Fayemaon Dramalessonplantemplate
Fayemaon Dramalessonplantemplate
Fayemaon Dramalessonplantemplate
ITE 329
Drama Lesson
Faye
Last Name
Maon
UH Email
jfmaon@hawaii.edu
Date
Semester
Spring
Year
2015
Grade
Level/Subject
Grade 3 / ELA/Drama
Lesson
Duration
45 minutes +
homework
Title
In this lesson, the students will perform and share facts and information from their
Wonders Week 4 Reading titled Bats Did It First using the four drama elements:
body, voice, imagination and cooperation. First, they will participate in a warm-up
exercise called Eyes Right. Next, we will briefly discuss how they use the four
drama elements during the exercise. Then, we will read the first 4 paragraphs of the
text. Students will form into 4 groups with 5-6 student in each group. Each group
will show how bats move around using the drama elements. We will then continue
to read the rest of the paragraphs. This time, by using the drama elements, each
group will show how the bat-inspired cane works. Finally, they will be engaged with
one another about what they learned in the lesson and give description of what
they would invent to help others.
Faye Maon
ITE 329
Drama Lesson
Essential Question(s)
The big idea of the lesson stated as a question or questions
1. What ideas can we get from nature?
2. What are ways we can do to help other people?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
2.
3.
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Students attend Creative Movement class twice a month. They focus on creative
movement which builds on the necessary gross motor skills needed for primary
dance instruction and dramatic movement. They learned differences in movements,
developed expression of the face and body awareness. As a teacher, I will work on
their listening skills and how to be able to execute directions properly. I will help
them concentrate after the fun activities so that they will gain the enduring
understanding I want them to have.
Every day, students are also being encouraged to choose positive action. One of the
enduring understanding in this lesson is to use their imagination and creative ideas
to come up with an invention that will help others. Prior to our reading, students
read about ideas that people can get from nature. To challenge them with their
invention, they will be informed that they will receive extra points if their invention
comes from nature (like the scientist who invented the bat-inspired cane).
Most of time, students in the class work individually. In this lesson, they will have
the opportunity to work in groups and with a partner. This learning strategy will
encourage a high degree of student response, rather than using basic reputation
method. In addition, this strategy will provide an opportunity for all students to
share their thinking with others which, in turn, increases their sense of involvement
in classroom learning.
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Standard
Standard
Standard
Standard
3.
5.
7.
8.
Learning Environments
Application of Content
Planning for Instruction
Instructional Strategies
I.
II.
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Drama Lesson
Eyes Right
Jump like a rabbit
Freeze
Eyes Right
Move like youre driving in a highway
Freeze
Eyes Right
Sound and act like a bird
Freeze
Eyes Right
Move like a tall grass being blown by a strong wind
Freeze
III.
Review
1. I will read the first 4 paragraphs of the expository text entitled, Bats
Did It First. The paragraphs will explain how bats move around safety.
It also describes how scientists and inventors observe bats.
2. Aside from the diagram in the text, I will explain show my very own
diagram explaining how bats move around.
3. I will ask students how bats move around and call those who raises
their hands
4. I will once again explain how bats move around, if necessary.
IV.
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Closing
1. Through Think-Pair-Share strategy, students will have an opportunity to
share what they have learned in the lesson
2. Reflective journal (Assessment tool): They will write about an invention
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that they would create to help others. They will be asked to describe
their invention and explain how it works.
Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment
of what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student
Learning: The candidate selects and designs informal and formal assessments to
monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to
demonstrate their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The
candidate gives specific feedback to address students strengths and needs related
to the learning objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides
opportunities for students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment
Formative Assessment
I.
II.
III.
While reading the expository text, I will make sure that all students are
following by letting them say aloud the last word or high-lighted
vocabulary word of the sentence.
In each direction given, I will ask them to display a thumbs-up or
thumbs-down hand signal to indicate their understanding of a specific
concept or process.
I will walk around the classroom and observe the groups as they work with
their drama strategies. I will do careful observation throughout the
snapshots. I intend to provide immediate feedback to the students based
on the body trait:
1.
2.
3.
4.
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IV.
2.
Summative Assessment:
I.
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ELL/MLL/Strugglin
g
Accelerated
Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
1. Lesson Plan (draft)
2. White board and markers
3. Sticks (bats-inspired cane)
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4.
5.
6.
7.
What changes would you make to your instructionfor the whole class
and/or for students who need greater support or challengeto better
support student learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe
the next steps to support students learning related to the central focus and
student learning objectives.
In this lesson, I thought that the warm-up exercise worked really well. Students
participated and enjoyed the activity. It prepared them to move their bodies, use
their voices and imagination and to cooperate with one another needed for the
focusing event of the lesson. Through drama, students understood how bats move
around and how the special cane works. They were able to act according to my
expectations.
I felt that was able to fulfill the main goal for this lesson. However, due to time
limitation, I didnt have the opportunity to do the last part of the closing in this
lesson (reflective journal) - to have them write about an invention they would make
to help others. To revise this assessment tool, I asked my mentor teacher if I could
give them homework which will be turned in back to me on Monday, Feb 9. Their
homework was to write/describe an invention they would make to help others.
Aside from managing my time wisely, I feel that I still need to work on how to
respond to students answers. Sometimes, I feel uncomfortable when a student
demonstrates confusion or wrong answer. I realized that there are steps that I
could take to help my students avoid wrong-answer moments entirely. I think that
providing wait time before calling on anyone is one of the effective ways. Taking a
moment to do a quick review of the content and asking them follow-up questions
could also help them arrive at the correct answer.
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