By: Krysten Plahm
SUBJECT
TOPIC
GRADE
TIME
OBJECTIVES
IN Academic (K-
12) Standard(s)
TIME
English
Drama Literary Terms
10 th
50 min
Students will be able to identify the nine literary terms from the PowerPoint.
Students will be able to synthesize one example for each of the nine literary terms from the PowerPoint.
Students will be able to explain in their own words an example of each of the nine literary terms from the PowerPoint.
10.3
Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the www.doe.in.gov/standards/readinglist.html illustrate the quality and complexity of the materials to be read by students. At Grade
10, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.
10.3.1
Structural Features of Literature:
Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).
10.3.10
Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
ELL Standards
10.2 Language minority students will listen, speak, read, and write for information, analysis, and synthesis
10.3 Language minority students will listen, speak, read, and write to analyze and evaluate grade level- appropriate books for expression, enjoyment, and response to other related content areas.
10.7
Language minority students will listen and speak for specific purposes to express focused ideas to an intended audience.
TEACHER ACTIVITY
Anticipatory Set
NCTE: 2.1
Focus, motivation, set the stage for the lesson
At the beginning of each lesson every day, the students are presented with ‘Sentence of the Day,’ where they have to grab their binders from
Lesson Planning-1
STUDENT ACTIVITY
Students will be getting out their binders and copying down the sentence of the day on their own. Once finished, they will raise their hand to tell me what on the sentence needs to be fixed. They will continue doing this until all of the errors are found.
MATERIALS
NCTE: 4.1
Equipment, materials, teaching aids
Drama Literary
Devices
PowerPoint
Guided Notes
Sheet (Students

the front of the room and copy down the sentence on the board in the
‘Grammar’ section. Once they have it copied down, they make correct the sentence on their own until everyone in the class has finished. Once they are finished, I will ask them, ‘What is wrong with this sentence?” and call on students that raise their hand. Once they call out the correct changes in the sentence, I will model the change on the board and further explain why those changes needed to be done. This continues until the students have found each correction in the sentence.
Once the students have finished copying down their corrections from the sentence of the day, I will introduce the lesson by asking them if they remember any of the drama literary devices we learned last
Monday from the PowerPoint. I will call on the students and ask them to define it and give an example. Once a few of the students have answered this question, I will ask them to get out the guided notes sheet that we worked on last week so we can finish up the Power Point.
Time permitting; we will begin reading Act 3 as a class and answering questions from the study guide.
Objective and purpose
NCTE: 4.1
Tell the students the objectives and why they need to learn the material
The purpose of today’s lesson is for the students to get familiar with the different types of literary terms that belong to plays. This will not be the only play that the students will be reading in their educational careers, so it is important for them to have a basic understanding of the type of terms they will come across while reading. The guided notes are a good source for the students to refer back to when they have a question while reading the play. (The guided notes include both the definition and an example of the term.) It is also important for the students to actively read out loud as a class so that they can be engaged with the plot of the play.
Students will be asked to define the literary term and identify an example from the YouTube videos presented in the PowerPoint.
Input / Instructional strategies
NCTE: 4.2
Instructional input; procedure and student activities
Students will be getting out their guided notes packet
Sun novel from their binders and begin taking notes from the Power Point.
Students will be at their seats listening to the Power
Point and filling in the blanks in the guided notes sheet.
Students will be at their seats listening to the Power
Point and writing down the definitions and examples on their guided notes packet. already have them in their possession)
None
Drama Literary
Devices
PowerPoint
Lesson Planning-2

The first activity will be a direct instruction strategy. I will finish up the Power Point presentation of the Literary Devices for plays. After I define each term I will play a specific YouTube video tied to the literary device where the students will have to identify it on their own.
I will continue doing this procedure until the Power Point is finished.
If there is extra time at the end of the class, I will then ask the students to get out their Raisin in the Sun novels and Study Guide. I will have the characters in Act 3 written on the white board so the students can see what parts they can read for. Then I will ask if there are any volunteers to read for specific characters. Once all of the spots have been filled we will begin reading Act 3 out loud as a class.
Students will be at their desks reading aloud their assigned parts in Act 3.
Students will be at their desks reading aloud their assigned parts in Act 3.
Students will be answering the designated questions for
Act 3 in their study guide.
Dry Erase
Markers
White Board
Guided Notes
Sheet (Students already have them in their possession)
Raisin in the Sun
Books (Students already have this)
Raisin in the Sun
Study Guide
(Students already have this)
None Checking for understanding (Formative evaluation)
NCTE: 4.10
Informal evaluation
While the students are reading aloud Act 3, I will stop the class at certain times to answer some of the questions on the study guide. (I will ask specifically, “What questions can we answer after reading this section?”). After they answer a question on the study guide, I will repeat what the student has said so the students who did not hear it the first time have a chance to write down the answer. It is important to have the questions answered on their study guide because they will be using this as a reference for their quizzes, exams, and the final exam at the end of the semester.
Guided practice
NCTE: 4.5
As the students read along their individual parts , I will correct for any mispronunciations of words. That way they will be able to pronounce it correctly on their own. Modeling appropriate vocabulary for the students is what helps them remember and expand their knowledge of these challenging words. This is also important for the students because there are quite a few difficult words that the students are not
Students will be at their desks reading aloud their assigned individual parts.
None
Lesson Planning-3

