Contributed by Tiffany Barrett

Description

Cette activité ludique d'acquisition de compétences introduit le développement du caractère en créant des monologues à partir des animaux préférés des élèves.

instructions

• • 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.
  • Réflexion: 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 vers l'activité

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

  Transition vers la fin de l'activité

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

  Aménagement de la salle de classe

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

Supports/Matériaux adaptatifs/Outils

• 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 dispositif de communication augmentative 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.

Rôles possibles pour les professionnels de la classe

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

Réglages pour l'instruction à distance

• 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.