EdTPA Lesson Plan
Author: Lynn Glener
Background information/Planning Phase
Date and Time of Lesson:
Grade/Level:
Time Allotment/class period
length:
Subject(s)
Topic/Unit of Study:
Pre-Requisite
Knowledge/Skills:
Academic Language
Demands:
12/1/14 2pm
Grades 5-7
1 hour
Theatre
Ancient Greek Theatre 1
-Students will have played a variety of basic theatre games
-Students will have practiced pantomime
-Students will have worked on creating character relationships
through pantomime
-Students will know what the arc of a scene and/or play is
-Students will have performed open scenes
-Students will have written their own scenes
-Students will have begun to practice improvisation
-Students will have written their own monologues and performed
them
Definitions:
Language Function; content specific
words-vocabulary; Language usereading, writing, listening and/or
speaking)
Central Focus
Lesson Summary
The central focus of the lesson is to give the students a brief
introduction about Greek theatre, and how it was the origin of the
plays we see today. The students will also create their own “Greek
masks”, which will they eventually use to perform with.
The lesson will begin with asking the students what they know
about Ancient Greece. Then a brief introduction of Greek theatre
will given, and how it was the first time plays were in a basic
structure that is the origin of drama we see today. The amphitheatre
and use of masks will also be explained. Pictures will be shown to
explain these aspects. The students will then create their own
“Greek masks”
Standards and Indicators
Standards/Indicators
1d
3b,c
4b,c
Essential Question: What was so important about Ancient Greek theatre? How did Ancient Greek
actors use masks to perform?
Learning Objectives:
The students will be able to:
- Identify aspects of Ancient Greek theatre
- Understand how Ancient Greek theatre influenced the future of drama
- Recognize how actors used masks in Ancient Greek theatre
Anticipatory Set: The lesson will begin with asking the students what they know about Ancient
Greece as a discussion.
Procedure:
1. The anticipatory set will begin the lesson.
2. The teacher will tell the students that Ancient Greece is the origin of drama as we know it today,
if it was not already mentioned. A brief history will be explained of how it originated with the
playwriting competition at the Dionysian festival and Thespis, the first called playwright, who
won the first competition. That is why actors are sometimes called thespians.
3. The general structure of Greek plays will be explained:
- Prologue: the exposition
- Parados: entrance of the chorus
- Episodes: an action relating to the plot, and chorus commenting on it (repeats a few times)
- Exodus: the exit
4. There will then be an explanation of the amphitheatre and how the actors performed on them,
including the use of masks.
5. After that explanation, the teacher will lead an activity where the students will create their own
Greek masks out of manila folders.
Closure Activity: If time permits, there will be a brief group reflection on the activity and how their
masks can be used in a Greek play.
Extension Activities: (if applicable)
Instructional Materials, Resources and Planned Supports
Instructional Materials (handouts, etc.)
Resources
Technology
Other planned support
Pictures of certain aspects of the
lesson (a Greek mask, an
amphitheatre, etc.); manila folders
to create the masks with.
Informal and Formal Assessment
Description of Assessment
Content being assessed and explanation:
Please attach rubrics and homework where
applicable.
Pre-Assessment for Learning:
o
o
o
o
o
o
o
o
Observation
Anecdotal notes
Interview
Inventories/surveys
Test/Quiz
Questionnaires
KWL
Other
Formative Assessment (as learning):
o
o
o
o
o
o
o
o
o
Observation
Anecdotal notes
Work samples
Test/quiz
Checklist
Conference
Peer Assessment
Self-Assessment
Other
Summative Assessment (of learning):
o
o
o
o
o
o
o
o
o
o
o
Portfolios
Unit Test
Self assessment
Peer assessment
Final Reflection
Speeches
Projects
Presentations
Reports (oral or written)
Performances
Other
Pre-Assessment for Learning:
-Pre-Assessment will be through the discussion of
what the students already know about Ancient
Greece.
Formative Assessment (as learning):
-Formative Assessment will be through the
teacher’s observation of how the students respond
to the beginning mini-lecture.
Summative Assessment (of learning):
-Summative Assessment will be through the ending
group reflection on the mask-making activity.
Universal Design for Learning (UDL)
Principle #
Evidence
1.3-Provide alternatives for visual information
Pictures will be used to explain various aspects of
Ancient Greek theatre.
2.1-Define vocabulary and symbols
Terms relating to Ancient Greek theatre will be
defined and explained.
2.2-Clarify syntax and structure
The structure of a typical Greek play will be
explained.
3.1-Provide or activate background knowledge
The students will be asked what they already know
about Ancient Greece in the beginning of the
lesson.
7.1-Increase individual choice and autonomy
The students will be able to create their own
designs for a Greek mask.
7.2-Enhance relevance, value, and authenticity
The students will be able to relate how Greek
drama was the origin of modern drama.
Implementation Notes
Purpose:
o
o
Mental set
Sharing purpose/objectives
o
o
Input
Modeling
o
Checking for
understanding
Guided practice
o
o
o
Independent practice
Closure
Accommodations/Modification
s:
Differentiated Instruction:
o
o
Whole class
Groups of students with similar
Change
Scribe
o
needs
Individual students
o
o
Oral explanation
Peer tutor/partner
o
o
o
o
Use of manipulatives
Include visuals
Extend
o
Provide instruction throughout
o
o
Increase time, space amount
Decrease
o
o
Narrative explanation of above (as needed):
o
Students with IEPs or 504 plans
Strategies for responding to
common errors and
misunderstandings,
developmental approximations,
misconceptions, partial
understandings, and/or
misunderstandings