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Cristina Sedo
TCED 4378.14
ELAR Lesson Plan – 1st Grade

3 Little Pigs Shared Reading –

Title of Lesson: Date: March 23, 2022
Drama Study

Duration of Lesson
(start/end time; number of
minutes) 35 min. Time/Class Period: 8:05a.m.
Approximate amount of time needed to
complete the lesson

Author(s): Cristina Sedo School District: Pearland ISD

Cooperating Teacher: Mrs. McMahon Campus: Barbara Cockrell Elementary

Subject Area:
Identify core discipline strand (indicate if ELAR Grade/Level: 1st Grade
integrated with other content areas)

Safety:
Consider the misuse of manipulatives,
- Students should follow classroom rules at all times.
pencils, scissors, markers, etc. - Students should respect their peers.
- Students should keep their hands to themselves.
Consider classroom environment: Are - Students should wait their turn to speak.
routines, transitions, etc. in place?

Components Detail

Classroom Demographics:
 1st Grade – General Population
Student Population  4 ELL learners, Language Proficiency Advanced

TEKS
(Texas Essential Knowledge and TEKS
Skills) 1.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
literary elements. The student recognizes and analyzes literary elements within and across
ELPS increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is
(English Language Proficiency expected to:
Standards) (C) describe plot elements, including the main events, the problem, and the resolution, for
texts read aloud and independently;

1.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
genres. The student recognizes and analyzes genre-specific characteristics, structures, and
purposes within and across increasingly complex traditional, contemporary, classical, and diverse
texts. The student is expected to:
(C) discuss elements of drama such as characters and setting;

ELPS
Speaking (D) Speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency.
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Reading (G) Demonstrate comprehension of increasingly complex English by participating in
shared reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs.
Learning Objectives (for Cognitive Domain)
Objectives:
Instructional Objective(s)
(ELAR)
Differentiation is embedded in all
aspects of the lesson.
Materials/References
Misconceptions/Confusion
Anticipatory Set
Input or Procedure
(Instruction/Modeling)
Includes differentiation of
instruction
 The student will be able to describe the main event, the problem, and the resolution of a
read aloud during shared reading with 80% accuracy.
 The student will be able to discuss elements of drama within a text such as characters
and setting during shared reading with 80% accuracy.
 Costa Method of Questioning
1st and 2nd level questioning
 The Three Little Pigs retold by Helen Scully
 Drama Elements Anchor Charts
 Reader’s theatre short drama stories
 Drama story elements worksheet
 Butcher paper
 Drawing supplies, markers, crayons, pencils
 Misconception
o Some students may think that the plot elements only consist of main events.
 Confusion
o Students may become confused about what the main problem of a story is if
there is more than one problem presented.
 The teacher will: Introduce the book, The Three Little Pigs to the class. “Today we will be
reading this book, The Three Little Pigs. This book is what we call a Drama Story. Can
anyone of you tell me what a Drama story is?”
 The students will: Respond with what they think a Drama story is.
 The teacher will: say, “Drama stories can be acted out in front of people or an audience.
Now that we know what a Drama is, do you think our book is a Drama?”
 Instruction/Input
o The teacher will introduce/review the following vocabulary terms with the
students:
- Characters: who is in the story.
- Dialogue: what the characters are saying.
- Setting: when and where the story takes place.
- Main Events: what happens in a story.
- The Problem: what is wrong in a story.
- The Solution: how the problem gets solved.
o “When reading a Drama Story, these are some elements we should be looking
out for. Some of these elements will be easy to spot in the story, while others
will take us some time to figure out. So, while we read, we need to pay attention
to the illustrations/pictures on our books. We also need to be paying close
attention to what each character is saying. This way we do not miss any
important information.”
o The teacher will also remind students about how to use voice when reading out
loud. “Ok friends, I want to remind you about how our voices should sound
when we are reading. We shouldn’t be afraid to use our acting voices while
reading what each different character is saying in the story. This way we can
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bring our stories to life and have a better experience overall.”

