Contributed by Tiffany Barrett

Description

This playful skill-building activity introduces character development by creating monologues using students’ favorite animals.

দিকনির্দেশ

• • Invite students to imagine their favorite animal: What does it look and sound like? Where is it? How does it feel? 
    • You can provide an example of how setting can impact feelings, such as comparing an animal in a zoo versus one in the wild.
  • If needed, share a monologue template: I am a ___. I move like a ___. I sound like a ___. I ___ like a ___, and that’s why everyone ___ me. The template can be demonstrated using student suggestions or modeled with a Classroom Professional.
  • After completing the monologue template, students can choose to add movements for their animal.
  • Students then take turns sharing their monologue and actions.
  • প্রতিফলন: Students can reflect on why they chose the animal they did and how the choice informed their movement and word choices in the final line of the monologue.

  Transition Into Activity

  Invite students to take a few deep breaths together. Lead a guided visualization through different animal habitats.

  Transition Out of Activity

  Invite students to move like their animals into the next activity.

  শ্রেণীকক্ষের ব্যবস্থা

  Students can be standing or sitting in a circle for sharing; and at tables or hard surfaces for the writing element.

সমর্থন/অভিযোজিত উপকরণ/সরঞ্জাম

• Try doing it first collaboratively as a whole group. 
• Students can participate in pairs, collaborating on character development and dividing the presentation portion of the activity into the roles of actor and narrator.  
• Students can utilize the support of a Classroom Professional or augmentative communication device for verbal responses. 
• The monologue template can be presented as a shared visual or prepared as an individual worksheet students can later read from. 
• Visual vocabulary of animals, places, and emotions can be incorporated.  
• Students can participate from their seats if standing and moving around is unavailable to them.

Possible Roles for Classroom Professionals

• Support students in choosing an animal with verbal suggestions, images, or figurines.
• Pair up with a student as the narrator.

Adjustments for Remote Instruction

• Students can work individually to write or visually share their monologues using Google Docs/Slides or their own physical materials at home. 
• Students can also be sorted into breakout rooms to share in small groups. Students who want to share their monologues and movement can do so on camera for either their small breakout room or the whole class. 
• Classroom Professionals can support through modeling and by rotating through breakout rooms.