In Production
  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 02. Careers In The Nonprofit Sector
      1. Benchmark E.2 Describe a job in the civil-society and for-profit sectors.
To practice the vignettes, make simple costumes and scenery, and plan and arrange for advertising. This is a hands-on, student-led lesson as they use their ideas to practice and develop a finished production. The teacher is present to ask guiding questions and nudge progress along.
Duration: 
PrintSix One-Hour Class Periods (approx. rehearsal time)
Objectives: 
The learner will:
  • rotate through work centers practicing the career vignettes, designing and painting scenery, making costumes, and making publicity posters. The groups will work for 15-minute periods at each station.
  • compose a narration to tie the production together. (Form a group to write the narration selecting a few students from each group.)
Materials: 
  • Cardboard, poster board, or large sheets of paper
  • Tempera paints, crayons, colored pencils, felt-tip markers
  • Staplers, tape, glue
  • Tape or CD player for instrumental music, if desired
  • Tissue paper
  • Appropriate fabrics for costumes or an assortment of old clothing to use for costumes
Home Connection: 
Encourage the students to involve the parents in their preparation, planning, and final production. Parents can be involved as coaches, extra helpers in the classroom, materials suppliers for the performances, refreshments, audience, and other creative ways that the students propose.
Instructions: 
Print
  1. Anticipatory Set:Divide the students into their working groups. Ask each group in turn to tell the class—in the form of a one-word cheer—whether their career is from a profit or nonprofit organization. Tell the class that today they will be practicing for the final performance of their song. Guide a discussion of what the scenery should look like.

  2. Arrange the room in work centers so that the students have supplies and space available to work. Four Centers: (1) practice the song and drama, (2) design and paint scenery, (3) work on costumes and props, (4) make publicity posters.
  3. The students will work in 15-minute rotations at the centers.
  4. At the end of each one-hour work period, discuss the progress made and determine what resources or plans are needed to perform the show for an outside audience. Let the students lead in decision-making and idea-generation.
Assessment: 
Observe students’ problem-solving skills, cooperation, and attention to task as they prepare for the final presentation. You know they have success when they determine that they are ready for the performance.