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Lesson Plan

Teacher Candidate: Traci Overstreet


Mentor Teacher: K. Oldberg
Supervisor: A. Warren

School: Escamilla
Date:

University Professor(s) / Instructor:

Lesson Title:

Phone:

Email: wingmancan@gmail.com
Room:

Time:
Subject(s): Language Arts and Reading

Grade: 6

Musical Plot

Materials:
- Graphic organizer worksheet
- Script

Goals / TEKS / Objectives


1. Goal(s):
- Students will improve their ability to identify parts of a plot.

2. TEKS/STAAR:
110.18. (b) (5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw
conclusions about the structure and elements of drama and provide evidence from text to support their
understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot
of a play and those in a film based upon the same story line.

3. ELPS:
4.

Lesson Objective(s):
- Students will read \"From the Elephant Pit,\" a dramatic folktale play, out loud.
- Students will identify parts of the plot - including exposition, rising action, climax, falling action, resolution,
them and conflict.
- Students will be moving around the room in groups where parts of the plot will be posted on the walls; they will
have to correctly identify the parts of the plot on their graphic organizer before the music starts. Once the music
starts, they have to move along! They will get a chance to come back around, but they have to write fast!

5. Prerequisite Skills:
- Students should already know of the parts of a plot since this is a review.

Sponge / Focus
1. Sponge (warm-up):
- I will first discuss the play with the students. Since they have never read a play with different \"acts,\" I will
be talking about what those are and the purpose is for them in the play. We will also briefly review what each
part of the plot is.

2. Focus:
- I will ask students if they have ever helped someone who eventually returned the favor? I will also ask if
they have helped someone who ended up not being very grateful in the end?

Rationale/ Connections:
Connections:
- My focus questions will also serve as making connections with the students. They will be relating it to their own lives and
things that have happened to them in the past.

Teaching Strategies or Methods:

Teaching Strategy or Method:


- I will be doing direct instruction for the first few minutes as I teach them what the acts in a play are. But after that, I will
be letting the students read the play and then they will be working in cooperative groups to do the activity.
Teachers Role:
- Instructor, - Facilitator
Students Role:
- Participant, - Audience
Classroom Layout:
- Individual Seats / Rows
Higher order thinking strategies:
- Students will have to identify parts of the plot, even among parts that don\'t belong at all. I will have some sections of the
story up on the walls that don\'t belong anywhere.
Questioning strategies:
- While groups are working, I\'ll be walking around and asking them what they have found and what part of the plot they
are working on.

Evaluation:
- Students will be graded on their participation as well as the graphic

Closure: The closure may vary based on the amount of time left in the lesson. If students are still working on their
activity, then we will go over the parts of the plot as a class the next day.
- Students will be finishing their activity toward the end of class.
- If there is time, I will ask students about certain parts of the plot (what did [student name] get for the climax?) etc.

Accommodations/Modifications/Extensions:
- If students seem like they are unable to handle the activity as a game, they will just be moving around the room in groups
with music and directions to signal for them to move on.

Additional Information:
Number of students / Groups/Special settings: 20 Students 5 groups of 4
Transitional Activities / Plan for students who finish early: Music to move around the room.
Reflections on lesson: