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Story Drama by: Beth Douglas & Mariah Kartz

Title: Tough Boris

Author: Mem Fox

Illustrator: Kathryn Brown

Publishing: Voyager Books Harcourt, Inc.

Abstract:

Boris von der Borch and his crew are mean, tough and scary pirates. But when Boris’ parrot dies

his humanity begins to shine through.

Suggested Grade Level: Grade 2

Rationale:

We initially picked Tough Boris because the illustrations are really great. Upon reading the book,

you learn of the tender story being told within the pictures and glimpses of how even the

toughest of tough still need to cry.

Key Ideas:

1) The importance of not making assumptions on somebody’s entire personality based on

their looks

2) Understanding self, and showing of emotion

1. Building Context 10 minutes

Grouping: Whole group

Strategy: Brainstorming

Administration: Teacher in front of group with a large blank piece of paper, and a thick

marker

Focus: To build collaborative meanings

Have group sit facing direction of Teacher.

Teacher: Our activities today are within this fantastic book with some unique characters.

We are going to share what we know about pirates. When I see your hand up, I

will call on you to share your ideas, and then I will then write your thoughts on

this piece of paper. (Students raise their hands with ideas)

Allow all students to have a chance to share their ideas about pirates. Discuss some keys themes

and ideas that have come up, and have them ready for the story.

2. Artifacts 5-7 minutes


Strategy: Exploring

Administration: Teacher will have set up artifacts that would typically be on a pirate ship,

and pirate paraphernalia before class starts, and have them covered with a blanket or

sheet. These artifacts could include, but not limited to: pirate hat, scarf, rope, chest with

treasures, compass, sword, eye patch, and hook.

Focus: Adventure, exploration

Have class stand up and make a circle around the artifacts. Teacher removes blanket/sheet.

Teacher: These are some artifacts that belong to a pirate and their ship. We are going to

walk around these items to have a look at all of them, you may pick them up and

see how they feel. Remember to be sure to allow your classmates to have a turn as

well. (this part should take around 5 minutes)

Have the class go back to their seats.

Teacher: Now that we’ve looked at these artifacts, what did we see? (Students offer what

they saw – this should take 2 minutes)

3. Tough Boris Introduction 3-5 minutes


Strategy: Reading aloud (Teacher)

Administration: The story

Focus: Introduction to Boris and his crew

Teacher will read from cover page until page 9: “He was massive.

All pirates are massive.”

4. Pirate Ship Tableau 13-15 minutes

Group: 4-5 groups (depending upon class size) divided equally

Strategy: Tableau

Administration: none

Focus: To explore what it is like to be on a pirate ship

Beware that students may not have worked with this concept; teacher should give an example or

demonstration of what a tableau looks like.

Teacher: I would like you to get into groups of 4-5 (depending on class size), and I want

you to think about what it would be like to be a pirate. We are going to be doing

some tableau work, where we physicalize a scene with a still image. We will be

making a still picture using our bodies. In your groups, come up with what it

looks like to be one of Boris’ pirates on his ship. I will give 2 minutes to work in

your group to create this frozen scene showing your image. Your tableau will then

be shared with the class as you are frozen in time for 10 seconds.

Students will have 2 minutes to work out their tableau. Not too much time, or they will over-think

and reword the scene to death. If groups have not finished their planning, allow another minutes

to complete.

When students have their tableau prepared, arrange groups into a large circle. Groups will

present in sequence around the circle, so all students can see tableau.

Teacher: Before we share our tableaux, I am going to give each group a caption strip. On

that strip of paper, as a group you will write a title for your tableau as if you were

giving a title to your story. Make sure to choose a title for your story that will help

the rest of the class understand what is going on in your tableau. You will choose

one group member to read out your title while you are all in tableau. When it is

your turn to present, I will have the rest of your classmates to turn around while

you set up, and then turn back when the group is frozen, so we can fully

appreciate the frozen story.

Groups will volunteer to go first and so on, and as the group prepares, the rest of class will turn

around with backs facing them. Each group will present and will hold their poses for 10

seconds.

Teacher will ask group what they see when the tableau is being presented.

Teacher: What do we see? [Students offer ideas, and thoughts] Where do we see this?

Teacher: Thank you all very much! Those were great tableaux; they have helped us further

understand what it is like to be on a pirate ship!

5. Story Reading 5-7 minutes



Administration: The book

Focus: To think about Boris, who is he?