 Modeling/Procedure

o The teacher will say, “Ok friends, now I am going to read our book, The Three
Little Pigs. You will notice that I am going to be using my acting voice when I
read for each of the different characters. I am also going to be looking out for
the different elements of a Drama Story. For example, I will be looking at the
pictures in order to figure out the setting. I am going to be looking at all of the
different characters and events. I will also be paying close attention to find out
what our problem is and how it gets solved in our story.”
“I will be reading the story to you all first. So, pay attention to how I read and
use my voice. I also want you all to be looking for the different elements of the
drama with me. Once I read the story, we will all read the story together as a
class.”

o The teacher will begin to read the story and model for the students. The teacher
will stop at certain points and guide the students on how to look for the
different elements of a drama story.

 In order to check for understanding the teacher will ask the following questions:

o What is the setting of our story?

Check for Understanding -Answer: The woods, daytime
Questions that check for
understanding with correct o Who are the characters in our story?
answer -Answer: The narrator, the wolf, Pig 1, Pig 2, Pig 3

o Can you tell me what problem our characters faced in the story?
-Answer: The pigs needed to build a home to stay safe from the wolf.
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 The teacher will divide the students into four different groups.
 Group 1 will be reading the part of the Wolf, group 2 will be Pig 1, group 3 will be Pig 2
and group 4 will be Pig 3. The teacher will be the narrator.
 The teacher will say: “Okay now that we are divided into our groups and have been
assigned our characters, let’s discuss what reading our drama story will look like. When it
Guided Practice
is your character’s turn remember to use your acting voice. Imagine what you think your
Includes differentiation of
character should sound like and use that voice. I will be joining you all and will be reading
instruction
the role of the narrator. I would also like to remind you, while we are reading our parts
you should be thinking about the different elements of a Drama Story.”
 The teacher will begin by reading the narrator’s introduction to the story.
 The students will read the dialogue for their assigned character.
 The teacher will help guide the students through the story making sure they are keeping
on track with their assigned reading parts.
 The students will be placed into groups of 4 and one group of 2.
 Each group will be given a play to read and analyze.
 Once the students read their play, they will be required to work together to identify the
different elements of a drama that they see in their play.
Independent Practice  The students will be provided with a worksheet where they will record their answers.
(Independent of Teacher)  The teacher will say, “Okay now that you are in your groups, I will give each group a play
Includes differentiation of that you will be reading. Each student in your group will choose a character to read. You
instruction will read together as a group making sure to take turns reading your lines. You will also
be given a worksheet where you will need to record the different parts of a drama story
that you find in your plays. Once you complete the worksheet, I want you guys to read
the play again, but this time use your acting voices to bring the play to life!”
 The teacher will be walking around assessing student knowledge and monitoring
behavior.
 During the group work the teacher will walk around assessing the students by asking
Assessment
each group the different elements.
Includes differentiation of
instruction  The students will also be filling out a worksheet during independent practice and will be
assessed based on their answers.

 The teacher will work with a group of students/or whole class if they are struggling to
understand the parts of a drama story. This will be determined based off the formative
assessment given during independent practice.
Reteach  The teacher will review the terms with the group.
Includes differentiation of  The teacher will work with the group to create their own drama story.
instruction  The teacher will guide the students by working with them to set up the important
elements needed in the drama story.
 This lesson will be student-led, with the guidance of the teacher to keep them on the
right track.

 The students will be allowed to act out their plays from independent practice.
 Each group will be given a section of butcher paper to create a backdrop/setting for their
play.
Extension/Enrichment
 Once the students have completed their backdrop, they will practice their play by going
over their lines and using their acting voices to bring it to life.
 Each group will get a chance to perform their short plays in front of the classroom.
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o Okay students, we have learned so much about drama stories and the elements
they are made up of.
o Who can tell me what we learned today?
o Can anyone tell me what setting means? How about dialogue?
o What other parts of a drama story are there?
Closure
 Characters: who is in the story.
 Dialogue: what the characters are saying.
 Setting: when and where the story takes place.
 Main Events: what happens in a story.
 The Problem: what is wrong in a story.
 The Solution: how the problem gets solved.
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Example of play for Independent Practice:

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