Title of Project: Dramatic Presentations for Senior Citizens Grade Level: 3-5 Number of Students Participating: Contributed by: Teacher: School: Engelhard Elementary School District or County: Jefferson County School District Overview/Description of Project: Students dramatized two children’s stories for senior citizens and spent time visiting with residents at a local nursing home facility. Goals: • To promote literacy among the K-1 students who participated. • To provide entertainment for the senior citizens. • To provide opportunities for the students to interact with senior citizens. Core Content Areas: Communication and Math Skills: 1.2, 1.11, 1.13, 1.15 Students read a variety of literature-based stories. From these stories, students chose which ones they would like to dramatize for senior citizens. All of the students who participated were able to read each of the books chosen prior to the performance, which met the goal of promoting literacy among the students. After visiting with seniors, students wrote reflections in their journals. Social Studies: 2.16, 2.17 Through their visits with senior citizens, students learned how to interact with people different from themselves. Arts and Humanities: 2.22, 2.23, 2.25, 2.26 Students learned how to turn stories into dramatic presentations. They learned about the importance of props and costumes in presentations. They learned to critique each others’ performance to ensure continual improvement. Practical Living: 2.29, 2.33 Students learned to work cooperatively in groups as they planned and presented their stories. They learned about the services the nursing home provides to their community. Self-Sufficiency: 3.1, 3.3, 3.4, 3.7 This project allowed students to use creativity and flexibility as they planned their presentations. They also developed more positive self-concepts through their participation. Responsible Group Membership: 4.1, 4.2, 4.3, 4.4 Students learned to work in groups as they developed their presentations. They learned to be more caring and responsible toward the elderly. Thinking and Problem-Solving: 5.1, 5.2, 5.3, 5.4, 5.5 This project provided an excellent way for students to use critical, creative and conceptual thinking skills. It also allowed them to make decisions and solve problems relevant to the project. Integration of Knowledge: 6.2, 6.3 Students use their existing knowledge to plan the project and developed new knowledge as the project progressed.
PARC MODEL STEP-BY-STEP GUIDE PREPARATION: • The project began with a discussion between the teacher and the class about what they were learning in school and how that learning might be applied to a service to the community. The students elected to apply their newly developed reading skills to present stories to senior citizens. • Students began by reading several literature-based stories. From these, they chose two that could be read and acted out simultaneously. The stories they chose were: The Very Busy Spider by Eric Carle and The Napping House by Audrey Wood. • The students spent several weeks practicing reading the stories aloud and dramatizing the story. • Throughout their presentation, the teacher talked with the students about older people in their homes, their families, and their neighborhoods. They discussed some of the needs of older people and the role that residential and nursing homes play in meeting those needs. They also discussed what they might experience at the nursing home they would visit. • Classroom time was spent on how to use dramatic play as a tool to promote literacy and comprehension. • A costume designer was contacted who provided the costumes for the various roles the students were playing. The importance of costumes to a dramatic presentation was discussed. • As the students practiced their presentations, they learned techniques for critiquing their own work and that of their peers. • One month prior to their visit, the teacher visited the facility to arrange for the visit. At that time, the teacher asked the facility’s director to discuss the project with the residents so that they would be prepared for the event. ACTION: • Students made two 3-hour visits to the senior citizens’ residence to present their stories. • After acting out the stories, students were paired with a senior citizen where they read the story to and with their partners. Time was also set aside for the students and seniors to interact informally. REFLECTION: • After each visit to the facility, students recorded their thoughts in a journal. All of the students who participated ranked the project as “worthwhile” and recommended that there be future projects with the senior citizens. • Students watched videotapes of their performances to critique and discuss ways it could be improved in the future. • The students volunteered to serve as project mentors the following year for upcoming K-1 students. • The students received ongoing praise from the seniors, facility director, teachers, the principal and parents. A party was held for both students and seniors. • Publicity about the project created parent interest and participation. Parents attended the performances and helped with costumes and videotaping. CELEBRATION:
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