0 min familiar with and have a hard time pronouncing them correctly the first time.
Independent practice
NCTE: 4.7, 4.8
There is no independent practice for this lesson because the students will be reading aloud the scenes in Act 3 in class.
Closure ( Lesson summation and learner participation ) / Evaluation
( Assignments, homework, etc. How does this relate to the objectives of the lesson? Of the unit?)
Once time is running out, I will ask the students to stop at a certain section of the play and let them know we will begin there for tomorrow’s class. Then I will pass out a 3-2-1 exit slip for the students to answer. (3 new vocabulary words they learned in the power point, 2 things they found interesting in the play, 1 question they may still have about the play). I will ask them put the exit slips on the teacher’s desk on their way out. Before they leave, I will tell the students to bring
Students will be reading aloud their assigned individual parts from their desks.
Students will fill out the 3-2-1 Exit Slips
None
3-2-1 Exit Slips their books tomorrow to finish reading Act 3.
Student work to be collected : 3-2-1 Exit Slips
Rationale : (Primary importance—Why teach this content? Secondary importance—Why use this method of instruction?)
What research or theoretical basis support your choices?
NCTE: 3.7.1
It is important to teach this content because students will be reading plays for the rest of their educational career. The students need to understand what types of literary terms are a part of dramas. Plays have a different type of format compared to reading novels. They have monologues, asides, soliloquies, etc., and the students need to be aware of how important it is to distinguish these types of terms while reading the play. Also, they will be reading plays for the rest of their educational career so it is important for them to understand the basics of how to read and interpret a play. I believe that using direct instruction in regards to a
PowerPoint and guided notes are efficient for the students learning needs. They need to be able to define and identify the different types of literary terms that appear in a play. Teaching them about these terms through the process of guided notes gives the students a chance to write down in the information so they have it to refer back to when they have a question on their study guide. Also the style of guided notes is an effective modeling strategy because the students are following along with the PowerPoint and have the opportunity to ask questions during the presentation whenever they do not fully understand the content. I believe that actively reading plays out loud and assigning certain students to specific parts helps the rest of the audience visualize in their head what is going on in the play. It also gives the teacher a chance to stop the class as a whole and answer the questions on their study guides together. When it comes to the ELL students in this class, they are all at a
Lesson Planning-4

level where they can read out loud in English but have difficulty taking notes. To accommodate them, I would give them their guided notes in Spanish so that they would be able to at least follow along with the rest of the class. When it comes to reading out loud, they have enough speaking skills to read aloud in English in front of the class. (I observed this a few weeks ago). I would just have to correct them if they mispronounce any words or have difficulty sounding them out. If time allowed, the students would be able to switch roles after each act so that every one had a chance to participate in reading the play aloud.
Teacher Notes on results of lesson and next steps:
How will you use the results of today’s lessons to design the next lesson? Who/What would be good resources to tap?
NCTE 2.3
Since today’s lesson focused on the literary terms and reading the beginning of Act 3 in the play, tomorrow’s lesson will be dedicated to finishing up reading Act 3.
The students are now fully aware of all of the literary devices that go into a play, so it will be their job to recognize them while reading the play out loud. I may have them annotate the literary devices by stopping them and asking them the question, “Now what literary term does this remind you of?” while finishing reading the act out loud. Some good resources to tap into would be my colleagues to see if they have done any lessons similar to mine. Another effective resource to use would be the internet to research strategies for annotating plays or other direct instruction straggles to present different literary terms, characters, history, etc.
Lesson Planning-5

Candidate doesn’t develop a clear purpose or selects limited or non-relevant materials
Candidate provides little or no opportunity for an inclusive and supportive learning environment.
Candidate demonstrates limited ability to design instruction to meet the needs of all students and provide for students’ progress and success
Poor summation of ideas/content..
Candidate fails to provide feedback to students in a consistent way.
Lesson Just Ends (1)
No assessment included
Candidate selects appropriate resources and materials to reach
ELA objective, but doesn’t necessarily articulate the connections for students.
Candidate creates an opening opportunity for an inclusive and supportive learning environment in which all students can engage in learning.
Candidates aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote wholeclass; small group, and individual work
Candidate articulates a clear purpose for the ELA curricula and resources selected. States what students will know and be able to do with measurable, ACTION verbs (3 or fewer objectives)
Candidate creates and sustains an inclusive and supportive learning environment in which all students can engage in learning from the onset of the lesson.
Candidate creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback.
Candidate integrates assessment consistently throughout instruction using a variety of formal and informal activities and regularly shares the results
Candidate integrates assessment consistently throughout instruction that allow all students to understand what they know.
Candidate interprets assessment results during instruction to adapt lessons accordingly. Candidate assists students in self-monitoring.
Lesson Planning-6
Candidate shows competent characteristics beyond the expected developmental level.
Candidate shows competent characteristics beyond the expected developmental level.
Candidate shows competent characteristics beyond the expected developmental level.
Candidate shows competent characteristics beyond the expected developmental level.

Missing or too vague.
Not at all convincing rationale as to why lesson is important.
Candidate uses major sources of research and theory related to
English
Comments:
Candidate doesn’t reflect on practice in a way to will lead to professional growth
Candidate demonstrates reflective practice, involvement and willingness to seek collaborative experiences
Candidate articulates choices in light of research on, and theories of, how students learn in the ELA classroom.
Candidate uses the results of reflective practice not only to adapt instruction and behavior to assist all students to learn but also to design a well conceived plan for professional development that features collaboration with the academic community, professional organizations, and others.
Candidate shows compentent characteristics beyond the expected developmental level.
Candidate shows competent characteristics beyond the expected developmental level.
Lesson Planning-7