education pack - artour.com.au · doing chores around the house, helping your family, working...

EDUCATION PACK

Created by Nadia Jade for Cluster Arts and Hoopla Clique

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Process Drama Unit: Chores

Chores is an action-packed circus show, the story of two brothers hanging out in their messy

bedroom, when they hear their Mum approaching and must rush to get their jobs done. The

physical comedy is suitable for diverse audiences as it requires little language and speaks to

young and old alike.

This Education Pack provides lesson plans for Foundation to Year 6 that meet standard

Australian curriculum links for Drama and English. Each year group has two linked lessons

with warm-ups, discussion topics, roleplay activities and extension activities.

In addition, the roleplay games and discussions relate back to the learning continuum of

personal and social capability, developing students Self-Management, Self-Awareness, Social

Management and Social Awareness.

Objective

Students will develop vocabulary related to the topic of chores; they will engage in discussion

and roleplay activities that explore what chores are, who can do different chores, and explore

sharing and assisting. They will reflect on social structures and responsibilities, develop

personal social capabilities, and reflect upon their role in their families and communities.

Main Concepts

Doing chores around the house, helping your family, working together, different capabilities

of different ages, different cultural aspects of families.

Description

Building on their experience where students watched the circus show Chores, students will

explore different aspects of personal and social capabilities through discussion and roleplay

activities. Children will learn collocations such as ‘do the dishes’ and ‘mow the lawn’.

Students with well-developed social and emotional skills find it easier to manage themselves,

relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in

teamwork and feel positive about themselves and the world around them. The development

of personal and social capability is a foundation for learning and for citizenship.

Personal and social capability involves students in a range of practices including recognising

and regulating emotions, developing empathy for others and understanding relationships,

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establishing and building positive relationships, making responsible decisions, working

effectively in teams, handling challenging situations constructively and developing leadership

skills.

Lesson Plans

Foundation to Year 2 Curriculum links Lesson 1 Lesson 2

ACADRM027 Explore role and dramatic action in dramatic play,

improvisation and process drama X X

ACADRM028 Use voice, facial expression, movement and space

to imagine and establish role and situation X X

ACADRM029 Present drama that communicates ideas,

including stories from their community, to an audience X

ACELA1444 Understand that language is used in combination

with other means of communication, for example facial expressions

and gestures to interact with others

X X

ACELY1656 Engage in conversations and discussions, using

active listening behaviours, showing interest, and contributing

ideas, information and questions

X X

LESSON 1

Anticipatory Set/Hook

Discussion (8 minutes)

Students discuss the show that they saw.

Examples of discussion questions could include:

- What do you remember from the show?

- What were your favourite parts?

- What circus tricks did you see?

- What did the boys in Chores have to do?

- Did they get their jobs done in time?

- What went wrong? What went well?

- What was their reward?

Warm up

Name Game (6 minutes)

Sit students around in one circle. While the students clap along to the beat they chant,

“name game, name game, what’s your name and what’s your fame?” Then the student (for

the first time let the facilitator begin) will say their name and something that they are known

for around their house, family, or classroom. It could sound like this, “my name is Mrs.

________. And I’m famous for making the BEST pancakes”

Other examples of what the students could be known for are things like a shell collection or

making good cookies, etc.

Instruction/Activity

1. Brainstorm (10 minutes)

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Brainstorm as a class, writing various chores on the board. Give an example of a few chores.

Chores could include:

- clean your room

- make your bed

- pick up / put away / hang up your

clothes

- wash the dishes

- wash the car

- mow the lawn / cut the grass

- pick up your toys

- pull weeds

- do the vacuuming

- plan a meal

- prepare / cook dinner

- set the table

- clear the table

- wash the dishes

- clean out the fridge or freezer

- clean the shower or tub

- disinfect the toilet

- do the laundry

- wash the clothes

- dry the clothes

- put away the clothes

- mop the floors

- vacuum the carpets / rugs

Ask students to review the chores and ask any questions they may have.

2. Roleplay (15 minutes)

The students stand in a circle. One by one, using actions, noises and dialogue, the students

act out one of their chores. After 30 seconds, the other students have to guess what chore

they are doing. Students can repeat the same chore or do a new one from the board.

Extension/Open-Ended Questions

(6 minutes)

What would happen at our homes if people didn’t do their chores?

LESSON 2


Warm up (6 minutes): Yes, let’s! Game

In improvisation some of the most important concepts that need to be learnt include the idea

of making offers and accepting and building on offers. By offering, accepting and adding in

improvisation the scene is better able to progress and become more interesting and

engaging. This warm-up, Yes Let’s, really starts to get students thinking about making offers

and accepting them.

