What I Really Want to Know
- Use a Word Wall to help students generate questions of curiosity about healthy living concepts such as mental health, bullying and harassment, stereotypes, sexually transmitted infections (STIs), sexual health and/or heatlhy relationships. Provide answers to their questions, and share their learning through a performance as an approach to a unit of learning.
- Grade 9: C1.4, C1.5, C2.2, C2.3, C3.2, C3.3, C3.4
- Grade 10: C1.1, C2.3, C2.4, C2.5, C3.4, C3.5
- Create a Word Wall using words that represent the healthy living concepts in the curriculum expectations for your chosen grade. Provide students with a blank KWLQ chart.
- Have students’ select two to three concepts from the Word Wall that spark their interest.
- Working alone or in pairs, have students complete the first two columns of their KWLQ chart.
- Have students form small groups and create one or two questions they or others may have about the concepts represented on the Word Wall.
- Provide groups with time to explore their questions and gather information to answer their questions.
- Have students create and perform a skit, creative dance, song, or spoken word poem to communicate what they have learned about their chosen concepts.
- After each performance, have students share what they hoped to convey through their performance and any additional learnings not included in the performance.
- Encourage the rest of the class to provide constructive feedback.
- Facilitate a group debriefing session. Have the students reflect on what they learned, theirs and others’ reaction to the work of their peers, and what the class as a whole can take away from the session.
- Have students reflect on their performance by completing the last two columns of their KWLQ chart.
A list of healthy living concepts relevant to the chosen grade
Time and space for students to explore their topic and to create and perform their skit, dance, song, or spoken word poem
An assessment checklist to be used to assess student achievement of the learning goals during the student performance and student reflections
- Use the KWLQ chart to assess what students know and what they want to know more about to guide their learning before they explore their concepts.
- Use the completed KWLQ chart to assess what students have learned through their exploration, through the creation of their performance, and from viewing other student performances.
- Use an assessment checklist to assess students’ achievement of the learning goals using the co-constructed success criteria.
- Have students take advantage of experiential learning opportunities through community partnerships (for example, visiting their local sexual health clinic; calling a distress centre for information).
- Have students generate further questions they may have based on another student performance, to spark further healthy living learning.
- Have the class generate alternative endings to the students’ performances once students have performed for their peers.
- The educator should moderate the post-performance discussion, ensuring class feedback remains constructive, correcting any misinformation presented in the work, and answering any questions that may arise, referring to relevant resources as needed.
- If any inappropriate content or gestures come up in a performance, do not react in a disciplinary manner, but correct it.
- Acknowledge humour as a useful tool that increases memory, confidence, and self-efficacy and helps to combat stigma and diffuse awkwardness.
- For youth who may not comfortable performing, create an option to participate in a behind-the-scenes capacity (that is, writer, director, stage manager, music).