person 1. Prepare what you are going to say to the consumer when they make a complaint about faulty goods. Decide which of these two approaches you will take: 1. Use the Making a complaint about faulty goods sheet to help you prepare what you are going to say to get your problem with the faulty goods fixed. 2. Practice what you are going to say before you start the role-play. a) agree to fix the problem once it is well-explained to you, or b) make it harder for the consumer to explain the problem but not get angry. You eventually agree to fix the problem once it is well explained to you. 2. If the fault is minor, decide what you think is the appropriate solution or remedy for the problem – a repair, a replacement or a refund. Think about why you would respond in a particular way, eg, the repair may be more expensive than a replacement. The shop assistant or manager The consumer Roles Joe’s friend Tim bought a cellphone. After one week of use it stops working. Tim has explained the problem to the shop assistant who has called the manager. Tim needs to explain the problem to the manager. The manager will want to know that Tim has not done anything to damage the cellphone and will want to check that he has not taken it apart and explored or modified how it works. Role-play 3 The faulty cell-phone Aroha buys a new T-shirt but when she gets it home she sees the stitching is coming undone around the shoulder. She is returning the faulty T-shirt and speaking to the shop assistant. Role-play 2 The faulty T-shirt Sam is returning the faulty CD player to the shop assistant. Role-play 1 The Fair play? scenario Scenarios Returning faulty goods role-play sheet SECTION 5: HOW DO I GET THIS SORTED? RETURNING FAULTY GOODS – ROLE-PLAY SHEET www.newzealandplayhouse.co.nz PO Box 5115, Christchurch 8542