EDU 542 Lesson Plan Format

I’m In A Box
Vocabulary Acquisition
Teaching Models Chapter 9 pgs. 211-241
Drama Secondary Theater
Lesson plan@ 50 and Reflection/Teaching @ 50
1. MATERIALS/PREPLANNING
• Materials – Paper, Pencil, Interactive Screen for pulling up examples and manipulating them for
students, Laptop
• Vocabulary - Pantomime
• Literature - https://www.enotes.com/homework-help/what-is-pantomime-and-what-does-it-mean-to-
break-2326672
• Students will read the provided documents and any others to help support their understanding and
learning of what a Pantomime is.

2. OBJECTIVE
• Students will be able to define the word “Pantomime”.
• Students will be able to demonstrate their understanding of Pantomime by creating their own and
evaluating other’s performances.
• Using the Revised Bloom’s Taxonomy model found within Curriculum: Foundations, Principles, and
Issues, students will begin at DOK 1, remembering factual knowledge. They will then move to DOK
level 2 involved with understanding conceptual and procedural knowledge before moving into the
DOK 5 where students will evaluate Pantomime they have created with their peers.

• Standards

RI 9-10.3
-Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points
are made, how they are introduced and developed, and the connections that are drawn between them.

L. 9-10.4
-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.

3. ASSESSMENT Perfect Assessment Tool Rationale:

• Students will be given an ungraded formal
pre-test to assess their factual and prior
knowledge.
• The Google Form used to pre-test the
students will involve access their prior
knowledge and prepare them for what is
expected in class. More importantly, it asks
students to practice retrieval which help
• In order for students to genuinely learn, they must be
active participants in their learning. Ormrod details this
in her 10 Big Ideas document. Due to the Flipped
Classroom, students can become more involved in their
learning and discuss and evaluate their ideas with their
peers.
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 solidify information in the long-term memory
and move new information from working
memory into long-term memory.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
• 1. The Central Focus of this lesson is for students to connect prior learning and real-life
situations/theatrical situations to vocabulary terminology that they have been instinctively feeling yet
unable to pinpoint it intentionally.
• 2. The reason for spending time on this lesson or this vocabulary word is to better serve our
students. This lesson appeals to teenagers’ desire to utilize their spacework skills to be a
better performer. With the knowledge of Pantomime, students will be able to have better body
movement on stage, and and understanding as to why. Additionally, they will be able to watch
other students performing and have a better understanding of what looks real and what
doesn’t based on their understanding of the word Pantomime.

5. MOTIVATION FOR LEARNING

• This lesson and theoretical model include both intrinsic and extrinsic motivations,
• Using Behavioral Theory, students will be positively reassured throughout the lesson to build positive support of
desired conduct. This support will come in the form of extra credit points awarded to pointing out Pantomime
and just moving around on stage. Intrinsic motivation occurs when students enthusiastically participate in their
leaning and feel proud of their new ability to perform proper Pantomime..
• This lesson fosters a growth mindset by ongoing transfer of knowledge. Students can take what they
have learned and apply it to many other parts of their life. This will build a Growth Mindset through
learning and the understanding that they can learn a new a word, perhaps one they already were
instinctively aware of, apply it, and learn new words.
6. PRE-LESSON - Just before teaching the new lesson do the following:
• Have an anticipatory set. It is always important to get the students to buy into the lesson.
• Steer the students through two things: the etymology and morphology of the word being taught and
learned.
• Restate Objectives for the lesson. State the objective to students in a way that students will know
what they will learn. This helps them make connections with prior learning.

6. LESSON BODY: Provide text page #_(220-222)_ for your lesson. Follow the exact steps provided in the text for
the lesson you are teaching. Make sure your lesson is clearly developed in content enough for a substitute teacher to
follow. Clarity is the key.

Step 1-Pretest knowledge of words critical to content

• Students will perform a pretest so the teacher can assess students’ prior knowledge. This will be done via a
simple multiple-choice test on the whiteboard to measure students’ prior knowledge of vocabulary words.
• Teacher will ask students to get out a pencil and paper to mark down their answers for the small pre-test. It is
important to remind the students’ that this is not graded. We do not want to put them into a state of cognitive
anxiety before the lesson even starts.
• Students need to feel comfortable to express liberally their prior knowledge without fear of spelling or meaning.

Step 2-Elaborate on and discuss invented spellings and hypothesized meanings

• During this step, students will engage with the word being studied, deepen their understanding of it, and
develop experiences with it.
• In this step, give the students an opportunity to play with the word “pantomime”.
• Allow students to participate with one another
• While talking with one another, students should be debating spelling and imagining what definitions is.

Step 3-Explore patterns of meaning

• In this step the teacher will discuss the morphology and etymology of the word “pantomime”.
• Teacher should also discuss both synonyms and antonyms for “pantomime”

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 • After the verbal guidance from the teacher, allow students more time to discuss and analyze the morphology,
synonyms, antonyms, and etymology of the word. Invite them, “Can you think of/Do you know of any more
words that are comparable?”
• Assist students to analyze any patterns they may observed.

Step 4-Read and study

• This next step is crucial for it will allow students to more actively work with the new vocabulary word. Here the
students will read an excerpt from the “Art of Pantomime” by Charles Aubert, which talks about why its
necessary to understand Pantomime in theater. The reason for this is so the students can see the word actually
taking place, in the content, and understand why it’s there in the text.
• Students will have another activity they can work with to deepen their learning and understanding of the word
“Pantomime”.
• Students will be tasked with creating review or article that uses or demonstrates the desired vocabulary word,
based on another students performance.

