CEP Lesson Plan Form

Teacher: Eliot Marshall Date:

School: Grade Level: 8 Content Area: English

Title: Conventions of Theatre Lesson #: 1 of 10

Content Standard(s) addressed by this lesson: (Write Content Standards directly from
the standard)

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or
departs from the text or script, evaluating the choices made by the director or actors. (CCSS:
RL.8.7)

Understandings: (Big Ideas)

How media (advertisements, literature, theatre, etc.) works as a tool to analyze and critique
society

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)

How do authors, artists, dramaturgists, etc. use craft moves to represent and portray
neurodiverse characters?

Evidence Outcomes: (Learning Targets)

I can: I can discuss conventions of written and performed theatre orally with my peers and complete an
activity that asks me to differentiate written and performed theatre.

This means: Students understand basic terminology for discussing theatre and can begin to analyze how
script and performance interact

List of Assessments: (Write the number of the learning target associated with each
assessment)

(formative assessment) In-class activity

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Conventions of Theatre

Should be a creative title for you and the
students to associate with the activity. Think of To introduce students to written and performed theatre as a foundation for
the purpose as the mini-rationale for what you analysis and larger implications in a text.
are trying to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and 50 minutes
what materials will you need?
Anticipatory Set Students will watch a production of “Back to the Summer” by Wade Bradford
The “hook” to grab students’ attention. These
are actions and statements by the teacher to https://stageagent.com/scenes/13121/back-to-the-summer
relate the experiences of the students to the
objectives of the lesson, To put students into a
receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for
the ideas, principles, or information that
is to follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what 1. Welcome students into the 1. Come into the classroom and get
students and teacher will do from the minute classroom (2 min) settled (2 min)
they arrive to the minute they leave your 2. Silent reading (8 min) 2. Silent reading (8 min)
classroom. Indicate the length of each segment 3. Hook - Watch the first scene of 2.1. reading a choice book or
of the lesson. List actual minutes.) BTTS (5 min) assigned reading
Indicate whether each is: 4. Mini-Lesson - Written and 3. Hook - Watch the first scene of
-teacher input performed theatre (15 min) BTTS (5 min)
-modeling 4.1. Connection - Transition 4. Mini-Lesson - Written and
-questioning strategies from literature to drama performed theatre (15 min)
-guided/unguided: 4.2. Teaching Points 5. Workshop (15 min)
-whole-class practice 4.2.1. Key elements and 5.1. Filling ut graphic
-group practice terminology organizer on key
-individual practice 4.2.2. Live theatre elements of theatre and
-check for understanding departs from the script versus live

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CEP Lesson Plan Form

-other script based on performance (small

choices made by groups)
directors and 6. Class debrief (5 min)
actors
4.3. Active Engagement -
Back to the Summer
(read script to compare
with video from hook)
4.4. Link - practice with
graphic organizer
5. Workshop Activity (15 min)
5.1. Graphic organizer for
understanding elements
of drama and
understanding
differences in script and
performance (small
groups)
6. Class debrief (5 min)
Closure Class debrief
Those actions or statements by a teacher that - Name the most important elements of theatre
are designed to bring a lesson presentation to - What is the most important difference you and your partners noted
an appropriate conclusion. Used to help between the script and the performance?
students bring things together in their own Live theatre departs from the script based on choices made by directors and actors
minds, to make sense out of what has just been
taught. “Any Questions? No. OK, let’s move on”
is not closure. Closure is used:
● To cue students to the fact that they have
arrived at an important point in the
lesson or the end of a lesson.
● To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation Graphic organizer provides room for students to include more or less information
To modify: If the activity is too advanced for a as they are able
child, how will you modify it so that they can be Groups built to combine strengths
successful? Workshop time used for conferencing and reteaching

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CEP Lesson Plan Form

To extend: If the activity is too easy for a child,

how will you extend it to develop their emerging
skills?
Assessment Completion of graphic organizer (to be placed in IN, which are collected and
How will you know if students met the learning “graded” regularly)
targets? Write a description of what you were
looking for in each assessment.

Graphic Organizer Hand Out

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