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Elementary Methods

Boal Lesson Plan

September 29, 2015
CREATED BY: Lindsay Phillpott
TARGET AGE/GRADE: Elementary 4th-6th
TARGET LENGTH: 50 minutes
CONTENT AREA: Theatre Arts, Literature, History
Standard 2.0 Character Acting
Standard 7.0 Scene Comprehension
Students will explore emotions brought on by sounds.
Students will think creatively and critically.
Students will examine 2 types of examples and compare and contrast.
Students will read and examine history in Anne Frank: The Diary of a
Young Girl.
Students will collaborate.
Students will explore improvisation and scene comprehension.
Students will engage in controversial discussion on bullying in our
world in the past, present, and future.
Computer/phone and speakers
Notebook paper/Journals
Anne Frank: The Diary of a Young Girl handout (attached at end of
lesson plan)
Classroom computers for students OR projector connected to computer
to watch clip of Forest Gump
v=ASAat2WKS68 stop at 1:10.
As the students enter the classroom, have a siren sound on repeat playing
through speakers. Written on the board or on a handout on each desk the
assignment says:
1. Take a seat and get out your journals.

Elementary Methods
Boal Lesson Plan
September 29, 2015
2. Write about how this sound makes you feel or something it reminds you of
for ____ minutes or until I stop you.
Ask students to finish up the writing.
Turn off siren.
3. Ask students to share their writings.
4. If no one wants to share, call on a few students and ask what the sound
reminded them of (certain event, place, etc.)
Section 1
1.Hand out excerpts from Anne Frank: The Diary of a Young Girl (if students
have not read book give a short overview)
2. Tell students to notice the different dates on each excerpt.
3. Have students read excerpts aloud (3 volunteers).
4. Start a discussion on what the siren sound that was playing as they walked
in might have meant to Anne Frank and how it might have made her feel. (If
students are reserved, give prompt questions such as: Would the sound
mean the same to you as it would have to Anne and her family? Did anyone
feel afraid when you heard the siren, like something might be wrong? Would
Anne have felt afraid? What could it have meant for Anne and her family if
they had heard a loud siren?)
Section 2
5. Watch a clip from Forest Gump
v=ASAat2WKS68 STOP AT 1:10.
6. Have open discussion on how this clip compares and contrasts the
excerpts from Anne Frank. (Prompt questions: How are both main characters
being treated by the world and people around them? How are Anne and
Forest similar and how are they different? Do they seem to make the best of
their situations from what you can tell? Do you think it hurts their feelings
when they feel like no one is there to help them?)
Section 3
7. Put students in groups of 5 (depending on the number of students).
8. Tell them to pretend Anne Frank and Forest Gump go to school here and
are in their class.
9. Tell the students they will be creating a short scene based on this idea.
10. Tell them they will have 10 minutes to come up with the basis of a
scenario and decide who will be playing which characters.
11. Inform the students that at the end of the 10 minutes they will be
performing their scenes in groups using improvisation to resolve the conflict.
12. Tell them the guidelines for the scene that they must include (write on
board or have handout)
Every student must participate

Elementary Methods
Boal Lesson Plan
September 29, 2015
You must choose at least one, Forest Gump or Anne Frank to be
included in the scene, but they can BOTH be included if the group
There must be at least ONE teacher/adult being played in the scene
The scene must take place in school AND focus on bullying and right
vs. wrong
Every scene must have a beginning, middle, and end
There must be a conflict or problem
On a piece of paper to turn in, write down the location (ex. Cafeteria,
hallway, etc.) your scene will take place in, and what your group hopes
to address in your scene
13. Set the timer for 10 minutes.
14. Tell them when their time is up.
Section 4
15. Have one group come up at a time to perform their scene.
16. Ask them to turn in their paper with scene information to you.
17. Encourage students to be good audience members and pay attention and
encourage the performers.
18. Tell them each group will have 2 minutes to perform their improvised
19. Begin scene and have groups rotate once finished.
1.After each group has performed their scene and turned in their paper, ask
the students to discuss how or if each scene looked at bullying. Further
discussion by asking how students feel when they see someone being bullied
or they themselves have been bullied and how that might make them feel.
End the discussion with thoughts on how Anne Frank and Forest Gump were
bullied. Ask the students to finish the discussion by writing a few words in
the journal with any ideas they might have on ending bullying and uplifting
others our school.
Anne Frank: The Diary of a Young Girl by Anne Frank.
Forest Gump, September
28, 2015.
Theatre of the Oppressed, September
28, 2015.
Originally I began working on this as inspired by Heathcote, and it turned into
much more Boal inspired. I love the concept of Applied Theatre, which got its

Elementary Methods
Boal Lesson Plan
September 29, 2015
start from Theatre of the Oppressed which was ignited by Augusto Boal. I
used the idea of examining bullying throughout time, starting with Anne
Frank and moving forward through Forest Gump and onto the students lives
today. My impression of Boal is that he wanted to change the world and
make people notice what was going on in their surroundings. I wanted to
make a less threatening version of this for upper-elementary students. I want
my students to think critically and question their choices, but still feel safe
and comfortable. I also love his concept of the spect-actor, but I didnt want
to create chaos in a short class time. This is why I went with the group
improve performance where the students can plan the basis of the scene,
perform it through improvisation, and then discuss with their fellow
classmates how well it worked or didnt work.
Excerpt 1:
November 19th 1942: Mr. Dussel has told us much about the outside world
weve missed for so long. He had sad news. Countless friends and
acquaintances have been taken off to a dreadful fate. Night after night,
green and gray military vehicles cruise the streets. They knock on every
door, asking whether any Jews live there. If so, the whole family is
immediately taken away. If not, they proceed to the next house. Its
impossible to escape their clutches unless you go into hiding. They often go
around with lists, knocking only on those doors where they know theres a
big haul to be made. They frequently offer a bounty, so much per head. Its
like the slave hunts of the olden days I feel wicked sleeping in a warm bed,
while somewhere out there my dearest friends are dropping from exhaustion
or being knocked to the ground. I get frightened myself when I think of close
friends who are now at the mercy of the cruelest monsters ever to stalk the
earth. And all because theyre Jews.
Excerpt 2:
February 3rd 1944: Ive reached the point where I hardly care whether I live
or die. The world will keep on turning without me, and I cant do anything to
change events anyway. Ill just let matters take their course and concentrate
on studying and hope that everything will be all right in the end.
Excerpt 3:
July 15th 1944: Its utterly impossible for me to build my life on foundation
of chaos, suffering and death. I see the world being slowly transformed into a
wilderness, I hear the approaching thunder that, one day, will destroy us too,
I feel the suffering of millions. And yet, when I look up at the sky, I somehow
feel that everything will change for the better, that this cruelty too will end,
that peace and tranquility will return once more. In the meantime, I must
hold on to my ideals. Perhaps the day will come when Ill be able to realize

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