SUBJECT/GRADE: Drama, Grade 2 TIME: 60 minutes

LESSON: Exploring Alina’s Choice in The Moon Dragon

Curriculum Connections
Overall Expectation(s):

B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process
drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to
communicate feelings, ideas, and understandings in response to a variety of drama works and experiences.

Specific Expectation(s):

B1.1 engage in dramatic play and role play, with a focus on exploring main ideas and central characters in
stories from diverse communities, times, and places;
B1.2 demonstrate an understanding of the element of role by communicating thoughts, feelings, and
perspectives appropriate to the role being played.
B1.3 build and shape the direction of dramatic play or role play, building on their own and others’ ideas both
in and out of role, with support.

Learning Goal(s):

We are learning to…

• Engage in role play to understand a character’s thoughts and feelings.
• Explore various points of view on an issue, working in and out of role.

(Possible) Success Criteria:

I know I am successful when…

• I can take on the feelings and perspective of my character in role.
• I can listen and speak in role.
• I can focus and stay in role.
• I can think and problem solve with others in the role play.
• I talk about the things that influence my decision in and out of role.

Learning Skills:
 responsibility
 organization
 independent work
 collaboration
 initiative
 self regulation

Lesson 2: Exploring Alina’s Choice in The Moon Dragons Mailloux 1

Assessment Tools/Strategies
• AfL, Debriefing/Discussions
• AfL, Thumbs Up/Thumbs to the Side
• AfL, Anecdotal Record (Audio recording)
• AaL, Self-Assessment, Glow and Grow graphic organizer
• AaL, Peer Feedback
• AaL, Self-Reflection, May there be…/May there not be…

Prior Knowledge/Skills Required for Students to Succeed in Lesson

• Creating and presenting tableaux, in sequences
• Participated in and shared group drama with others
• Some experience with “miming”
• Understanding of “role on the wall” strategy
• Understanding of a character’s “point-of-view”

Differentiated Instruction Details:

How will you differentiate your lesson? Provide details.
Knowledge of Students
Differentiation based on student:
 Readiness
 Interests
 Learner Profile:  Styles  Intelligences  Other (e.g., environment, gender, culture)
Differentiated Instruction Response
 Learning materials (content)  Ways of demonstrating learning (product)
 Ways of learning (process)  Learning environment

Pre-Planning, Materials and Resources:

Pre-planning: Materials:
• Precut mural paper (5 large sheets) • Picture book: The Moon Dragons
• Film older students (or teachers!) for the • Brown mural paper
short silent videos for student viewing • Large index cards
• Have Sharing and Respecting Opinions anchor • Chart paper
chart ready for review • Markers
• Short silent videos of emotional people (happy, sad, angry,
• Photocopy Onion Sentence Starters scared, annoyed, excited)
• Check all technological equipment to • iPads
ensure it works • OREO: Opinions anchor chart
• Tape recorders
• Smart Board
• Opinion Sentence Starters
• Mood music

Appendices:
• Appendix 1: Opinion Sentence Starters
• Appendix 2: Learning Skill: Success Criteria for Group Discussion Anchor Chart
• Appendix 3: Glow and Grow Graphic Organizer

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Resources:
• Sheldon, Dyan, and Gary Blythe. The Moon Dragons. London: Andersen, 2014. Print.
• "Emotional Dark Music - The Eternal Forest." YouTube. YouTube, 3 Apr. 2011. Web. 23 Nov. 2015.
• "Opinion Sentence Starters (Anchor Chart & Task Cards)." Pinterest. The Laminating Co-Teacher.
Web. 23 Nov. 2015.
• "Group Discussion/Accountable Talk Success Criteria." Pinterest. Web. 23 Nov. 2015.

Lesson Procedures:
Minds On Connections:
 Establish a positive learning environment AfL, AaL, AoL: Assessment
 Connect to prior learning and/or experiences for/as/of Learning
D.I: Differentiated Instruction
 Set the context of learning/sharing learning
T: Theory
goals/essential questions C.C: Cross-Curricular Connections
WHOLE CLASS > Develop Learning Goals & Success Criteria
• Prior to lesson, share and develop learning goals and
success criteria with the students together using the
Smart Board.

WHOLE CLASS > Thumbs Up, Thumbs to the Side AfL: Check for understanding
• Check for understanding by asking students to place
their thumb in front of their chest, then pointing it up if
they understand or to the side if they are unsure.

SMALL GROUPS > Viewing/Generating Lists

• Refer to prior learning when students were in their
tableaux. How can they tell what someone is thinking by
looking at them? How does our body language
communicate thought?
• Inform students that in each of their groups, they will be
given a short video of a person who is communicating an
emotion with their body, but not using any words (much
like miming and tableaux). With their group, they will AfL: Observations
observe the person and 1) agree on what emotion that is
being communicated.
• Allow students to view the video and give time for them
to decide what is the emotion. Then, instruct groups to
generate a list of how the actor communicates the
emotion. Guided questions: What does he/she do with
his/her hands, back, and feet? How does his/her mouth
move? Are they looking up or down?
• Divide into groups. Have two students from each group
collect the materials (iPad, chart paper, marker).
• Walk around and observe student progress in groups,
offering support where needed through questioning.
When it looks like most groups are done, add one more
step. Have a student share their understanding of a

Lesson 2: Exploring Alina’s Choice in The Moon Dragons Mailloux 3

 synonym, and then ask each group to think of at least C.C: Literacy/Language, Gr. 2
five synonyms of the word they agreed upon and write it
down. If students are stuck, introduce them to the
Thesaurus.
• Have each group present their observations with the
rest of the class.

