A sample lesson plan

A wrap-up of the above activity

- after it has almost played itself out but not lost any momentum yet -

Transitional Lead-In:

(Pretend to be really, really shocked.)

You know, I heard some of the most unbelievable things here. For example, I heard one person say,

'Ann, to make up for kidnapping your mother, I'll buy you an ice cream.'

I mean, I was amazed! You do something that terrible and you think you can get away with buying an ice cream that just costs 40 p and can be bought on any street corner? I mean I was really shocked. In fact, it might be a good idea if we hear what everyone offered everyone else. And in fact, if we think it's fair, we can all shout out 'Hurray' and clap our hands; and if we think it's really cheap, we'll all boo. Shall we practise now? Everybody with me: HURRAAAAY!!!! OK? HURRAAAY!!! Great! And now BOOOOOOOOO! Let's go! BOOOOOOOO!!! Brilliant! Now, let's begin with Shirley, for example. Shirley, now you go around to everybody and say what you said to them before and if we think that that really makes up for it we'll applaud and shout HURRAY. And if we think it's cheap of you, we'll all shout BOOOOOO!!!!

Get her going fast; in fact the whole activity - which is repetition for the public - must go very, very fast. Everyone just whips around the different people, using the to make up for _____ing structure. But they should be on their feet - and if you really want to put energy into this activity, get them to kneel down before the person they have wronged like penitents. Or you could save this innovation for people who really are disgraceful in the reparations they offer their victims. Keep the activity quite theatrical.