1. Have student’s stand in a circle.

2. Move around the circle in a clockwise direction for the next lot of steps.

3. Each person needs to come up with a simple action. They demonstrate that action to the

group by saying, for example “Let’s brush our hair.”

4. Everyone in the circle repeats “Yes, Let’s!” in unison and completes the action.

5. Continue around the circle until everyone has had an opportunity to offer.

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Discussion

What kind of jobs do different people do? (15 minutes)

Return to the list from lesson one. As a group, discuss chores that different people do.

Stimulus questions:

- What is different between your house and a friend’s house?

- What makes jobs different, do different people in your house have to do different

jobs?

- Do younger children do different chores? to older children? Do adults do different

chores?

- Do different family types allocate jobs differently? Does a house with a single parent

and one child separate jobs differently to a big house with 5 children?

- Do different cultures in the classroom group do different chores?

- How often are chores done? Are there some chores that we do every day, or some

we do every week?

- Do some people get allowances for chores? What kind of chores do you get paid for?

What kind of chores do you do for ‘free’?


Roleplay (19 minutes)

The children form groups of three or four. This can be organically formed, or by ‘numbering

off’. (1,2,3, all 1’s together, all 2’s together etc.)

Allocate each group an age group or a type of chore. Working together, the students choose

a chore from their allocated group, then using actions, noises and dialogue, the students act

out their chore.

Provide 3 minutes preparation time in their groups, then present their piece to the whole

class.

Suggested allocated roles for groups. Choose an allocation that reflects the discussion your

class has had.

- Mum, dad, big kids, little kids

- Chores that different cultures do

- Everyday chores, weekly, monthly

- Food preparation, cleaning, garden, pets, playtime

Concluding question

(6 minutes)

How does everyone in a family work together to do all the chores that need doing?

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Year 3 & 4

Curriculum links Lesson 1 Lesson 2

ACADRM031 Explore ideas and narrative structures through

roles and situations and use empathy in their own improvisations

and devised drama

X X

ACADRM032 Use voice, body, movement and language to

sustain role and relationships and create dramatic action with a

sense of time and place

X X

ACADRM033 Shape and perform dramatic action using

narrative structures and tension in devised and scripted drama,

including exploration of Aboriginal and Torres Strait Islander drama

X

ACELA1476 Understand that successful cooperation with others

depends on shared use of social conventions, including turn-taking

patterns, and forms of address that vary according to the degree of

formality in social situations

X X

ACELY1676 Listen to and contribute to conversations and

discussions to share information and ideas and negotiate in

collaborative situations

X X

LESSON 1


Warm up: Name Game (6 minutes)








Discussion

Students discuss the show that they saw (8 minutes)





- Did they manage to get their jobs done in time?



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- clean your room

- make your bed


clothes

- wash the dishes

- wash the car


- pick up your toys

- pull weeds

- do the vacuuming

- plan a meal


- set the table

- clear the table

- wash the dishes




- do the laundry

- wash the clothes

- dry the clothes


- mop the floors




The students stand in a circle. One by one, using actions, noises and dialogue, the students

act out one of their chores. After 30 seconds, the other students have to guess what chore

they are doing. Students can repeat the same chore or do a new one from the board.


(6 minutes)

What would happen at our homes if people didn’t do their chores?

LESSON 2


Warm up: ‘Yes, Let’s!’ Game (8 minutes)





and accepting them.



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Discussion

Working together (10 minutes)

When we do chores at home, sometimes we work together to get things done.

Stimulus questions:

- Are some chores easier when we work together? Are some easier to do when working

alone?

- What happened in Chores when the brothers didn’t help each other? What happened

when they did help each other?

- Should parents help kids do chores? Should kids help parents do chores?

- How do we ask for help with a task?



All the students stand in a circle. Everyone groups into two or three. Each group chooses a

chore from the list from yesterday. They demonstrate that chore by using actions, noises and

dialogue, to show EITHER helping a friend to complete that chore, or refusing to help and

making it more difficult.

The teacher selects one pair/group to freeze in a ‘statue’. All the others stop playing and

observe the freeze frame and discuss what they can see.

- What chore are they doing? Will they get it done?

- How are the protagonists feeling? Happy, angry sad?

- What do they need to do to get the chore finished?

The game restarts, and the facilitator chooses another pair/group to freeze, until all students

have participated.

Concluding Q&A

(7 minutes)

Students call out the answers to these true/false questions.

