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Appendix D: Lesson Plan Guide

Subject/Grade level: Reading/ 5th grade


Unit topic (if applicable): Drama
Lesson goals: The student will be able to identify and explain the elements of drama through
different activities.
Lesson title or topic: Elements of Drama
Estimated length of lesson: 45 minutes
TEKS Standards:
§110.16. English Language Arts and Reading, Grade 5
B(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and
draw conclusions about the structure and elements of drama and provide evidence from text to
support their understanding.
Learning Objective(s): The student is expected to: explain structure in drama such as character
tags, acts, scenes, and stage directions;

Academic Language: Students will develop the following vocabulary words:


 Script
 Dialogue
 Cast of characters
 Stage directions
 Playwright
 Scene

Grouping: During the activity, students will be separated in three different groups. There will be
2 groups of 6 students, and 1 of 7 students.

Materials:
Screen
YouTube video
23 playscripts
23 notecards
20 anchor charts
Pencils
Highlighters
19 chrome books
Kahoot game

Resources:
Youtube video- this video is vital because it has important information about drama, and students
can get a better understanding.
Kahoot- it will be used to review the information taught, and also as an assessment.
Connections to Other Subjects: Theater, and writing
The first part of the lesson has connection with writing because at the beginning, the teacher and
the students will create an anchor chart with the different elements of drama. It also will have
connection with theater since they have to perform a play.
Gradual Release of Responsibility:
The lesson will begin with the teacher modeling the lesson objective. The teacher will start the
lesson creating an anchor chart with the elements of drama. Once this finish, independent student
practice will take place; students will be doing the activity in groups, but at the same time by
their own. During the time of working on the play, (group and independent practice), teacher will
be only monitoring, supervising, and guiding students. The teacher will informally assessing
student learning.

Instructional Procedures (including differentiation and targeted support)


The lesson will start at 1:00 pm.
The teacher will ask some questions to get students ready for the topic (icebreaker)
Teacher will reproduce a YouTube video.
Once the video end, teacher will begin the lesson explaining and making an anchor chart about
the elements of drama. Those elements of drama would be also the vocabulary words taught.
(We do). (20 mins)
The main activities will take place. Students will be separated into 3 groups, two groups will be
conformed of 6 students, and one group will have 7 students. Even though, students will be
working in groups, there will be a moment when each student will be working by his/her own.
Teacher will assign a playscript per group (each group will receive a different script).
All students will receive an individual script according to their groups.
Teacher will also distribute some index cards with a specific drama element written on them.
Once the students receive both, the script and the index card, each student will analyze the script
to look for the element of drama gotten on it.
Students will underline the parts where the element can be found.
Teacher will model that activity for a better comprehension.
Students will perform the play assigned in groups. (20 mins)
After the activity, a Kahoot game will take place. Students will review all the information taught
by using their chromebooks. Kahoot will display some questions about the elements of drama.
Once students finish answering the kahoot questions, teacher will review the questions with all
students to provide feedback.
Kahoot will be also used as a formative assessment when the teacher gets students individual
results in order to assign a grade.
(5 mins)
Assessment:
Formative assessment will be used. The teacher will be monitoring students while they are
working on their scripts and their plays. On the other hand, the summative assessment will be
using kahoot. The teacher will see how many questions each student gets right in order to give
individuals grades.
Accommodations/Modifications/Enrichment:
The teacher will assign a play script in Spanish for the ELLs, and for some SPED students who
have difficulties reading and writing in English
Teacher will allow extra time for those students who need it.
Gifted and Talented
For the Gifted and talented students, the most laborious element, and the character that has more
dialogue during the play will be assigned in order to challenge them and maintain the lesson
interesting for all.
DRAMA IS A STORY THAT CAN BE ACTED OUT IN FRONT OF AN AUDIENCE

PLAYWRIGHT – THE AUTHOR´S PLAY (WHO WROTE THE DRAMA)

SCRIPTS- IT IS THE ACTUAL TEXT OF THE PLAY THAT INCLUDES THE DIALOGUE,
THE CHARACTERS SPEAK AND THE TEXT DIRECTIONS

CAST OF CHARACTERS- ALL THE PEOPLE OR ACTORS IN THE PLAY

SETTING- THE TIME AND PLACE OF THE PLAY

SCENE- ALL THE ACTION THAT TAKES PLACE IN A SINGLE SETTING

DIALOGUE- THE LINES THE CHARACTERS SPEAK OR SAY

STAGE DIRECTION- DIRECTIONS IN THE SCRIPT THAT TELL THE AUTHORS HOW
TO SAY THEIR LINES, AND HOW TO MOVE ABOUT ON THE STAGE.

PROPS- OBJECTS USED BY THE ACTORS


LA GALLINA ROJA

PERSONAJES:

NARRADOR

GALLINA ROJA

CERDO

BORREGO

PERRO

VACA

GUION:

NARRADOR: Había un vez una pequeña gallina roja que al ir caminando por la granja se
encontró un grano de trigo. Estaba tan feliz, que fue rápidamente a decírselo a sus amigos.

GALLINA ROJA: ¡Miren lo que encontré! (les dice con mucha alegría y con una sonrisa en su
rostro)

CERDO, BORREGO, PERRO, VACA: ¿Qué es?

GALLINA ROJA: ¡Es un grano de trigo!

CERDO, BORREGO, PERRO, VACA: ¡Fantástico!

GALLINA ROJA: (se pone pensativa) ¿Me gustaría saber quién plantara este grano de trigo?

(Voltean a verse unos a otros mostrando confusión en sus ojos)

CERDO: Yo no.

BORREGO: Yo tampoco.

PERRO: Yo no puedo.

VACA: Yo tampoco.

GALLINA ROJA: Entonces lo plantare yo. ¡C-co-co-co-cóóóó!

NARRADOR: Y la gallina planto el pequeño grano de trigo. Algunos días después el trigo
empezó a crecer, y crecer, y crecer. La gallina roja fue rápidamente a decírselo a sus amigos.

GALLINA ROJA: El trigo está muy grande y me gustaría saber quién cortara el trigo.
CERDO: Yo no.

BORREGO: Yo tampoco.

PERRO: Yo no puedo.

VACA: Yo tampoco.

GALLINA ROJA: Entonces lo cortare yo. ¡C-co-co-co-cóóóó!

NARRADOR: Y la gallina con gran esfuerzo corto el trigo. Después les pregunto a sus
amigos.

GALLINA ROJA: ¿Quién recogerá el trigo?

CERDO: Yo no.

BORREGO: Yo tampoco.

PERRO: Yo no puedo.

VACA: Yo tampoco.

GALLINA ROJA: Entonces lo recogeré yo. ¡C-co-co-co-cóóóó!.

NARRADOR: Y la gallina roja recogió el trigo, pero como estaba muy pesado para ella, les
pregunto a sus amigos.

GALLINA ROJA: ¿Quién llevara el trigo al molino?

CERDO: Yo no.

BORREGO: Yo tampoco.

PERRO: Yo no puedo.

VACA: Yo tampoco.

GALLINA ROJA: Entonces lo llevare yo. ¡C-co-co-co-cóóóó!

NARRADOR: La gallina roja con dificultad llevo el trigo al molino, y después regreso a la
granja con una bolsa de harina de trigo.

GALLINA ROJA: ¿Quién horneara pan con esta harina de trigo?

CERDO: Yo no.

BORREGO: Yo tampoco.
PERRO: Yo no puedo.

VACA: Yo tampoco.

GALLINA ROJA: Entonces yo lo horneare. ¡C-co-co-co-cóóóó!

NARRADOR: Y la gallina roja hizo un pan de trigo muy delicioso.

GALLINA ROJA: ¡Este es el mejor pan que he horneado, y me gustaría saber quién se comerá
este pan!.

CERDO: ¡Yo!

BORREGO: ¡Yo también!.

PERRO: ¡Yo quiero!

VACA: ¡Yo también!

GALLINA ROJA: ¡Yo me comeré el pan! ¡C-co-co-co-cóóóó! (Se ríe)

CERDO, BORREGO, PERRO, VACA: ¡Compártelo con nosotros! (piden insistentes)

GALLINA ROJA: No, amigos míos. Yo me encontré el grano de trigo, yo lo plante, yo lo


corte, yo lo recogí, yo lo lleve al molino, yo horneé el pan y ninguno de ustedes me quiso
ayudar. ¡Así que yo sola me lo comeré!

NARRADOR: Y la gallina roja se comió sola todo el pan que tanto trabajo le había costado
hacer.

FIN

Autor: Leyenda de Inglaterra


REFLECTION OF OTHERS

CHARACTERS:

WIZARD

MONKEY

BEAR

SQUIRREL

CROCODILE

RAVEN

FROG

SCRIPT:

ACT 1 – IN THE FOREST

(The Wizard is having a meeting with the animals)

WIZARD: Dear friends…please tell me if you think you have any kind of physical
defects. And if that’s so, I promise you to make you perfect. (to the Monkey) What do you
think about what I just said, monkey?.

(The Monkey stands before the Wizard)

MONKEY: I think that’s great, but I want to tell you that I don’t have any physical
defects. Every day I look at myself in the mirror and I look fantastic!. My hair is so soft and
shiny, and my beautiful legs take me to the top of every tree in the forest. I’m young and good
looking…how can I ask for more?. But, Mr. Wizard, the bear is not as fortunate as me.

WIZARD: Why?.

MONKEY: Because he’s fat and he tends to stoop when he walks. Also, since he spends a lot
of time washing off in the river, his hair is all damaged!.

BEAR: That is not true!. I was born with a perfect body. I’m tall, strong, and a good
swimmer. But as for my sister the squirrel, she’s small and…
SQUIRREL: What?. I have a slender body, a bushy tail and big eyes. I have an excellent sense
of vision, a good sense of touch, and best of all…I’m a fast runner!. You should see the
crocodile, with that large snout and big teeth.

WIZARD: Let’s listen to what the crocodile has to say.

CROCODILE: The squirrel is jealous of me. I am adapted to live both in water and land. I
have big jaws and sharp teeth, and my scales are used as protection from other animals. I like my
body the way it is!. In my opinion, you should help the raven. He doesn’t have an important
physical quality!.

RAVEN: You better be quiet!. I have beautiful black feathers, unlike the frog who is full of
warts.

WIZARD: Stop it!. This meeting is over. You think you’re perfect and better than the
others. You believe that others need to change, not you.

MONKEY: Please, don’t get angry. That’s not what we meant!.

WIZARD: Yes, you said it very clearly!. You’re so arrogant and narcissists that only feel better
about yourselves by pointing out the flaws of others. You forgive yourselves everything, and
forgive others nothing. And since there’s nothing for me to change, then stay with your own
perfection. Good-bye!.

(The Wizard leaves the stage)

BEAR: (to the Monkey) It’s your fault!.

MONKEY: Don’t blame me!.

CROCODILE: (to the Monkey) You said you were perfect!.

MONKEY: I did not!. I just said I don’t have any physical defects.

RAVEN: It’s the same thing!.

SQUIRREL: (to the Crocodile) It’s your fault!. You said, “I like my body the way it is”.

FROG: At least you cannot blame me…I didn’t open my mouth!.

MONKEY, BEAR, SQUIRREL, CROCODILE, RAVEN: That’s true!.

FROG: Good-bye!.

(The Frog leaves the stage)

THE END
AUTHOR: LA FONTAINE FABLE

THE GOOD MAN AND HIS SON

CHARACTERS:

FATHER

SON – Peter

MAN

MRS. LIZ

OLD MAN

GIRL

SCRIPT:

ACT 1 – ON THE COUNTRYSIDE

(Father, his Son Peter, and the Donkey enter stage)

FATHER: (to his son) Tell me Peter, did you feed Snooky?.

SON: Yes, father, I did. Where are we going so early?.

FATHER: We´re going to town to do some shopping. Come on, hurry up, it´s getting late.

(they walk a little. A man enters stage)

MAN: Good morning. Where are you going so early?.

FATHER: We´re going to St. James.

MAN: Forgive me for asking, but why are you going on foot if you can ride your donkey?.

SON: (to his father) He’s right!. Tell me why?.

FATHER: (to the Man) I appreciate your advice… and good bye, it´s getting late. (the man
leaves stage)Who´s going to ride the donkey?.

SON: You are, father. I can walk.

(the man gets on the donkey and walk a little. A woman carrying a basket enters stage)
FATHER: Good morning, Mrs. Liz.

MRS. LIZ: Good Morning (she stops and watches them). I know that this is none of my
business, but why is this poor, little and sweet boy walking?. And why is this strong man riding
the donkey?.

SON: (to his father) Mrs. Liz is right. Don´t you think so father?.

FATHER: Ok, I’ll get off the donkey, and you get on.

(Father gets off the donkey and his son gets on. They walk a little. An old man enters stage).

OLD MAN: Good morning. (he stops and watches them)

FATHER: Good morning.

OLD MAN: Oh my!. When I was young these things never happened!. Why is a young and
healthy boy riding the donkey, and his poor father is walking?. This is so disrespectful!. Oh,
my!.

(the old man leaves the stage whispering)

FATHER: What do you think about what the old man said?.

SON: I think he´s right. It would be better if you too ride the donkey.

(Father gets on the donkey, now both are riding the donkey, and walk a little. A girl enters
stage running).

GIRL: (approaches the donkey) What a sweet donkey! . What´s his name?.

SON: His name is Snooky.

GIRL: Oh, poor Snooky!. Look at his tired face. Why are you both riding this poor
donkey. (she leaves stage whispering) Poor donkey!.

FATHER: (a little impatient) And now, what are we going to do, my son?.

SON: I think that the girl is right, father. Snooky looks tired, let´s carry the donkey ourselves
and nobody will critize us.

FATHER: Ok, lets see what happens.

(both get off the donkey and carry him. They can hardly walk. The man, Mrs. Liz, the old
man, and the girl enter stage)

MAN: (laughing) What´s this!. I´ve never seen anything like this!.
MRS. LIZ: (laughing) What a pair of fools!.

OLD MAN: How funny you look carrying a donkey.

(they leave the stage)

FATHER: (angry) And now, what are we going to do, my son?.

SON: To tell you the truth. I don´t know, father. We did what they told us to do, but we couldn´t
please them. Everybody critized us, and now they laugh at us.

FATHER: Look, my son. I wanted you to see with your own eyes that there are many different
opinions and that it´s not possible to please everybody.

SON: What are we going to do now?.

FATHER: Well, you must think right and decide what you think it´s better.

SON: Even if not everybody agrees. I know what to do!. You will ride the donkey half of the
way, and I will ride him the other half. Along the way we can also walk a little, so that Snooky
can rest.

FATHER: (gets on the donkey) well done, my son. We will do just that. Come on Snooky,
start walking!.

SON: (looking convinced) Let people talk!.

(they leave the stage singing)

THE END

Author: Aesop Fable