Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Elijah Day Edwards
# of Students: 25

Date:
Age/Grade Level:

3/9
Sophomore

Cycle: 3
Content Area: English

Unit Title: Quality Core: Dramatic Literature

Lesson Title: Conventions of Dramatic Literature: Introduction
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
1. Read dramatic literature and analyze its conventions to identify how they express a writers meaning
2. Demonstrate comprehension of increasingly challenging texts (print source) by answering questions
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
1. A.3.c
2. A.2.cunderpinning standard
c)

Describe students prior knowledge or focus of the previous learning.

This is the introductory lesson of our Dramatic Literature unit.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The Summative Assessment for this unit is an exam that tests the following targets:
1) A.2.cDemonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive,
and evaluative questions.
2) A.3.cRead dramatic literature and analyze its conventions (Dialogue, Characterization, Set/Stage Design) to identify how they express a writers
meaning.
3) A.5.c Identify, analyze, and evaluate metaphor, plot, character development, setting, theme, mood, and point of view as they are used together to
create meaning in increasingly challenging texts
4) A.5.e-- Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques,
foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging texts
5) A.5.f Analyze an authors implicit and explicit argument, perspective, or viewpoint in a text (e.g., Toni Cade Bambaras argument about social
class in the U.S. in her short story The Lesson)
6) A.5.h Identify the authors stated or implied purpose in increasingly challenging texts
7) A.6.c Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts, and substantiate analyses

with textual examples that may be in widely separated sections of the text or in other sources
8) A.8.f Define and identify common idioms and literary, classical, and biblical allusions (e.g., He had the patience of Job.) in increasingly
challenging texts

e)

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
One student in this class requires paraphrasing, prompting/cueing, and extended time (double time). I also have to check his agenda book.
Another student in this class is allowed to visit the guidance office if she begins to feel frustrated. She requires prompting and cueing, redirection,
corrective feedback, positive feedback, specific praise, and extended time (1.5 days).
Another student has recently (without an IEP/504) been given permission to visit the guidance office because she has been stressing lately.
Another student in this class has emotional issues and suffers from depression. She is to be given prompting/cueing and extended time (double
time).
Two students in this class are Gifted & Talented in Leadership. They are the leader of their Kagan Groups.

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
The pre-test showed me that a large majority of students had no knowledge about the conventions of drama.
Lesson Objectives/
Learning Targets

Objective/target:
A.3.c
A.2.c (underpinning standard)

Assessment
Assessment description:
Students will complete an exit slip in which they
will be given a cold passage to test their ability to
identify/define the conventions of drama.
Assessment Accommodations:
Extended Time if needed

Instructional Strategy/Activity
Strategy/Activity:
1. Individually, students will compare/contrast a
prose passage and script to identify the elements of
drama.
2. In groups, students will rewrite a prose passage to
be in the form of a script.
3. Students will read the opening two pages to
Trifles and identify the elements of drama. They
will also define them.
Activity Adaptations: Roles according to Kagan group.

Media/technologies/resources: N/A
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and

where of the instructional strategies and activities.)

1.
2.
3.
4.
5.
6.

Students begin by getting in their new Kagan groups. They will then do a teambuilding activity that will acquaint them with each other. (5-10 Minutes)
Teacher will introduce the new unit and pass out appropriate materials. (3 Minutes)
Students will be given a page from a script and they will compare/contrast this to the other forms of literature we have read (fiction, non fiction,
poems). Teacher will take notes about this on the board. (5-10 Minutes)
Teacher will lecture over the elements of drama. Students will take notes. (10-15 Minutes)
Students will be given a one-page prose passage that they must rewrite in the form of a script. They must identify the elements of drama. (15-30
Minutes)
Students will complete an exit slip in which they will be given a cold passage to test their ability to identify the elements of drama. They will also need
to define some of the elementsA.3.c. (7 Minutes)