EDU 543 VAPA Lesson Plan

Quote Act-it-out
Grade Level: 5th grade

Candidate Name: Christian Valdivia

Locate a VAPA lesson plan on the Internet and work backwards to fill out this lesson plan form.
Fill out the student information form at the end of this lesson plan to help you know your
individual students. Download TPA 1 and 2 and use as a reference as you complete this lesson
plan. This plan is intended to provide you with some of the major skills and types of writing
needed for completing TPA 1 and 2.
Learning about your students: Locate or develop an interest survey you could use to learn
about your students: Google interest surveys for elementary students and get ideas. Arts and PE
are great areas of the curriculum to learn more about the interests and attitudes of your
students and helps you plan other content area lessons.
Describe the students in this class: Use your fieldwork school for List potential high risk
information. students

The students that I assisted in an Act-it-out activity are in a 5th Students may not be
grade class. Their ages are 10-11 years old. The class is split engaged in the activity
unevenly with 10 boys and 12 girls. Most students come from an due to shyness.
average socioeconomic level. Most students appear to enjoy
school but do arrive late due to an early start time of 7:45 am. Gifted students may
Mrs. Whitford has a good grasp of the classroom and the students become bored and
respond to the transitions well. Collaboration is emphasized in her become a distraction due
classroom, as her students tend to bicker out on the field during to the activity only having
recess. She incorporates activities such as this to have students 2-5 students.
feed off each others actions and ideas.

State Adopted Content Standard(s) How do these standards

integrate across the
Students apply what they learn about the subject of theatre. curriculum?
They incorporate random suggestions from the rest of the class
and perform a skit based on whats voted on. The students acting Language arts: This activity
must adapt to the scenario and collaborate in performing the reinforces the students
suggested scene. developing a plot, climax,
and resolution to the
5.3 Research and report on what various types of artists (e.g., architects, scenario given.
designers, graphic artists, animators) produce and how their works play a role in
our everyday environment.

5.1 Use linear perspective to depict geometric objects in space.

4.4 Assess their own works of art, using specific criteria, and describe what
changes they would make for improvement.

3.2 Identify and describe various fine, traditional, and folk arts from historical
periods worldwide.

Academic learning goals (objectives) What specifically will

- SWBAT identify the conflict in a scenario. students be able to know or
- SWBAT demonstrate immersion into a story and develop skills do?
geared towards adaptation and realism.
- SWBAT identify and adapt to universal themes. Students will be able to
identify and immersive
themselves into a role or
scene with realism. Also,
WORDS TO KNOW
students will be able to
- Plot: the story or sequence of events in a play identify conflict and
progress the plot in order to
- Role: an individual part in a play played by an actor come to a resolution while
working as a team.
- Climax: the point of highest dramatic tension or major turning
point in the action

- Cast: the roles or parts assigned to actors in a play

- Resolution: an answer to the problem

Materials, Technology, other Resources Rationale: Why did you

Materials select these materials?
- Paper
- Pencils The activity relies heavily on
- Container the audience members
- Props (hats, accessories, etc.) being engaged. The props
-Audience members and their votes are
essential in accomplishing
Resources this goal.
Drama Games for Primary School Children : Preschool Education
& Beyond
https://www.youtube.com/watch?v=uGxKZlOnOus

Assessment: What evidence of learning will you collect during this Why did you select this
lesson that will indicate the extent the students have completed evidence of learning and
the lesson goals? how will it show student
competence?
Feedback/evaluation for teacher:
- Students resolution of conflict Student competence is
- Students response to the play/skit exhibited through the
Feedback for Student: resolution of the skit.
- Teacher informal confirmation of completed goals
 Students will need to
immerse themselves with
their character and
understand the role their in
in order to find a response.
These types of assessments
will be performed as a
group and have students
demonstrate their ability to
adapt to situations.

Instructional Strategies: Rationale: Why did you

select these strategies?
This lesson is taught based off the generalization model.
Generalizations are made between the given scenario and This lesson plan focuses on
scenarios the student is familiar with. This type of learning style students working together
allows students to interact with each other on a generalized level to reach a solution. This
and allow for deeper experiences to come to the surface. type of evaluation allows
Students will then be challenged to come up to a solution students to focus on their
despite their different perspectives on the scenario. This lesson will characters and the plot of
then be focused on students experience and drive them to the skit. Its important that
resolve their own generalizations in order to resolve the actual students learn to work
story. together towards a
common goal in order to
enrich learning in the other
subject fields.

Student Learning Activities: Rationale: Why did you

select these activities?
Activity One:
WARM UP I chose these activities in
Teacher: Demonstrate the manner of writing suggestions and what is order to have the entire
appropriate. class engaged. In addition,
- Arrange desks to make room for the actors. these students are
- Review vocabulary collaborating to reach a
- Distribute papers for suggestions common goal and allow a
- Explain to students that all students will get an opportunity to direct approach in solving
participate. for specific concepts of
theatre.
Activity Two:
How will they help students
MODELING: Teacher and randomized student will demonstrate the accomplish the lesson goal
activity. and standard?
- Teacher will draw equity sticks to determine student actors.
- Students will be given a quote, scene, and character. These activities and
- Students will begin acting out scene while in character. collaborations assist in
- Students will read the quote and react to the voted on
developing deeper
conflict.
- Students will need to find a resolution for the scene. relationships in the skit and
- Teacher will ask students what role, plot, climax, and in the students. Students
resolution was present in their skit. begin drawing conclusions
- Next students will come up and repeat the process. as a team and meet the
lessons objectives while
developing a collaborative
connection that can be
used in other subject
content areas.
Student Work: Make the assignment/activity (use as a model). Explain how you will use
GUIDED PRACTICE this work sample.
- Students are all participating and engaged in the skit either as an actor
or audience member. The guided practice and
- Each student participates in every skit and takes turns getting an evaluation allow me to
increased role. close the skit and check for
understanding. Students will
DEBRIEF AND EVALUATE continuously hear the same
- At the completion of every skit the actors are asked the following question and this repetition
questions: will help solidify the desired
1) What was the plot of the skit? lesson objectives.
2) Where did the conflict arise?
3) How did reach a resolution?

