Reading Lesson Plan-Group Work Plays Day One

Kristen Heisler
Initials: _________

Cooperating Teacher

Subject: Reading

Grade: 7th Academic and PreAP

Date Turning in: 1/10/16

Date(s) Taught: 1/12/16

Objective:
We will create a conclusion of the play by using the drama The Giver in groups.
TEKS:
(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 a playwright's use of dialogue and stage directions.
(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(A) explain the influence of the setting on plot development;
(B) analyze the development of the plot through the internal and external
responses of the characters, including their motivations and conflicts; and
(C) analyze different forms of point of view, including first-person, thirdperson omniscient, and third-person limited.

ELPS:
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses
language learning strategies to develop an awareness of his or her own learning
processes in all content areas. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the students level of English
language proficiency. The student is expected to:
(A)use prior knowledge and experiences to understand meanings in English;
(B) monitor oral and written language production and employ self-corrective
techniques or other resources;

Materials:

SMARTboard
Copy of How Lamars Bad Prank won a Bubba Size Trophy
Copies of The Giver
Scrap Paper
Pens and pencils

Teaching Practices:
Preparation for Lesson:
In order to be ready for this lesson, the teach should make copies of The
Giver, set up daily Power Point that lists the agenda for class and
displays any announcements, have Status of the Class binder ready to
check reading statuses, and have scrap paper and pencils/pens ready for
extension activity.
Prior Learning:
Students should understand and know the basic vocabulary for Drama
and fiction (i.e. Protagonist, Antagonist, Stage Directions, Act, Scene,
etc.). Students should also have knowledge of the format playwrights use
when writing plays.
Motivation:
Our class will begin by a read-aloud. Invite the students to come sit on
the carpet and the teacher will read a chapter from the book How
Lamars Bad Prank Won a Bubba Size Trophy by Crystal Allen.
Guided Practice:
After reading How Lamars Bad Prank Won a Bubba Size Trophy, ask
the students to return to their seats. The Teacher will check the Status of
the Class. This allows the teacher to check how much reading each
student is doing daily. Each day ask the students to share what book
they are currently reading and what page number they are currently on
and record it in Status of the Class binder. If they are on the same book,
have them only share what page number they are on.
As a class, we will go over the format of writing plays and what to
include as the students write plays (list of characters, stage directions,
scenes, monologues, asides, etc.).
In small groups, students will reflect on what they discussed the day
before on the play The Giver and share with the class what they
discussed with the group. Then they will apply those discussions and do
a quick brainstorm of what they think could happen after the play.

Assign small groups and instruct the students that they will create Act II
to the play and describe the ending that they would have liked the
author to have included.
Independent Practice:
After reading the play, The Giver, the students will create their own
conclusion of the play and include an act, stage directions, three scenes,
a list of characters with a short description (including a narrator), a
labeled monologue, and a labeled aside.
Closure:
Students will record what they have read in their reading logs and make
notes for the next day.
Extension:
Students will read over their conclusions and practice performing it.

Specific Key Questions:

What are the parts that a playwright uses when writing a play?
Can you define what these parts are?
Why do you think that these parts are important?

Modifications:

SPED & ELLs: These students can be placed with group members that
will include them and help them when necessary.
For PreAP: these students can be required to write four or five scenes
instead of three.

Assessment:
Teachers should informally assess group discussions and what input the
students are adding to the class discussion, and formally assess what the
students are including in their conclusions based off the rubric.
Characters/Description
Stage Directions
3 Scenes Labeled
Monologue Labeled
Aside Labeled
Interesting/Relatednes
s
Quality Writing
Total
Home Goal:

10
10
10
10
10
20
30
100

Following the Reading Workshop structure, students will read for twenty
minutes at home and record it in their reading logs.

Reflective Evaluation of Lesson: