UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

First and Last Name Sophia Chen

Lesson Overview
Lesson Title Drama/Play Introduction?
Lesson Description
Unit Title Drama Unit
Real world
applications/ Students may go see a drama or a play and they will be able to understand it more.
connections

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make

Content Area inferences and draw conclusions about the structure and elements of drama and
Standards provide evidence from text to support their understanding. Students are expected to
Alignment analyze the similarities and differences between an original text and its dramatic
adaptation.
Technology N/A
Standards
Alignment
The student will be able understand dramas, make inferences and draw conclusions using text
Objectives
evidence from a drama.
Grade Level 5th grade

Estimated Time
Needed for this 45-minute class period
Lesson

Resources/Materials/Tools
Cast
Drama
Stage setting
Dialogue
Terms/Vocabulary
Stage directions
Scene/Act
Script
Playwright

Technology
resources
(hardware,
software, websites,
Technology-
Hovercam
Enhanced Lesson
Supports), and
rationale for why
each is vital for
instruction:
 Reading notebook: needed for students to take their notes on
Non-Technology
resources and Anchor chart (Inferencing in Drama): needed for me to model my notes and use as a future
rationale for why reference in the classroom
each is vital for The script The Luckiest of Days scene 1: needed during the modeling and guided practice
instruction:
14 scripts for The Luckiest of Days: needed for independent work

Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
This template is built A step-by-step description of the scope and Describe how each Cite specifically
on the traditional sequence of lesson activities, with estimated time on stage of the lesson will what resources
“Madeline Hunter” task noted in parentheses for each step. In other be managed, for this activity
type of lesson words, completely describe the flow of the lesson, including role of (non-technology
structure. The the content to be presented, and the strategies to teacher and learners and technology)
format can also be be used. The more detailed you make this (who is doing what at will be used, and
used with 5 E . . . or description, the more likelihood you will anticipate each point), location describe in
another lesson plan any challenges or teachable moments that might (e.g., classroom, detail how they
scheme . . .this is occur. Include actual words you will use and computer lab, will be used.
where you can questions you will ask students. Consider items such outside), and any Note who will be
customize to fit your as: parts of the lesson that might be difficult, and special using the tool
purpose. how you will know whether you can go on; how to considerations, such and in what
ensure that students completely understand as for differentiated ways. Note any
directions before releasing them to work instruction. safety
independently; and what students will do if they finish considerations
their work early. needed.

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UH Student Teaching Handbook
 Focus/ The students will be at Resources
Students will have their reading notebooks on their
Anticipatory Set their desks instead of needed at this
desks open to a new page. They will title the page
(motivational hook) moving to the carpet point are the
Inferencing in Dramas.
this time. Students will students’
Take a few seconds (30 seconds) to think about what have their reading reading
you remember about dramas. notebooks open to a notebooks. The
After that time, I will ask the students to turn and talk blank page and title teacher can
with their neighbors about what they know. the page Inferencing write what the
in Dramas. students say
They will share the information as a class about what The students will then, during the
they know. at the teacher’s discussion on the
instructions, turn and board, but it is
I will tell them that we have been learning about
talk about what they not really
dramas in the recent days, and that today, we will be
have learned about necessary.
learning to draw conclusions and make inferences
with dramas. I will tell them that we have been dramas so far.
constantly making inferences in different types of As a class, we will
reading that we have learned about such as fiction share out what we
and poetry, and that knowing how to make know.
inferences helps improve your reading The teacher will walk
comprehension and thought process of your around listening to
reading. It makes sure that you understand what you what the students are
are reading. saying and facilitate
the discussion.
The teacher will use
paws up as a call
back for the class to
start the discussion.
The teacher will then
introduce the lesson
for today, the
objective, and why it
applies to the real
world.

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UH Student Teaching Handbook
 Content Input The teacher will The resources
I will put the script for scene one of The Luckiest of
(could include introduce The Luckiest needed at this
Days by L. Lee Smith under the Hovercam and ask for
content outline, of Days and ask for part are the
any volunteers who would like to read the script.
presentation volunteers to read the script for scene
Together, we will read scene one. I will tell the class
format, questioning, script. They will one of The
to be paying attention while the students are
modeling, choose the readers Luckiest of Days,
reading.
examples) and designate their the anchor
After the students read the excerpt, I will model one lines, and those who chart, a marker
question for them on an anchor chart. On one side, it do not want to read to write on the
will be the text evidence, while on the other side, it will be told to follow anchor chart,
will be my inferences. along. and the
After the students are students’
For my example, I will write the line “LAKSHMI: I
done reading the reading
know I am still young, Grandmother, and not notebook.
scene, the teacher
very big in stature. But I am strong, and I can
will model an
work! (Line 5)” on the text evidence side. I will
inference on the
say, “I infer that Lakshmi is very determined. anchor chart. The
She knows that she is still young and small, but teacher will write the
she will do anything to make money even as a text evidence on one
child to help her grandmother.” And write that side, and the
on the inference side. evidence on the
other. Then they will
go in depth to explain
how the evidence
proves the inference.
Students should write
down what the
teacher writes down
in their notebook.
Guided Practice The teacher will ask The resources
I will now ask students to help me with creating
(identify students inferences in this excerpt. Students can raise their for any inferences required in this
who failed to hands and tell me inferences that they may have that the students portion is the
master lesson come up with. However, if they do not come up with have come up with. If script for scene
objectives) any inferences, I will prompt them with question such after wait time, the one of The
as, “What can you infer about Lakshmi’s father?” and students have not Luckiest of Days,
expect answers such as “Lakshmi’s father has not come up with an the anchor
been home in a very long time.” Which can be inference, the chart, a marker,
proven with the text evidence “He gave us a chest of teacher will help and the
coins so that there would be enough to sustain prompt ideas by students’
ourselves.” If time permits, I will ask the students to asking about certain reading
come up with another inference. If they cannot characters. The notebook.
come up with one, I will prompt them again, and ask students will share
about what they can infer from the stage setting. their inference
They can reply that they are poor, because if they combined with their
had money, they wouldn’t have such poor living text evidence and
situations. prove how it is an
inference. The
students should be
writing down what
the teacher has
written down in their
notebook.

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UH Student Teaching Handbook
 Independent The teacher pass out Things needed
I will tell the students the instructions for the next part
Practice the script for the rest for independent
of the lesson. For each table, I will hand out two of
(vertical expansions of The Luckiest of practice are the
the rest of the script for The Luckiest of Days and ask
of lessons; re- Days and ask the script for The
the students to come up with 2 inferences as a table
teaching and students to work at Luckiest of Days
group. I will ask them to read it together first, and
enrichment) their tables to come and the
then work together to come up with their inferences.
up with 2 inferences students’
While they are working on their inferences I will be with the rest of the reading
walking around listening to what they are thinking story. After the notebooks.
about and answering any of their questions. I may students are done
ask about their inferences and ask them how they with inferences, they
inferred it and where they had their text evidence. may work on other
The students can work on other assignments once classwork such as
they have come up with their two inferences. their weekly
When some time has passed, I will call the class language review or
together for a group discussion. read their book club
book. The students will
be working together
to create their
inferences while the
teacher walks around
listening to the
discussion and
answering any
questions.

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UH Student Teaching Handbook
 Closure I will ask a few tables to share an inference that they The teacher will use a The students will
have created. I will call on a table that raises their callback and have need to have
hand, and then I will call on two tables that did not the students discuss completed their
raise their hand. I will also ask the students to write and share the inferences, and
down the inferences other students have made so inferences that they the teacher
that they have further references on the lesson. Once created. Students will needs the post
they have finished sharing their inferences, I will tell raise their hands to assessment to
them that this is something that we have been share their inferences, give to the
working on and that they have been making great and the teacher will students.
progresses. We will continue to work on inferences in also call on a student
the future. I will then ask them to clear their desks for who did not volunteer
a quiz. I will pass out the post assessment, which is to share. After the
the same as the preassessment and tell them that it is discussion, the
for a grade. When they are done with their quiz, I will teacher will tell the
pick them up. students that she liked
what she saw when
she was walking
around the classroom
and that they’re
going to keep
working with
inferences in drama.
Then she will tell the
students to put
everything away and
pass out the post
assessment to the
students, telling that
the assessment is for a
grade. She will tell
the table captains to
get privacy folders for
their table while she
passes out the test.
Students should
exhibit typical testing
behavior while taking
the post assessment
and raise their hand
when they are done
so that the teacher
can pick it up.

Plans for Differentiated Instruction/Accommodations

Special education students may need someone to read the scene with. When putting scene one
on the hovercam, the students may need their own copies so that they can see it in front of
Special Education them. They may need someone to read aloud the script to them while doing independent work.
Students They may work with a partner who will help, but not tell them the answers. Depending on the
student, they may need help scribing their thoughts when doing independent work. On the
assessment, the test may need to be read to them.
English Language learners may need a copy of their own script instead of sharing it with their
tablemates. They may need help reading the material. They can possibly work with someone else
English Language who won’t distract them from doing their work, and will aid, but not give them answers. During
Learners the assessment, they may need someone to read the questions, passage, and answer choices to
them.

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UH Student Teaching Handbook
 I do not have any gifted and talented students in my classroom. However, if I did, I would have
them help out students that are struggling with the subject. If they are able to teach the students,
Gifted and Talented it would not only help those who may not understand but also they could reinforce their own
Students knowledge as well. They are also able to create inferences with a deeper understanding. They
could create inferences in other dramas on Schoology too.

Potential Challenges/Plan B
Technology: If the technology does not work, then we may have to give the scripts out ahead of time to each table
and they will share the script while we are doing the modeling and guided practice.
Time: If time is constrained, then instead of doing 2 inferences during the guided practice, we can just do one if the
students are understanding. We also can cut short the closure and share less inferences.
Misconduct: If students are misbehaving, then quickly redirect them before it can get out of control. I can also tell the
table captains to remind their classmates to get on track if they see they are getting distracted.

Assessment
The post assessment will be the same as the preassessment. The preassessment had a question that was not accurately
assessing the students, so one of the answer choices is changed. However, the assessment is a 5 question multiple
choice quiz with the same drama script. The questions are kept the same to see if the students catch what they did
wrong.

Notes and Credits*

Stories and a few questions taken and reworded from:
https://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/104/5th%20Grade%20English%20Block%203.pdf

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UH Student Teaching Handbook