The facilitator can explore the theme through the imaginary context using different pedagogical skills by providing suggestions or relationships with life experiences. The use of the KWL strategy can be adopted to explore this context. In this strategy the K- says what the students know, the W- what the students want to know and the L- what the students have learned. Exploring the diverse landscape of experiences they have had will help them plan their dramatic production. Therefore the student should be at the center of this planning, using the opportunity to create imaginary associations to the topic. They will relate to real-life events and experiences using what they have learned about emotions to plan their theater production. The student's role would be to use their previous knowledge and experiences to explore different scenarios in everyday life to make connections to the theme, then the theme would be explored and narrowed down. In contextualizing the topic of accepting other people into our community, the topic might be narrowed to a classroom scenario in which you accept a new student as part of your class family. Students will share their experiences and then say what they want to know about the new class member. The facilitator will record this information on a graph, then students will create a production about the problems