WHOLE CLASS > Drama Warm-Up, Meet & Greet

• Students walk around the class and act as their emotion D.I: Intelligences
through mime. When they greet another emotion, by Bodily-Kinesthetic
saying one of the synonyms they wrote in a voice that Interpersonal
expresses that emotion. Model an example of being
tired, rubbing eyes, and yawning “sleepy.”
• Pause the activity, and inform students that now when
they greet someone, they need to “switch” emotions
and continue to greet others.

Whole Class > Debriefing / Discussion

• Use the following questions to debrief the previous
activity:
• Did that role play feel any different when you AfL: Debriefing/Discussion
switched emotions?
• What are the differences between do with our
bodies to show positive emotions versus
negative emotions?
• When you were acting as your group’s emotion
or feeling, what did you do that was similar to
the actor’s actions on the iPad? What did you
do different?
• How can this activity help you explore the
thoughts and feelings of characters in stories?

Action Connections:
 Introduce new learning or extend/reinforce prior AfL, AaL, AoL: Assessment
learning for/as/of Learning
D.I: Differentiated Instruction
 Provide opportunities for practice and application of
T: Theory
learning (guided > independent) C.C: Cross-Curricular Connections
WHOLE CLASS > Teacher Read Aloud, Pt. 2 C.C: Literacy/Language, Gr. 2
• Read The Moon Dragons until the climax, paying
attention to the emotions and feelings of different
characters, especially Alina, through teacher think aloud
and asking students questions about textual and visual
cues to infer feeling and thoughts.

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SMALL GROUPS > Role on the Wall D.I. Intelligences
• After dividing students into five groups, ask a volunteer Visual-Spatial
from each group to draw an outline of the character,
Alina. Ask another volunteer to be the “scribe.”
• Using an example from a previous lesson, demonstrate
that students should write Alina’s thoughts, feelings,
and personality traits inside the outline. On the outside,
they should write what people say about her.
• Students share their role on the wall with the class.

SMALL GROUPS > Pair Squared / Debate-in-Role

• Introduce students to the idea of we make choices every
day and encourage some examples, and offer your own T: Cooperative Learning
(e.g., what to wear, what to pack for lunch, etc.). Explain
that some choices can be easy, whereas others can be
difficult because it affects others in an unkind way. AfL: Observation
• Repeat the last line that was read from The Moon
Dragons: ““Did you find the dragons?” the villagers
asked, when she returned.” T: Constructivist theory, provide
• In Think-Pair-Share, ask students to determine what opportunity to share ideas
Alina’s choice is now that she knows about the (friendly debate)
whereabouts of the dragons. After discussing with a
partner, ask volunteers to share. As a class, agree upon AfL: Anecdotal Record (audio
the decision that Alina must make (i.e., to let the record pair-squared discussions
dragons live peacefully on the mountain OR tell the king using tape recorders)
where they are, receive her room full of gold – but the
king may kill them or cage them).
• Divide the class into hunters and activists fighting for
dragon rights. In pairs or individually, they should come
up with some arguments for each side.
• Possible Hunters’ arguments: dragons are
dangerous; we could train them for war or
labour, the reward of gold can change your
family’s life
• Possible Activists’ arguments: they are
beautiful creatures who have not done us harm
so far; there are only a few left in the world;
harming dragons for fun isn’t nice
AfL: Success Criteria for Group
• Review Success Criteria for Group Discussion and OREO
Discussion/OREO Anchor Chart
anchor chart.
• Students then find a partner that opposes their view.
Within their pairs and in role, they should take turns
sharing their point of view.
• Provide prompts or sentence starters for students who
need the support.
• Once students have shared their opinions in role, have
pairs group with another pair. Continue the debate-in-

Lesson 2: Exploring Alina’s Choice in The Moon Dragons Mailloux 5

 role exercise to share more perspectives and develop
new learnings.

INDIVIDUALLY > Glow & Grow

• Students fill in the Glow & Grow graphic organizer to AaL: Glow & Grow
discuss if they met the group discussion success criteria
(glow) and where they need to improve (grow).

