THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
SCHOOL OF EDUCATION
ENGLISH LESSON PLAN

TEACHER: ANA CEDEO

CLASS: SIXTH FORM GOVERNMENT SCHOOL: UPPER SIXTH FORM LITERATURES
IN ENGLISH
ESTIMATED DURATION: 75 MINUTES
DATE: 12th January, 2016
THEME/TOPIC: THE ELEMENTS OF THE NOVEL
CURRICULUM STANDARD: UNIT TWO- MODULE ONE: DRAMA
TEACHING POINT: THE ELEMENTS OF DRAMA: WHAT ARE THEY?
PURPOSE/RATIONALE:
Revision of the elements of drama and the novel in order to move forward in exploring the CAPE
text to the Advanced level standard.
PREVIOUS KNOWLEDGE/PERFORMANCE:
1. The basic elements of drama such as theatrical devices.
2. The importance of observing the types of dramatic elements.
3. How themes emerge in the text.

ANTICIPATED DIFFICULTIES:
1. Students may need revision as to what the terms mean.
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2. Students may need time to readjust since they may need a refresher on the terms and their
importance.
3. Students may have a different understanding or a basic understanding of what each term
means and how they are to be applied when reading the text.

TECHNOLOGIES AND RESEARCH RESOURCES:

1. A use of a mind map so they can write out the way the theatrical elements present
themselves in Act 1.
2. The Laptop and Overhead Projector
3. Pictures, flash cards, hand-outs and coloured markers.
4. A review of notes on the text, so that I would know which elements of drama the students
would be anticipating when reading the text. I ensured to use similar themes and elements
in my set induction: http://www.slideshare.net/cstrayer/othello-background-notes

INSTRUCTIONAL OBJECTIVES: (CLASSIFICATION)

ASSESSMENT

Students will/ should be able to:

Students will:

1. Analyse and discuss the elements of

1. Determine which elements of drama

drama: staging, set, setting, etc.

2. Identify and label the elements of

are most applicable to act 1.

2. Organise a flow chart demonstrating

drama.
3. Explain each part of the elements.

the elements of drama.

3. Work in groups to discuss the issue of
soliloquy.

PROCEDURE:
SET INDUCTION: The Use of a slideshare powerpoint about the elements of Drama:
http://www.slideshare.net/KherbyyBandiola/elements-of-drama-16321995
TEACHING

LEARNING STRATEGIES/ACTIVITIES:

STRATEGIES/METHODS/ACTIVITIES:

1. Teacher will play video on Elements

1. Students will listen attentively. They

of Drama.
2. Teacher will then lead the students

will also be encouraged to take notes for

into

identifying

the

parts

of

Elizabethan theatre and important

aspects such as Soliloquy.
3. Teacher will then play presentation
of

Othello,

so

they

reference.
2. Students will identify the beginning
soliloquy.
3. Students will lead the discussion by
explaining how they came up with the

would

answers. They will also explain how the

understand the elements of Drama

first soliloquy impacted them as an

applied there.

audience.

CLOSURE:
1. A review of the elements of drama.
2. A review of the soliloquy.
LESSON EVALUATION:
1. Students would show an appreciation of what they have learnt by identifying the
elements of drama.
CONTINGENCY PLAN:
1. The use of the follow-up questions as a comprehension exercise.

TEACHERS EVALUATION OF LESSON:

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This lesson could have been much better. The aims were vague, as well as the teaching point. I
should have focused on Soliloquy, rather than on the broad topic of staging and set. I also need to
look at Dramatic Unities and engage the students interest. Many of them were quite lethargic
and did not understand how the Soliloquy worked. This was because I failed to generate interest
in the topic. I also did not focus on Audience impact and expectation, which is very important
for understanding the importance of the Soliloquy. The lesson plan was not direct or focused on
what I needed to teach, and I also did not have student activities that engaged students attention
and actions. Student activities were very passive, rather than active. They did not engage in the
discussion that I had hoped they would engage in and I realised that its because I also needed to
plan the questions, that and not just randomly question them. I needed to actually have timed
parts of the lesson, so that it would be less confusing. This exercise was quite vague and the
students didnt appreciate its value. Also, students expressed a wish to enact the scene or use film
to guide them. I need to apply what I am learning in class to planning lessons better.