POST-SHOW ACTIVITIES HOW DOES A COMMUNITY DEFINE JUSTICE? (Common Core Code: CCSS.ELA-LITERACY.SL.11-12.1.C)


In Bobbie Clearly, citizens of Milton, Nebraska, struggle to deal with a criminal’s reintegration into the community. In this process drama activity, students explore how a parallel situation might play out in the classroom.


DEFINE BRAINSTORM Ask the class to define the terms justice, punishment, and revenge. Share out a few definitions of each term.


Ask students to imagine the following scenario (or a similar scenario): A member of this class stole the classroom’s laptop. This laptop contained important work for each member of the class. The classmate then destroyed the laptop, making the work unrecoverable, and was caught, suspended, and has rejoined the class. Has justice been served, or is something missing? Ask students to write down what they think they should do as a classroom community in this situation, specifically with regard to the offender.


DEBATE


Create a list of ideas on the board, combining similar ideas. Choose two strong ideas and host a human- barometer style debate in which undecided students move across the room to the side with the most compelling argument about why their suggestion creates justice.


REFLECT In what ways were your responses to a returning offender similar to the characters’ responses to Bobbie?


(Common Core Code: CCSS.ELA-LITERACY.SL.11-12.3) HOW DOES A PLAYWRIGHT USE AN INTERVIEW TO INSPIRE A FICTIONAL MONOLOGUE?


Playwright Alex Lubischer used interviews with family and friends from his hometown to inspire the entirely fictional characters in Bobbie Clearly. In this activity, students explore how to find inspiration through interview.


INSPIRE


Have students sit in a circle. Go around the circle, having each student introduce something about themself by finishing the sentence, “I’m the one who…” For example, a student might say, “I’m the one who has seven siblings.” Go around the circle several times, and ask students to take note of which sentences intrigue them.


PLAN


Have students plan an interview with a classmate, using the Interview Template HERE. Students should write out three to four questions for their interview subject, questions inspired by their “I’m the one who…” statements.


INTERVIEW WRITE SHARE


If needed, model an interview for the class, using the Interview Template as a guide. Then, allow students to interview each other, taking notes of answers.


Using their interviews as a starting point, have students write monologues inspired by their classmates, but fictional.


Have students read monologues out loud in small groups or as a whole class. What was difficult about conducting an interview? How did the interview as a basis change how or what you wrote?


BOBBIE CLEARLY UPSTAGE GUIDE 21


FOR EDUCATORS


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