LARGE GROUPS > Group Tableaux (Exploring Point-of-View)

• Students who were hunters stand on one side of the AfL: Observations
room. Students who were activists stand on the other AfL: Anecdotal Records, note
side of the room. taking
• Recall the group tableaux work from the previous
lesson. Ask students if they remember how they knew
they were successful. Put a copy of the previous lesson’s
tableaux checklist on the board. Ask if there is anything
students would like to add or change.
• Explain that every choice has a consequence, and can
affect others. Gauge prior understanding by asking
students to explain what a “consequence” means.
• Each group will create a two tableaux about the result of AfL: Diagnostic – understanding
Alina’s choice – how it affects Alina and how it affects of “consequence”
the dragons. The “hunter” group will portray the result
of Alina’s choice to save the dragons. The “activist”
group will illustrate the result of Alina’s choice to tell the T: Developmental theory,
king about the dragons. provide amble time for primary
• Provide time for students to organize their tableaux and learners to complete tasks
collaborate with their peers.
• Provide a time for students to rehearse as a class,
sharing their tableaux to the others.
• Inform students that their previous partner from the T: Gradual Release of
debate will observe their tableaux and will offer Responsibility, provide support
feedback at the end. to only those who are struggling
• Communicate that music often helps us focus and “feel” and those who ask
the emotions more deeply. Ask a volunteer from each
group to select music from a playlist to help set the D.I.: Intelligences
mood for their tableaux. Musical
• Dramatize tableaux with performance as the other
group observes their partners.
AfL: Debriefing
• Debrief the choices they made in building the tableaux.
Pay attention to interesting choices.
PAIRS > Peer Feedback
• With their partners, students provide feedback to each
AaL: Peer feedback
other on how well they met the criteria for a successful
tableaux and offer suggestions.

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Consolidation and Connection Connections:
 Help students demonstrate what they have learned AfL, AaL, AoL: Assessment
 Provide opportunities for consolidation and reflection for/as/of Learning
D.I: Differentiated Instruction
T: Theory
C.C: Cross-Curricular Connections
WHOLE CLASS > Corridor of Voices/Conscience Alley AfL: Observations
• Students line up in two rows, facing each other. There
should be enough space between the rows someone to
walk through.
• Gauge students understanding of what a “conscience”
is, before explaining the next steps.
• Students will act as Alina’s conscience, trying to decide
to save the animals or not.
• Students will now have the option to choose what “side”
they want to be on. Ask students to think about what
they would want to tell Alina to try and persuade her. It
can be a word or a sentence. They can use their
imagination, and whisper a memory to her that will help
her make her decision (refer to class’s own schemas and
how they use what they experience to make their
decisions). Give a few moments for them to think of
what they will whisper as Alina’s conscience.
• Then, in role of Alina, walk down the “corridor of voices”
and listen to the whispers.

INDIVIDUALLY > May there be… / May there not be…

• Using these sentence prompts in their drama journals,
students will write wishes for the dragons’ futures. AfL, Self-Reflection

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Accommodations and Modifications:
How will you accommodate for students with IEPs, ELLs, etc.?
FOR ALL STUDENTS: VARIATION
• Provide scaffolding, emotional support, and opportunities to practice
• Refer back to prior knowledge and experiences
• Students have access to classroom resources
• Healthy mix of whole-class, small group, and individual activities
• Group students strategically
• Model expectations
• Break activities up into short, sequential steps

FOR SOME STUDENTS: ACCOMMODATION

• Prepare some students for transitions
• Students have the option of typing journals instead of writing, which will support students
who struggle with writing
• Provide student with low-distract work area
• Provide written instructions
• Provide the student with a legible outline before a lesson/lecture and with legible teacher’s
notes of lesson/lecture
• Provide discrete visual cues for students to stay on task.

FOR A FEW STUDENTS: MODIFICATION, E.G., IEP, ESL

• Students assessed using a different standard than other classmates
• Students can be excused from particular activities (other tasks given)

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Appendix 1. Opinion Sentence Starters

Opinion Sentence Starters Opinion Sentence Starters

I believe… I believe…
I think… I think…
In my opinion… In my opinion…
I prefer… I prefer…
I feel… I feel…
… Is better than … … Is better than …
Everyone should… Everyone should…
I agree… I agree…
I disagree with… I disagree with…

Opinion Sentence Starters Opinion Sentence Starters

I believe… I believe…
I think… I think…
In my opinion… In my opinion…
I prefer… I prefer…
I feel… I feel…
… Is better than … … Is better than …
Everyone should… Everyone should…
I agree… I agree…
I disagree with… I disagree with…

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Appendix 2. Learning Skill: Success Criteria for Group Discussion Anchor Chart

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Appendix 2. Glow and Grow Graphic Organizer

Name: _________________________ Date: _____________________________

GLOW:
Instructions: Use a yellow highlighter to show areas where you met
the expectations, improved on previous work, met your goals, and
did your very best.

• I listened carefully without interrupting.

• I valued and respect all ideas and opinions.

• I think about what is being said.

• I participate actively in the discussion.

• I ask questions.

• If decisions need to be made, I will be fair and compromise.

GROW:
Instructions: Use a green highlighter to identify all areas where you
approached but did not meet expectations, need to set new goals,
and need to improve.

• I listened carefully without interrupting.

• I valued and respect all ideas and opinions.

• I think about what is being said.

• I participate actively in the discussion.

• I ask questions.

• If decisions need to be made, I will be fair and compromise.

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