Role Play Lesson Plan Tool

Teacher: Katie West Module Chapter 8: Forms of Group Discussion Course:Basic Speech Date 11/15/06

Role Play Lesson Plan Tool

Course:Basic Speech / Content Module: CHAPTER 8: FORMS OF GROUP DISCUSSION
Student Level: GRADES 7-10 / Rationale for Role Play Method: STUDENTS PRACTICE ABILITY TO PERFORM SPECIFIC ROLES IN FORMALGROUP DISCUSSION
Lesson Specific Subject:
Roles included in Parliamentary Procedure

Lesson Frame:

Date / Monday (or dates) / Tuesday / Wednesday / Thursday / Friday
Topic / Define committee, panel discussion, symposium, forum / Describe roles of leader and participants in committee, symposium / Define
Parliamentary Procedure and its four principles / Parliamentary Procedure
Class Activity / Describe duties of parliamentary officers, discuss role play
Method / Interactive lecture / Discussion / Interactive lecture / Role Play / Discussion
Academic Content Standards
Standard: / Speech
Benchmark: / 3.1.2 demonstrate how reading, writing,
speaking, listening, viewing, and thinking are interrelated;
Indicator: / Design integrated assignments that include reading, writing, speaking, and listening to peers through classroom presentational sharing

I. Introduction to Role Play Lesson

Learning Objective / Outcomes:
Through role play, students will examine how Parliamentary Procedure (P.P.) aids in creating successful group dynamics
Students will learn to:

Execute P.P. roles
Execute P.P. actions
How to apply P.P. to real life situations

Scenario Background of Role Play:
In the classroom we will stage a meeting. Students will name their club and then be assigned specific roles in the club. They will then have to carry on a meeting according to the guidelines that the text provides for parliamentary procedure, which is a set of rules for running large group meetings:

The right of the majority to decide
the right of the minority to be heard
Decisions made according to a one-person, one-vote rule
The right of absent members’ opinions to be included

Students will perform order of business and bring a motion to the table for discussion
Half of the students will perform P.P. roles in separate groups and half of the students will perform the role of active observers of the groups.

Note: When "Card Deck" technique is used, the following information appears on the card front and back

Role Name: (front)
President or Chair / Role Profile: (back)

Keeps the meeting under control, keeps members on subject and makes sure everyone has an equal opportunity to be heard, budgets time
Makes sure motions are finished
Explains points if misunderstood
Moderates discussion
Votes in case of tie

Role Name:
Vice President or Vice Chair / Role Profile:

Chairs meetings when President is absent
Chairs certain committees as assistant to President
Substitutes for President when necessary

Role Name:
Secretary / Role Profile:

Keeps minutes or records
Checks attendance at meetings
Sends out notices about future meetings
Sends out letters as directed by President

Role Name:
Treasurer / Role Profile:

Keeps records of all expenses and incoming funds
Pays bills
Collects dues or other money
Gives financial report when required

Role Name:
Parliamentarian / Role Profile:

Advises President or chair on parliamentary procedures

Role Name:

Active Observer

The remaining students who are not participating in the role play are observing the interactions, taking notes for the discussion that will follow the role play. Since the students who are not actively participating in role play can see it in a different perspective, they have something valuable to add to a discussion.

-How were the students interacting?

-Were the roles successful?

-Did one person attempt to take control of the “meeting”?

-Is there something you would have changed about the procedure?

The following day, students will switch roles and the active observers will take on P.P. roles and the P.P. roles will be come active observers.

Role Playing Rules / Guidelines to be shared with students
[Best to post on board, flipchart, or provide handouts to all students with rules listed.] / Guidelines:
1] RESPECT of everyone in the room, including the active observers. Don’t talk while others are talking
2] RESPECT of your roles, remember we are a group
3] RESPECT of your teacher as discussion facilitator
4] RESPECT of the text, remember what you have read and support claims you make during discussion with points from the reading

II. Act out Role Playing Scenario based on lesson plan and best use of clock time to achieve lesson objectives:

____ Single Role Play / Single Performance __x__Single Role Play / Multiple Performances

____ Multiple Scenarios / Single Performance ____ Multiple Scenarios / Rotation Performances

____ Other:______

III. Post Processing Format:

_x__Instructor Facilitated / ____ Student Facilitated
/ Teacher Support / Rationale for Processing Choice
___ Post Activity / ___ Student Observers.
___ Posted Processing / ___ Student Dyad Team:
___ Post Follow-up Processing. / ___ Paired Teams.
__x_ Stop Action / Freeze Scene / ___ Student Replay
Sharing Processing Format with Students: / Processing Guidelines: (best to share on board, flipchart, or handout)
1. Students in roles share how they felt the activity went
2. Audience shares observations of activity
3. Teacher interjects with discussion questions and is able to “freeze the scene” if she feels an interjection should be made
Questions to guide Process
for maximum Learning / 1. How did you feel performing your role in Parliamentary Procedure?
2. What motivated your behavior?
3. What motivated your thinking?
4. What insights did you gain from role playing?
5. What did you Learn?
6. How might you use this learning outside of the classroom?
7. What surprised you as you became more involved in P.P.?
8. If you could 'replay the scenario, what would you do differently?
9. Did you feel comfortable in the group setting?
10. Did the provided rules aid or hinder your abilities to discuss and learn?
11. What other thoughts would you like to share with your classmates?
Unique Questions that are
content or lesson objective related? / 1. How do effective group leaders use communication?
2. Is there a member of the group, in parliamentary procedure for example, that is more important than another?
3. How do group dynamics affect the outcome of parliamentary procedure?
4.Is it possible to balance the power in a group setting so that each member has an equal chance of having his or her voice heard?
5.
6.

IV. Lesson Conclusion

Review: / Restate Learning Objectives / Outcomes:
Through role play, students will examine how Parliamentary Procedure (P.P.) aids in creating successful group dynamics
Students will learn to:

Execute P.P. roles
Execute P.P. actions

How to apply P.P. to real life situations
Summarize / Lesson Learned:
How to successfully communicate with a group through parliamentary procedure
Learning Linkage
Transition / Follow-up Homework Assignment or Assessment Activity
From the point of view of the role you were assigned in class, write positive or negative experiences you encountered while in the group, what you might change, and how you personally contributed to the group as a whole
Disengage-ment / Final Impact Thought:
Remember, for a group to function successfully as a whole, each person has to contribute equally. Notice the functions of groups as you go to your other classes and also as you participate in other activities throughout the day. How do you participate and how do others participate?

V. Teacher Supports

Room Set-up, Equipment Needs, Supplies:
Desks set up in circles for students participating in meeting and in rows for the audience who are observing and participating sporadically in discussion.
Flip Chart
Markers
Print Resources / Web Site: / Content Lesson Support & Documentation
The Basics of Speech
Chapter 8 p. 220-250 / An overview of parliamentary procedural and the roles necessary for carrying out a “meeting” in class