Professional Documents
Culture Documents
Title
Drama through the book, Mele the Crab Finds the Way Out
Enduring Understandings
A description of the important understandings(s) and concept(s)
The elements of drama such as body and tableau can be used to interpret emotions, scenes, and main
ideas of a story.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills
Topic: How the arts are organized
Benchmark FA.3.3.1: Create a dramatization based on a story
The Students: The students will use their bodies to express emotions, scenes, and parts of the story called
Mele the Crab Finds a Way Out.
Chart Paper
Book Mele Finds the Way Out
Whiteboard & Expo Pens
Chairs
Body traits chart
Drama focus chart
Pens and Markers
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
The students are familiar with read alouds and have been introduced to snapshots and tableaus. They can
effectively work as a group and collaborate off of one another's ideas. Students are able to listen to the
reading and recall events throughout a story.
Academic Language and Language Supports (new and old vocabulary they will need to know)
Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.
I will be using a variety of charts to teach the students about the academic language used in drama. Terms
such as shape, space, action, attitude, listen, respect, help, support, encourage and share will be used to
assist the students in creating their tableaus. I will be consistently using these words as a guide for the class
to develop effective drama pieces. I will also be teaching the students terms they have already heard but
showing them a different meaning as it is used in drama. I will be using language related to body traits such
as, straight, angular, curved, open/closed, tall/skinny, wide/thin, levels, depth, and emotion such as feeling,
meaning and personality when walking the students through their snapshots. The students will see these
words as additional tools to effectively create and improve their snapshots.
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
During my lesson I will be formatively assessing the students by using teacher observations when they
create their snapshots and tableaus. During this time I will be allowing the students to revise their tableaus
and snapshots. I will be looking for improvements and observing how well the students understand the terms
I use and comprehend the events of the story. The students will have an understanding when I see that they
are able to use their bodies effectively by using the knowledge they learned in the beginning of the lesson
about shape, space, action, and attitude.
At the end of my lesson I will be summatively assessing the students with a quick debriefing period, where
the students are able to reflect on their tableaus and their comprehension of the book. I will be asking the
students to share how they used their bodies to act out events of the story, what they learned from the story,
and how they can relate the story to their own lives. I will be looking for answers that tell me the students
understand the importance of creating tableaus. I will also be assessing the students on their ability to
effectively answer each question by using the new knowledge taught in the lesson.
After my lesson I will do a written evaluation using my observations by using the assessing rubric created by
teaching artist, Daniel Kelin.
Assessment Checklist
Comprehension
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Most of the
Able to create ideas using
information from the book. class
BODY
Half Half
modifies posture, poses,
gestures, movements, and/or
walk including:
varies levels.
poses with an audiences
perspective in mind.
COOPERATION
CONCENTRATION
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
class
Total _____________
29-33 Standing Ovation
24-28 Round of Applause
19-23 Polite Clapping
0-18 Back to Rehearsal
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
In my field placement there are a few students who have special needs and some students who are a lot
more advanced than the others. In my lesson, the students will have the chance to feel at the same level.
Students of different abilities will be able to share their ideas with their groups allowing communication
between students at different levels. I will be giving the class time to think about their ideas before providing
an opportunity to share their ideas with others. This will give the students who have slower processing skills
to come up with a ideas of their own. When creating their snapshots and tableaus I will be guiding the
students step-by-step giving all the students the ability to stay together and on track.
What changes would you make to your instruction--for the whole class and or/ for students who needed
greater support or challenge--to better support student learning?
My lesson consisted of many different parts. I had a warm-up activity, introduction, read aloud, snapshots, tableaus and
a reflection. If I could go back and change some things in my lesson, it would be to eliminate my warm-up activity and
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
go straight into my introduction of snapshots. I noticed in my lesson that although the students were engaged in my
warm-up activity, it took too much time. The students were not seeing as an educational activity.. My goal of having the
warm-up activity was to get the students comfortable with working together and encouraging a safe learning
environment. If I did eliminate this activity the students could have developed a deeper understanding of drama and the
elements involved when incorporating drama in each lesson. Because the activity took so long I didnt have much time
to go into depth on the expectations I had for their snapshots and tableaus. I would have liked to explain what each
element meant and allow the students to gain knowledge of how it is not just for fun but it is also to enhance their
learning experience.
Why do you think these changes would improve students learning? Support your explanation with evidence of
student learning AND principles from theory, recommended practices, and/or research.
Like I mentioned above, I believe if I made that one change, the students could have had the opportunity to learn more
about the drama elements involved when creating their tableaus and snapshots. When learning about these drama
elements in Jamie Simpson Steeles workshop, I noticed that she used a variety of different games and activities, so
when I planned my lesson, I thought that including most of the activities would be a good idea. When I actually got to
teach the lesson, I learned that incorporating so many activities was probably not the best choice. During my lesson I
noticed students getting easily distracted and it was just too long. I went over my expectations for the snapshots and
tableaus really quick and the students just used their prior knowledge of tableaus when creating them in my lesson.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to
support students learning.
For my future lessons, I will focus on creating a lesson that will gain students deeper understandings using simplicity. I
learned that sometimes less is better and when I plan my lessons Im going to make sure that I can explain in detail
each part of the lesson and give students the time to absorb all of the information. My goal is for the students to have
the ability to give an explanation of my lesson and tell me what they learned in detail. In the future I will work on one
area at a time.
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa