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Lesson Plan Template

First Name

Cassie

Last Name

Koja

UH Email

cmkoja@hawaii.edu

Date

May 6, 2015

Semester

Spring

Year

2015

Grade
Level/Subject

5th/ Reading and
Performing Arts

Lesson Duration 30 minutes

Title

Vocabulary Using Drama Strategies

Lesson Overview (or Learning Segment Overview)
Briefly summarize your lesson plan in a few sentences and include any other relevant
lessons connected with the learning segment.
CITE YOUR SOURCE: Mentor Teacher
Students will preview a story by analyzing key vocabulary words from The Friend Who
Changed My Life. Students will determine the meaning of the words and demonstrate
their understanding using several drama strategies.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
Students will see the importance of understanding key vocabulary words in order to
improve reading comprehension.
Essential Question(s)
The big idea of the lesson stated as a question or questions

What strategies can we use to find the meaning of difficult words?
How can we use our bodies to illustrate a vocabulary word?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills

CCSS.ELA-LITERACY.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 5 reading and content, choosing flexibly from a range of strategies.
HCPS.FA.5.3.2
Dramatize a historical event or social issue.

Strand 3: DRAMA AND THEATRE: Understand and apply the skills of acting, design,
and technical theatre and understand the role of drama in various cultures throughout
history.
Prior Academic Knowledge and Student Assets
The students’ prior academic learning and personal/cultural/community assets that will
support their learning
Students know how to review key vocabulary words before reading a text. Students are
familiar with three drama strategies including frozen images, sculpted images, and addons. They will continue to build their skills on finding the meaning of difficult words
through the three drama strategies. They previously learned these drama strategies in
various lessons taught by members of the HTY staff.
Space Set-up (P.A.)
The lesson will occur in the middle of the classroom between the “U” formation of the
desks. No furniture will need to be moved for the lesson.
Focusing Or Attending Cue (P.A.)
The attending cute that I will use to get their attention and focus is the countdown
method (5…4…3…2…1).
Visual Aids (P.A.)
I will use a PowerPoint to display the definitions of the vocabulary words used in the
story. Students will refer to the slides to identify and describe the definition of each
word.
Plans for Videotaping (P.A.)
I will be filming my lesson from the back of the classroom. I am borrowing Kacie
Fujino’s video camera and tripod. I will familiarize myself with the camera and tripod
prior to my lesson.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
List & define academic vocabulary:
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Abruptly: suddenly or unexpectedly
Collided: hit or crash against each other
Protective: helps keep you safe
Ally: a person or nation on the same side during a conflict
Taunting: teasing, or making fun of someone
Confident: to have a strong belief in your abilities
Frozen images: to create a still image with your body
Add-ons: one student creates a frozen image while his or her partner adds-on to
create a complete image
Sculpted images: one student gently moves the body parts of his or her partner
to depict or picture

What expectations do you have for students to use language?
 Reading, writing, speaking
What language supports will you provide?
 Provide definitions and pictures

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Teacher will….

Instructional Strategies and Learning Tasks
BUILDING BACKGROUND
Students will…

(5 minutes)
I will direct students to their seats and introduce the
lesson. I will ask students if they ever had a best
friend that changed their entire life. I will call on
students for responses and have a short discussion.
I will explain that students will be reading a fiction
story. I will restate the importance of previewing a
story and understanding key vocabulary words of a
text. I will explain how we can use our bodies to
illustrate difficult vocabulary words. I will instruct
students to flip through the story and notice the key
highlighted vocabulary words. Explain that students
will be looking at a vocabulary word, it’s definition,
and how it can be illustrated using previous drama
strategies that they’ve learned (frozen images, addons, sculpted images). I will share the rules,
expectations, and consequences for this lesson.

Students will nicely sit at their
desks as they enter the
classroom. They will have a
short discussion with their
partner as they talk about a
best friend that changed their
life. Students will volunteer
answers and have a class
discussion. They are
expected to have good
behavior and follow the rules
throughout the lesson.

Rules:
1. Have a good attitude
2. Follow directions
3. Be respectful
4. Have FUN!

Instructional Strategies Continued
MODEL
Students Will….

Teacher Will…
(5 minutes)

I will review the three drama strategies that they have
been using throughout the year (frozen images, addons, sculpted images). I will post an excerpt from the
story and read it aloud. I will read and stop at the
word “drowsy” and ask a student to show me drowsy
using a frozen image. I will comment on their facial
expression, levels, and movement and describe
those criteria. I will continue to do this to review the
other two drama strategies.

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Students will be sitting at their
desks as they read along on
the Smartboard. Three
students will be asked to
demonstrate the three drama
strategies with different words.

Instructional Strategies Continued
APPLICATION
An opportunity for students to apply and demonstrate the learning modeled through independent, group
and/or whole class learning exercises

Teacher Will…

Students Will….

(15 minutes)

Students will be discussing
the meaning of the
I will instruct students to stand up and gather to the
vocabulary words with a
middle of the U-formation. I will explain that everyone partner. Some students will
is going to use their bodies to show me the definition
be called on to volunteer their
of our vocabulary words from the story. I will display
answers. All students will be
the word abruptly PowerPoint slide and ask students
expected to use their bodies
to repeat the word. I will ask students to turn and talk to display the vocabulary
to their neighbor about what they think the meaning is words. Students will take
and present the definition on the PowerPoint. I will
turns observing each other.
read the definition out loud and ask students to stand
up and use the frozen images drama strategy to
show what abruptly would look like. I will tell one side
of the classroom to unfreeze and look at the other
side of the classroom. I will ask students to describe
what they observe including their facial expressions,
levels, and movement. I will repeat the instructions
above for each vocabulary word using the different
drama strategies.

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Instructional Strategies Continued
CLOSURE
Provides an opportunity to summarize the learning and connect to future learning.

Teacher Will…

Students Will….

(5 minutes)

Students will return to their
desks and participate in a
discussion about their
strengths and weaknesses in
the lesson.

I will instruct students to return their desks and
discuss a self-assessment of what they did well and
what they think they can do better. I will explain that
students will be seeing the words that they’ve
practiced in the story they will be reading the
following day.

Assessment
The tools/procedures to monitor students’ learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students’ learned by the end of the lesson (include checklist or rubric)
Formative Assessments:
 Discussion about vocabulary words
 Asking students for questions
 Monitoring during the activity
Summative Assessment: I will assess students’ learning by using a rubric.
Wow!
Student used all
three levels.
Student varied
facial expression to
portray emotion.

Levels
Facial Expression

Portrayal

Student portrayed
all vocabulary
words well.

Almost
Students used two
levels.
Student sometimes
used facial
expression to
portray emotion.
Student portrayed
some vocabulary
words.

Still Working On It
Student used one
level.
Student used no
facial expression to
portray emotion.
Student portrayed
no vocabulary
words.

Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
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TYPE OF LEARNER

List the type of accommodation or differentiation (learning
environment, content, process, or performance task) and
describe how you will differentiate.
No differentiation needed.

ELL/MLL

Struggling

Students will use the add-on drama strategy so they are able
to work with a partner to understand key vocabulary words.

Accelerated

Students will add dialogue to their drama strategy to explain
the vocabulary word they are trying to portray.
No differentiation needed.

504/IEP

Others (describe)

Materials
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

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Vocabulary word PowerPoint

 

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Lesson Plan Reflection
A combination of edTPA “Instructional Commentary” and Cheryl’s reflection questions.
To be distributed and discussed/practiced in class.

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