To create and present a skit on issues related to breast and cervical cancer. In this project, students will develop skits with the understanding that they will perform them for another class or the larger school community. The skits must contain factual information. Students will have to identify the following:
Health issues related to breast and cervical cancer
The characters
The setting
The relevant facts
The key message
A title
This project has three parts:
Part 1: Writing A Skit
Part 2: Practice
Part 3: Presentation
1. Each skit should address health issues or problems
related to breast or cervical cancer that students have
thought about or encountered in their lives. There
does not have to be a resolution in the story. Instead, it
can pose a problem that makes the audience think.
Students should incorporate relevant facts and
vocabulary from the curriculum for these skits. Skits
should not be limited to "how-to" stories but can also
explore issues of compassion and support that are
needed when someone is confronting a health problem
such as cancer.
A class discussion and listing of ideas will help the
groups develop/decide on the focus of their skits. You
may want to begin the discussion with a few examples
and then ask class members to add their own. Examples:
Jane is worried because her best friend does not want to get a Pap test. Her friend thinks it will be
embarrassing and uncomfortable.Joe's mother has breast cancer. He is concerned about her but doesn't know how to talk to her about it.
Yvette has a conversation with her doctor after she finds a lump in her breast. They talk about screening
tests.
Situations and issues for skits will most likely have arisen in your class discussions throughout this curriculum. In Unit 3, students explored obstacles and supports related to taking care of one's health. This material may offer students ideas that can be explored in these skits.
2. Write students' suggestions on newsprint.
3. Students should divide into groups of two to four. Larger groups can be difficult to coordinate. Each group can choose an issue for its skit or identify one from the class brainstorm. Each group can choose a different issue.
4. Help students map out their skits. Use the A Skit Map Journal Page as an aid. Check in with each group: Has each group identified an issue? Have they identified the characters? Have they identified the setting? Do they have an idea of the message or main point of their skit, i.e., what they are trying to say or point out to the audience? Have they identified the health-related facts and vocabulary that they will need? These questions are guiding questions and will help students organize their ideas.
5. If students would like to see examples of health related skits to help inspire them, they can go to the Web sites listed under Technology Tips. The HIV/AIDS: A Collection of Stories and What A Friend Can Do For You Photo- Novel about breast cancer, are excellent examples. You may also order classroom copies of this photo-novel using the HEAL:BCC Publications Order Form in the Teacher Support section of the curriculum.
Students will need time to develop the dialogues and scripts. They should work together in class. Most likely students will need two or three class sessions to develop the skit. Each group should have the opportunity to practice its skit. Groups may want to partner with another group so that they can practice in front of them and get some feedback.
Students can use the Is Your Skit Ready? Journal Page to evaluate if their skits are finished and ready to be performed.
If the students are prepared, this should be a fun and educational event for all involved. During the final presentation, the skits should be videotaped if possible. This videotape can be borrowed by students to show to family members.
For examples of health-related skits see: HIV/AIDS: A
Collection of Stories and Skits and teacher notes at:
http://www.worlded.org/us/health/docs/hivaids.htm
Or visit the HEAL:BCC Web site at: http:/www.worlded.org/us/health/heal to share What A Friend Can Do For You with your students. This photo-novel addresses the issue of breast cancer directly.
Your class may be interested in publishing its writings on the Web. The National Institute for Literacy sponsors five regional centers to help practitioners explore the Internet for teaching and learning. If your class wants to create a Web page, you can contact your regional LINCS program for technical assistance.
Available at:
http://www.easternlincs.org -- Eastern LINCS
http://slincs.coe.utk.edu -- Southern LINCS
http://literacy.kent.edu/Midwest -- Midwest LINCS
http://www.literacynet.org/lincs -- Western/Pacific LINCS
http://www.nwlincs.org -- Northwest LINCS