Teacher: Read page 10 until page 15: “All pirates are greedy”

Pause reading.

Teacher: What have we learned about Boris? [allow for students to share idea and

thoughts]

Prompt: Who have we seen in all the scenes (pictures) so far? [allow students to

think, and share]

If students do not mention the parrot in all scenes, prompt them to it.

Teacher: Yes, that is correct we have seen Boris’ parrot a lot, and he is always with Boris

when we see him. What role do you think the parrot plays in Boris’ life? [allow

discussion about the parrot and the relationship between it and Boris]

After discussion, continue reading story.





Focus: Pirate Behaviours

Teacher: Read page 16 until page 23: “All pirates are scary”

Prompt: Why do you think pirates act scary all the time? Do you think they

are putting on a show? (allow for student ideas)

Pause reading, prepare for next activity.

7. Milling 3-5 minutes


Strategy: Reacting to words and emotions that are being called


Focus: To teach students how to react quickly and to use their bodies to display a

descriptive word.

Have class to spread out in space provided.

Teacher: In our book so far, we have heard some very descriptive words that have

described the pirates. So, we are going to do an activity called milling to help

better understand those words. For those who are not familiar with milling, start

by walking aimlessly around the classroom. Use the entire space we have

provided in the room, and when we mill, we do not make eye contact with our

friends. This is a quiet activity, you will not be talking to anyone, so you will be

walking around and waiting for me to call out a word. When I call out a word you

are to freeze, and display the word with your bodies. For example, if I call out the

word ‘happy’, you are to freeze, just like in our tableaux and display what it

would look like to be ‘happy’. Once everyone has frozen in their position, I will

call out ‘mill’ and we will start the activity over. Okay everyone, MILL!

Words to call out:

Tough

Massive

Greedy

Fearless

Scary





Focus: Carrying out story, and feelings.

Teacher will read page 24: “But when his parrot died”, and will show the images on the three

pages following 25-27.

9. Experiencing Grief 5-7 minutes


Strategy: Conscious alley


Focus: To bring focus on feelings and grief

Teacher: After reading about Boris’ parrot, we are going to examine the feelings Boris

must be experiencing. May I have someone volunteer to take on the responsibility

of becoming Boris?

You don’t have to speak but you must listen very hard to what is being said as

you move slowly down the line. [a student will volunteer]

The rest of the class will make two lines facing each other, while leaving enough

room for Boris to walk between them. As Boris [student volunteer] walks

between the two lines, you will say to him how you are feeling/thinking now that

your friend parrot is gone. Be aware that only one person should speak at a time

so that Boris can hear what you have to say. Any questions?

Sometimes students will be a little confused, especially if they have not worked with this strategy

before. Be sure to clear up any confusion before continuing, so that the power of the feelings and

thoughts are not interrupted.

Teacher: Thank you, that was a very powerful experience. Please find a partner to talk with

and share your thoughts together. I will give you a few moments to find a partner

and have your discussion, then we will convene and have a group discussion of

what we spoke about.





Focus: Finishing the story, and establishing meaning.

Teacher: We are going to continue reading our story.

Teacher will read page 28 until 32: “And so do I”.

11. Understanding Feelings and Thoughts 5 minutes

Grouping: 2-3 per group

Strategy: Discussion


Focus: Closure

Teacher: Now that we are finished our story, have your opinions changed about Boris? I

would like you to get into groups of 2-3 (depending on group size) and discuss

this question.

Teacher allows for student opinions

Teacher: Why do you think the stowaway boy cried at the end of the story?

Teacher allows for student thoughts

Teacher: I would like you to stay in your groups, and think about something that had made

you cry. I know that _________ makes me cry, and if you feel comfortable

share your experience with your partner.

It is very brave to be able to share with people how we are feeling, and

when we are upset. We know that Boris and his pirates cry too, even when

pirates are portrayed as the toughest of tough.

Teacher shares something that makes them cry, this allows students to feel secure in sharing (if

they would like to) what makes them cry, and discovering that it is okay to show that they feel

this way.

Cross curricular potential:

Have students write in their journals of their experience during this lesson, and to reflect on the

activities and topics discussed in class.

Bibliography

Carole Miller and Julianna Saxton, Into the Story: Language in Action Through Drama,

(Heinemann Portsmouth, NH, 2004).

Mem Fox, Tough Boris, (Voyager Books Harcourt, Inc. 1994).

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