EXTENSION
- Students can be given a random conflict to adapt to.
- The amount of students in a skit can be increased in order to
increase the difficulty in coming to a solution for the skit.

Student Grouping Rationale: Why did you

select this type of grouping
Students will be chosen via equity sticks and take turns (ex. whole group, small
participating either as an actor or audience member. Each groups, boys, girls,
student will describe a scenario, character, and conflict that is ELA/ELD)?
randomized to the students acting.
This type of grouping is
random and promotes
collaboration with one
another. Students will need
to learn the others strength
and overcome each
others weaknesses in order
to reach a solution.

Progress Monitoring of Student Learning: How will you monitor how

the students are doing with
Student learning will be monitored after every skit by asking the learning this lesson?
following questions:
1) What was the plot of the skit? The questions will address
2) Where did the conflict arise? the learning objective and
3) How did reach a resolution? emphasize the VAPA
 standards. By monitoring
This allows for the teacher to continuously assess the the lesson the students are
engagement of the class. constantly being exposed
to the content and
challenged to continuously
answer despite various
scenarios.

Difficulties: List and explain the 2-3 difficulties or problems you Why do you think these
anticipate that all students might have with this content and these might be potential
learning activities. problems?
1) Students will become bored as audience members.
2) Students will become fixated on being funny and miss the These problems can arise
purpose of the lesson. based on the personalities
Explain how you will solve these problems so all students will learn of the students. There are
to full potential. students on both sides of
I will establish rules and expectations in order for all students to the spectrum who are
understand what is expected of them. Also, the students voting either overeager or too shy.
on the best skit and receiving a reward will incentivize students.

Adaptations: List steps that you could take to ensure learning for specific students experiencing
these difficulties in the spaces below.
ELD Learner: Rationale:
Strengths Student is very creative and energetic. Student This student is very
always wants to be involved with his friends and volunteers often. passionate about school
and enjoys playing with his
Weaknesses Student requires assistance when other students friends. Also, this lesson
use generalization and words unfamiliar to him. promotes collaboration
that will assist him in
Your intervention or adaptation: A third student will be added in understand the learning
order to assist in the completion of the task. This will help the flow objectives.
of the activity. However, I will assist the student in developing
background quickly by assigning a scene I know will be familiar
yet challenging.
Special Needs Learner: Rationale:
Strengths This student is very involved in set-up and always This student will be able to
willing to volunteer. He enjoys being active. participate and be out of
his seat when his turn
Weaknesses This student has a difficult time distinguishing comes. However, he will be
between work and play time. He is constantly out of his seat. monitored by me in order
to ensure the other students
Your intervention or adaptation: This student will be sat next to in the skit have little to no
me and help me choose the equity sticks until it is his turn to act. I distractions.
will add another high student to assist in the completion of the skit
if needed.

Student with Behavior Issues: Rationale:

Strengths Student is seen as a leader and has many friends that This student will be
are responsive to her. monitored in order to keep
 most of the class under
Weaknesses Student is constantly blurting out inappropriate control and abide by the
responses when it comes time for a class discussion. expectations of the activity.
She will be used as a leader
Your intervention or adaptation: This student will be given a stack for a larger group in order
of colored cards every time she acts inappropriately I will silently to see if the cards will even
take one away so she sees the cards go from green-red where be needed or if she will
she will be revoked of privileges or recess. participate properly.

Reflection: What have you learned about planning instruction for a diverse student population
in this content area?
Its very important to teach with adaptations/ideas ready for the needs of the students. Every
day can come with a new personality or challenge and it is important that we as educators
provide various avenues of learning in order to guide each student to reach his or her max
potential.

What area of this instructional plan was easy to complete?

The concept of the activity is very easy to repeat once it is established. It becomes systematic
and consistent that helps students understand the desired concepts much easier.

What area will you need more knowledge/skill in order to do the task well?
Giving students the proper generalization framework will need to be addressed once the skits
begin to get monotonous or over-exaggerative. I would like to develop a framework in order to
help guide the thinking of the students but still leave the skits development up to their individual
imaginations.

Use form below for finding out about your students prior to planning your lessons/fieldwork
Skill needed for TPA 1 and 2

Getting to know your students - Work Backwards: What questions can you ask to get the
information in this case study? Turn each statement into a question and provide a source or a
person you could ask to get this information.
Buzz is an eleven-year-old boy that attends Monte View Elementary and is in the fifth grade. He lives at home

with his mom, dad, grandma, and little sister. His family is very close. When conversing with Buzzs parents they

mentioned his low performance in his speech. They mentioned that he attends speech therapy classes in order to

help with his pronunciation of words. Also, Buzz struggles with some concepts of English, which surprises his

parents since that is the only language spoken in their home. His parents are hoping to also see an increase in his

reading comprehension since he often forgets information that was just told to him. He has no difficulty grasping
information regarding his interests since he enjoys them and is engaged with the content. Buzz is perhaps in need

of reinforcing the basics in order to hit his stride.

Question 1: Who would you ask? Or what source would

you check?
What do you like to do when having fun?
Buzz, his family
2. Was Buzz exposed to any other language? His parents
3. How motivated is Buzz in improving his His parents, teacher, speech coach
academic skills?
4. What strategies have been used so far? Parents, teacher, speech coach
5. What are Buzzs triggers that make him not Buzz, parents, teacher, speech coach
want to participate?
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