Process Drama: The Giver Katie McNamara & Jennie Pardoe 1. Chosen learning areas: a.

Finding your own voice b. Making important decisions as an individual 2. Circumstances/ Dramatic Context a. Create the community in a nondescript time 3. Roles a. Students: Elders creating the community, children within created community, a collective voice of one caregiver b. Teachers: elders, perhaps Jonas at some point 4. Frame a. They are constrained to live by the rules/in their roles in the community 5. Sign a. Map of community b. Written set of Rules c. Sorted Assignment d. Baby (Or signifying object) 6. Strategies: Community o Have students divide into 2 groups. o One group will be asked to draw the community, the other will be asked to create rules for the community. The group drawing the community should make clear: What the houses look like What families look like (how many members, etc) Transportation (roads?) Buildings (all the same or are they different?) Landscape Other things they may want to include in a community The group making up rules should signify 6 benchmarks in the life of a young member of the community. Ex/ in The Giver, when a child reaches year 12, they are given their future career path. When they reach age 9 they get a bike, etc. What age constitutes each benchmark? What happens at this age? Is it different for boys and girls? What happens to the elderly in this community? Is there a community home? Flocking

o During this activity we will be observing students to be sorting them into their future careers. This is a different form of flocking then presented earlier in the class. The students get into a pyramid formation and the leader is at the point. The leader completes a sharp short action indicating the life that they live by the rules previously established. The next line repeats what the first has done and the line after them follows suit, followed by the next line, ect. The first person continues to make sharp and short moves that will then be copied in order by the other students. One of the facilitators will stand towards the back and will change a few things about the action. The other facilitator will observe how people react so that they are able to have incite as to who the giver will be. Both facilitators should watch everyone working to decide who will be assigned to which position. Ceremony o Everyone will assume the role of a child (the age dependent upon the rules the group in the first activity stated). We will have previously observed the students throughout their lives (or in this case, the flocking exercise), and present them with their occupation. Journal after the ceremony? Were students happy with their jobs? Releasing Debate o Facilitator will all assume the role of the nurturer. They will be asked to decide whether or not a newchild should be released. They represent the decision maker(one voice) and can ask any question that they would like.