Step 5-Evaluate and posttest

• This last step is to assess students’ understanding of the vocabulary word.
• Students are required to complete the assessment given above from Google Forms and turn it in by the end of
class.

7. ASSIGNMENT
• The assignment will be for students to create a review or article using the word “pantomime” based on
the performance of their fellow students.
• This is a perfect assignment because students are actively involved in their learning. When students
are actively involved in their learning, they preserve more data, and it is reassigned to the long-term
memory from the working memory. Moreover, this permits students to move beyond the DOK and
expand on the learning.

8. Student Work Examples/Technology Support

• There will be technological support.
• Since this will be a flipped lesson, students will have access to videos I have already prepared for them
in google classroom.
• Students will have access to the template if they need to make another or try different ideas.
• Students with specific learning needs will be giving a unique differentiated text document that
highlights certain areas of the text to pay special attention to.
Reflective Thinking/Curriculum Evaluation @25 Points
9. Reflective Thinking/Curriculum Evaluation – this section should be comprehensive and thoughtful
in order to receive full credit. Do not provide just a one sentence answer or each prompt as that is
not a reflection. Your reflection will be about one/two single spaced page(s) with headings.

Your reflection is where you distinguish yourself as a professional at the graduate level.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 4: Articulate worldview and perspectives for enhancing student learning.

Analysis/Evaluation: Using careful analysis and evaluative thought, address several points listed below. Add other pertinent
information that supports our competence by using this lesson model. This should not be a short answer for each bullet.
Remove the prompts and make your reflective analysis a graduate level written response.

Ideas for Consideration – do not limit yourself to these ideas and do not provide a one sentence response:

• Explain how this lesson supports helping students reach levels of deeper learning.

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 -I think this lesson facilitates support for students with their deepening learning as it moves them progressively along Bloom’s
Taxonomy and DOK. The assignment asks students to work together and create a review where they can explore how to
have fun and create new things involving our vocabulary word Pantomime.

• How does this model make learning stick in long term memory?
- This model makes learning stick in the long-term memory because it involves the students to become enthusiastically
engaged in their education. Also, it can be easy to get students to buy into the idea of this vocabulary word because this
is a theater program and this word is especially important if they want to be performers after High School.

• How will you support advanced/ELD/Special needs learners through using this model?
-I would provide the advanced students with going beyond the basic Pantomime and supply them videos of more advanced
techniques. For special needs learners, I will offer them access to many examples and allow them to analyze and evaluate
the material, and keep the pantomime simple for them, just basics.

Links to Theory:

Be sure you discuss several supporting links to theory from various different sources.

• Link lesson model to Understanding How We Learn text info.

Several Connections can be made. The first is that this is a research-based model that has been established to work for the
acquisition of vocabulary. This is important because within Understanding How We Learn, the authors detail how many
teachers end up teaching by their intuition. The text emphasizes that teaching by intuition can seriously harm our student’s
learning. Using intuition, teachers might be bound to teach vocabulary by some others means as opposed to applying this
type of lesson model.
Students will also be able to sharpen their perception with this lesson model. Meaning that students will become more
responsive and mindful of what true pantomime is, and be able to utilize this in future performances. While this may seem
like a exaggerated idea, I believe that applying this vocabulary word in particular and gaining a deeper understanding about it
will help in opening students “critical eye” or their ability to think critically.

• Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social learning or
constructivist).
This lesson connects to the behaviorism theory, the teacher is guiding the lesson and the students are actively listening and
participating to the lesson. The assignment and assessment provide exceptional chances for feedback for the students.
There are plenty of opportunities to reinforce desired behavior by positively explaining what the students did correctly within
the assignments. As teachers, we can also take this time to correct any errors.

• Link this lesson to one or more of the Big Ideas and provide a rationale.
Ormrod’s first big idea, states that, “Students do not passively learn information…”. This big idea entirely fits with this lesson
plan and lesson model because the students are active participants in their education the entire lesson. The students are
sharing ideas, theorizing, and performing both perfect assignments and perfect assessments where they move further along
Bloom’s Taxonomy and create their own performances and reviews.

• Describe technological resources you have found useful.

-Technical resources that are extremely useful for this lesson model and the behavioral theory this lesson model belongs to
are the use of Google Classroom, Screencastify, etc. Each of these offers an opportunity to leave specific and meaningful
feedback to improve the anticipated learning outcome and achieve correct answers and thought activities.

Growth Mindset

How does this lesson help a student develop a stronger positive growth mindset? Provide specific examples. Include ideas on how
you might reward learning according to the Growth Mindset research.

-This lesson helps foster a learning mindset because it allows the students to access prior knowledge and use it t learn something
new. Furthermore, by learning a new word, students will gain the belief in themselves to learn more new words in the future. Students

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will see that learning new vocabulary words is possible and be encouraged to learn more. The newer vocabulary words they learn the
more patterns they will find between the different words and their faith will grow and promote a growth mindset.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

• Discuss what went well and what changes you have made for improving learning.
This is the first time I have ever done a vocabular acquisition lesson plan for theater. I think it makes sense to do once and a
while, as the other lesson which was Direct Instruction isn’t conducive to teaching theater. This gives me the opportunity to
grow as an educator and try things that I did not think would actually work, and low and behold it did.

• What more do you need to read or learn?

Preferably, I would really like to see this lesson plan in action from a teacher that has been teaching for several years.

• How does this add to your credibility to supervise student teachers?

-I have discovered another lesson plan model. I am becoming more and more varied with my teaching methods. I will
continue to test myself to execute lesson plan models that I am not confident in. Stepping outside the box is key to being a
better teacher, do not always do what is comfortable.