- People live in different houses and have different jobs to do at home True

- Children are too small to do any chores around the house False

- Some jobs are only for adults to do True

- When two people work together chores are easier to do True

- It doesn’t matter if you never take the garbage out False

- It doesn’t matter if you don’t help your mum or dad with chores False

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- Children can help around the house by: True

- Cleaning up their toys

- Taking dirty dishes to the kitchen

- Taking out the garbage

- Older children have different jobs to do True

- Pets are everyone’s responsibility in a family True

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Year 5 & 6

Curriculum links Lesson 1 Lesson 2

ACADRM035 Explore dramatic action, empathy and space in

improvisations, playbuilding and scripted drama to develop

characters and situations

X X

ACADRM036 Develop skills and techniques of voice and

movement to create character, mood and atmosphere and focus

dramatic action

X X

ACADRM037 Rehearse and perform devised and scripted

drama that develops narrative, drives dramatic tension, and uses

dramatic symbol, performance styles and design elements to share

community and cultural stories and engage an audience

X X

ACELA1502 Understand how to move beyond making bare

assertions and take account of differing perspectives and points of

view

X X

LESSON 1


Warm up: Name Game (5 minutes)








Discussion

Students discuss the show that they saw (5 minutes)





- Did they manage to get their jobs done in time?







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- clean your room

- make your bed


clothes

- wash the dishes

- wash the car


- pick up your toys

- pull weeds

- do the vacuuming

- plan a meal


- set the table

- clear the table

- wash the dishes




- do the laundry

- wash the clothes

- dry the clothes


- mop the floors



2. Discussion: What kind of jobs do different people do? (10 minutes)

Return to the list from lesson one. As a group, discuss chores that different people do.

Stimulus questions:

- What is different between your house and a friend’s house?

- What makes jobs different, do different people in your house have to do different

jobs?

- Do younger children do different chores? to older children? Do adults do different

chores?

- Do different family types allocate jobs differently? Does a house with a single parent

and one child separate jobs differently to a big house with 5 children?

- Do different cultures in the classroom group do different chores?

- How often are chores done? Are there some chores that we do every day, or some

we do every week?

- Do some people get allowances for chores? What kind of chores do you get paid for?

What kind of chores do you do for ‘free’?


The children form groups of three or four. This can be organically formed, or by ‘numbering

off’. (1,2,3, all 1’s together, all 2’s together etc.)

Allocate each group an age group or a type of chore. Working together, the students choose

a chore from their allocated group, then using actions, noises and dialogue, the students act

out their chore.

Provide 3 minutes preparation time in their groups, then present their piece to the whole

class.

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Suggested allocated roles for groups. Choose an allocation that reflects the discussion your

class has had.

- Mum, dad, big kids, little kids

- Chores that different cultures do

- Everyday chores, weekly, monthly

- Food preparation, cleaning, garden, pets, playtime

Concluding question

(3 minutes)

How does everyone in a family work together to do all the chores that need doing?

LESSON 2


Warm up: ‘Yes, Let’s!’ Game (8 minutes)





and accepting them.







Discussion

Working together (10 minutes)

When we do chores at home, sometimes we work together to get things done.

Stimulus questions:

- Are some chores easier when we work together? Are some easier to do when working

alone?

- What happened in Chores when the brothers didn’t help each other? What happened

when they did help each other?

- Should parents help kids do chores? Should kids help parents do chores?

- How do we ask for help with a task?

- Are there some chores that MUST be done together?

- Is it fair if one person always has to do certain chores?

13 | P a g e



All the students stand in a circle. Everyone groups into two or three. Each group chooses a

chore from the list from yesterday. They demonstrate that chore by using actions, noises and

dialogue, to show EITHER helping a friend to complete that chore, or refusing to help and

making it more difficult.

The teacher selects one pair/group to freeze in a ‘statue’. All the others stop playing and

observe the freeze frame and discuss what they can see.

- What chore are they doing? Will they get it done?

- How are the protagonists feeling? Happy, angry sad?

- What do they need to do to get the chore finished?

The game restarts, and the facilitator chooses another pair/group to freeze, until all students

have participated.

OPTION: If one pair is demonstrating two people refusing to help, can another pair reflect the

same scenario but in a helpful guise.


(6 minutes)

How does working together help us to get our chores done?

What have we learned from these lessons, and do you think it will change how you help with

chores at home?

This Education Pack was developed by Nadia Jade at Cluster Arts in line with current Australian Standard Curriculum

Requirements in November 2017. Your comments, questions and feedback are appreciated.

A 5 -lesson plan for creating a full-length Drama performance, as well as senior school units are currently in development.

Chores is available for school touring opportunities across regional and urban Australian schools throughout 2018 and

beyond. School performances include optional circus and drama workshops that can be modulated to fit your curriculum

requirements.

Please contact us for further information, to obtain testimonials, or to request a tour kit.

Debbie Wilks [email protected] 0433 554 801

Nadia Jade [email protected] 0479 096 835

mailto:[email protected]

mailto:[email protected]

education pack - artour.com.au · doing chores around the house, helping your family, working...

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