DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate: Jordan Loo
Grade Level: 12 Subject/Content: English Lit.
Title: Introduction to Drama/ Writing Roulette
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.

My class has 22 students in it and 18 of them are Caucasian. Of the remaining 4 students, I
have 2 Native American students, and 2 Hispanic students.
There are 12 females and 9 males in the class.
There are no ESL or exceptionality students in this particular class.

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Common Core Standard: CCSS.ELA-LITERACY.WS.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
Content, Reading/Language Walk-Away:
Walk-Away:

Students will identify key elements of Drama and storytelling and will then write their own
collaborative stories.

ASSESSMENT EVIDENCE (formative/summative checks for

learning) (Match the Content Walk-Away)

-Students will take a written pre-test asking them to identify

themes within a few well known books and film.
-Formative assessment: students will each take part in class
discussions and small group activities. (participation)
-Summative assessment: A quiz and journal entry will require
students to identify elements of drama as well as understand how

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

-Instead of a written pretest I

could take aside students who
need extra help and have a mini
discussion to find out what they
know about drama.

these elements influence the development of the play, setting and

characters.

ACTIVE LEARNING PLAN

Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences

Most students have participated in a play, taken a drama class, or have
attended a school play. Many of them already know the major elements
of drama. As a class it will be helpful for the students to understand
different cues and elements before they begin reading and performing in
class the play J.B
Focus Lesson (I do it)
-I will present to the class a PowerPoint presentation about drama. I will
ask for class participation to read the slides to make sure I have all of
their attention and I will verbally fill in anything relevant that was not
read from the power point.
Guided Instruction (We do it)
-In a whole class setting we will begin to write our own plays in a
narrative form keeping in mind the structure of popular modern
storylines.
I will give examples of how to begin a story by introducing a setting first
and then characters followed by rising conflict.
Collaborative/Cooperative (You do it together)
-The class will break into groups and begin a writing roulette. Every 5
minutes I will have them stop and discuss a little bit about what is
happening in their stories and then add a mandatory piece for example a
new prop that everyone must include in their story.
Independent (You do it alone)
After each person has contributed to everyones story, the original stories
will go back to the owners and they will have the task of bringing
everything together for either a tragic or comedic ending.
I will then ask for volunteers to read their story in front of the class.
Summarization/Closure

-I will insert myself into

as many small groups
discussions as I can but
focus on those students
who may need a jump
start to get going.
-Depending on the
severity of the students
needs I can have them
draw or help them write a

- Class discussion on fear as a theme for horror and why it is interesting.

Talk about examples of fear as a theme mixed with action, comedy, or
romance themes within Literature and film. Reflect on why they are
interesting (popular)/ or why they are not. Also talk about how themes
are everywhere in pop culture and it would benefit the students to be able
to identify key themes when analyzing books and films in the future.

story. If a few students are

ELL students I will put
them in the same group
and allow some mixed
language in their stories.

NOTES TO TEACHER
What do I need to remember to do?
- Gather worksheets and materials.
- Review Power Point slides.
- Prepare modifications for possible ELL and IEP students in class.
Materials to have ready?
- Worksheets or pictures of possible protagonists.
- PowerPoint
Approximate time needed for lesson?
- 1-2 class periods
Reflection:
I think that this lesson was a lot a fun. Every student in every class participated in the activity. Many
of the stories that were read at the end of class were very clever. Because the story was not the work
of a single person more people were willing to share. Most of the stories were funny and there were a
few that fell under a very dramatic and even tragic light but they were beautifully written. I think that
it is hard to assess a lesson like this but the value in having students collaborate on a written project
and use critical thinking skills to include elements on the fly is crucial.