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: 2
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
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
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:
A.2.cDemonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive,
and evaluative questions.
A.3.cRead dramatic literature and analyze its conventions to identify how they express a writers meaning.
A.3.dIdentify and interpret works in various poetic forms (e.g., ballad, ode, sonnet) and explain how meaning is conveyed through features of poetry,
including sound (e.g., rhythm, repetition, alliteration), structure (e.g., meter, rhyme scheme), graphic elements (e.g., punctuation, line length, word
position), and poetic devices (e.g., metaphor, imagery, personification, tone, symbolism)
A.5.aUse organization or structure of text (e.g., comparison/contrast, cause/effect, problem/solution) and writers techniques (e.g., repetition of
ideas, syntax, word choice) to aid comprehension of increasingly challenging texts
A.5.c Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are used together to create
meaning in increasingly challenging texts
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
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)

A.5.h Identify the authors stated or implied purpose in increasingly challenging texts
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
A.7.b Provide an interpretation of a literary work that is supported by evidence from the text and from cogent reasoning
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
Another summative assessment for this unit will be an informative/explanatory LDC task over leadership.

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 in this class has emotional issues and suffers from depression. She is to be given prompting/cueing and extended time (double
time).
Another student in this class is Gifted & Talented in Leadership. She is the leader of her Kagan Group.

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
Students will take a pre-test for the unit.
Lesson Objectives/
Learning Targets

Objective/target:
A.3.c

Assessment
Assessment description:
Students will read the opening two pages to
Trifles and identify the elements of drama.
They will also define them.
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.
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 identify the elements of drama. They will also need to define
some of the elementsA.3.c. (7 Minutes)