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:

3/6
Sophomore

Cycle: 2
Content Area: English

Unit Title: Quality Core: Dramatic Literature

Lesson Title: Conventions of Dramatic Literature:
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
1. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts
2. 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.6.c
2. A.3.c
c)

Describe students prior knowledge or focus of the previous learning.

Students are in the beginning phases of our Dramatic Literature unit. They have previously explored A.6.c in a previous unit, but this will be their first time
dealing with A.3.c. In the previous lesson, they learned several key terms related to drama. This will also be the first lesson exploring the play Trifles by
Susan Glaspell.

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):
I will begin the lesson with a flashback to assess their ability to locate important details and facts in a challenging text. The text, Womens Experiences in
the Pre-World War I Period will serve as an anticipatory activity for the play Trifles. We will also do an anticipatory activity to explore
scenery/blocking by completing a set design of their ideal bedroom.
Lesson Objectives/
Learning Targets

Assessment

Instructional Strategy/Activity

Objective/target:
A.6.c

Assessment description:
Students will read Womens Experiences in the
Pre-World War I Period and answer questions in
which they locate important facts and details.
Assessment Accommodations:
N/A

Objective/target:
A.3.c

Assessment description:
Students will read an excerpt from A Raisin in the
Sun and answer questions related to the effects of
scenery in dramatic literature.
Assessment Accommodations:
N/A

Strategy/Activity: N/A
Activity Adaptations: N/A
Media/technologies/resources: N/A
Strategy/Activity:
1) Students will create a setting for their ideal room.
2) Students will complete a graphic organizer as we
read the opening scene of Trifles.
3) In a group, students will create a set design for the
play if it were to be performed.
Activity Adaptations: Some students will have
paraphrased sections with the text.
The more advanced students will be the leader of the Kagan
group.
Media/technologies/resources: Handouts, Textbook

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 with a Flashback to activate prior knowledge of A.6.c. (5-10 Minutes)
Students will complete an anticipatory activity in which they will design their ideal bedroom (5-10 Minutes)
Teacher will lecture over scenery/set design and how it is used in a play (10-15 Minutes)
Teacher will introduce Trifles. Students will watch a video and then complete a free-write over the following question: One of lifes most painful
experiences is being betrayed by someone you love. Often, when relationships sour, one person feels betrayed. Think about relationships youve had,
read about, or watched on television or on film. When does a relationship change from one of love to one of betrayal? Do you have to love someone
in order to betray him or her? Write a few notes on your thoughts. (5 Minutes)
The class will begin reading Trifles (as for I do, we do, you do, I am beginning by reading a play together and then the students will read a play on
their own. I made this decision because this is a quick one-act play). We will only be focusing today on the first couple of pages and mainly the
scenery/setting. As we read, the students will fill out a graphic organizer. (15-20 Minutes)
In groups, students will create a set design for the opening scene of this play. They will use their graphic organizers to do this. They can also add

7.

something else to it if it contributes to the mood. (10 Minutes)

Students will complete an exit slip in which they will be given a cold passage to test their ability to master standard A.3.c. (5 Minutes)