Approximately 10-20 minutes
About this strategy:
Touchstones is a strategy that invites students to reflect on a learning experience using a range of open-ended prompts. With this strategy, students are thinking about specific moments in the play, overarching themes, and correlations between the play and real-world situations. This strategy invites students to have a whole-class open dialogue to reflect on the play and how the play themes and characters might relate to their own experiences.
Grade Level: 4-6th Grade
Objectives:
- Reflect on moments in the play that resonate with them
- Analyze how moments and/or themes across the play relate to their own experiences and the world around them
TEKS:
- A.I.S.D. SEL TEK: Goal V Elementary: Demonstrate decision-making skills, problem-solving skills, and responsible behaviors in school, personal and community ;
- Identifies community and social norms that affect decision-making.
- Identifies inappropriate behaviors and describes how to respond to a situation
- 5th Grade Theatre TEK: (b) Knowledge and skills. (5) Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
- (C) identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.
Space: Room for a circle
Participants: 3+ students
Materials: 3-8 pieces of large paper, markers (online: Jamboard, Zoom Whiteboard, or Google Slides)
Directions:
Prior to the activity, write an open-ended statement on a piece of paper; create 3-5 statements each on their own piece of paper. For example, My favorite moment in the play was… If I could talk to one character in the play, I would like to speak to… This play makes me think about… Something I remember about the play is…The play relates to the real world because… Everyone gathers in a circle. Read each paper and put them on the ground in the center of the group. Invite a volunteer to pick up one piece of paper, read it, respond to the statement, then, crush the paper into a ball and throw it to someone else who indicates that they want to answer the prompt. The new participant catches the paper and responds to the statement. This is repeated until all participants who want to speak have spoken; then the group allows the paper to hit the floor, ending that prompt. Next, another volunteer chooses another paper, reads, responds, crushes the paper into a ball, and throws it to the next speaker, and the process repeats. Participants choose how often and when they participate and whether all statements are used.
Side-Coaching:
- You don’t have to talk for every piece of paper, but I would like you to speak to at least one prompt.
- Raise your hand if you want the paper/prompt thrown in your direction.
Reflection:
Describe: What did you notice about yourself in this activity?
Analyze: Which statements/comments got the most speakers? Why?
Relate: Are there specific words/phrases that we heard multiple times? What do you think this means about our interpretation of the play?
Zoom Facilitation Considerations:
- One option is to create a few PowerPoint slides with the 3 different prompts and have students popcorn their responses. When a prompt is finished, you can remove it or hide the prompt so that students know it is no longer being used.
Adapted from The DBI Network: https://dbp.theatredance.utexas.edu/teaching-strategies/touchstones