UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Allison Harper PSMT Name: Ryan Cosgrove

Lesson Plan Title: Structure of Drama Lesson Plan Topic: Poetry, Prose, and
Drama

Date: 10/13/2020 Estimated Time: 50 min

Grade Level: 4th School Site: Jones Blackhurst

Elementary

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1. State Standard(s):
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter) and drama (e.g. casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a text.

2. Teaching Model(s):
 Direct Instruction
 Whole Group Instruction
 Virtual Instruction

3. Objective(s):
SWBAT explain major differences between Poetry, Prose and Drama.

4. Materials and Technology Resources:

 Poetry, Prose, and Drama Slideshow
 Poetry, Prose, and Drama poll
 Whiteboard/Markers
 Spaghetti Poems
 Prose to Poem Activity
5. Instructional Procedures:
a. Motivation/Engagement (5-7 minutes):
 Teacher will begin with introducing today’s standard and objective
 Students will participate in reviewing important definitions
o Students will be asked to discuss what we learned about poetry and prose
yesterday.
o Students will compare and contrast structural elements of poetry and prose
o Students will be asked to share what they think of when they hear the word
“drama”
o Students will provide examples and share ideas
o Students will be asked probing questions to get them thinking about
plays/musicals
o Students will then be introduced to the definition for Drama in terms of
literary structure
o Students will talk and share about Dramas they’ve experienced/performed in
o Students will be asked to reflect on their own experiences with Drama,
before we move on to elements of Drama

b. Developmental Activities or Learning Experiences (30 Minutes):

o Students will be introduced to elements of drama
o Students will be asked to reflect on vocabulary we’ve seen in recent
standards that overlaps with these elements (ie- characters, setting, and
dialogue)
o Students will be able to share answers both by raising their hand, or typing
answers into the chat
o Students will volunteer to read examples of drama for the class
o Students will be asked to share things that they notice about the structure of
the drama
o Students will talk about how this structure is different than those we saw in
poems and prose
o Students will talk about dialogue and it’s purpose
o Students will be reminded that dialogue can be seen in prose and drama, but
in drama it will often be seen next to the character’s name.
 o Students will read through more dramas to notice different elements
o Students will be asked probing questions: both comprehension questions and
to elaborate on how and why they got certain answers
o Teacher will call on students who raise their hands, as well as students who
aren’t
o Students will start discussing some of the ways they could tell the structure
of a drama from a prose or poem
o
c. Closure ( 8-10 minutes):
o Students will be shown examples of drama, prose, and poems
o Students will be asked to determine which of the following structures applies to
the writing they’re viewing
o Students will be shown a poll on Google Meet, and vote for their answer
o Teacher will determine how many problems to go over, based on student
responses.
o Students will be asked to recall and defend the elements that helped them
determine
o Teacher will use these elements to start the review the next day.

d. Extension/Contingency(+/- 5 minutes):
 Extension: If students need more practice, they will be asked to answer more
polls about text structure.
 Contingency: Teacher will extend the poll activity to the next day for a review.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

a. Accommodations: The Google Slide will be put on their Canvas page for them to
refer to, so they can go over it if they need more time or support.

b. Modification: Students will have access to Google Slide on Canvas for support.
Teacher will review poll answers, students who need extra support will get more
individual attention during small group activities.
 c. Differentiation: Students are provided both verbal and visual aids in their lesson, and
are given support during direct instruction.

7. Assessment and Evaluation of Learning:

a. Formative: Teacher will use the students’ performance and participation in their small
groups to formatively assess students’ understanding of using context clues.
b. Summative: Students will complete a summative assessment once they have completed
the entire standard.

8. Homework Assignment: Students will be given direction and asked to complete Prose to
Poem Activity for homework.

9. Lemov/Kagan Strategies:
Technique 21: Take a Stand.
Technique 48: Explain Everything.

10. Reflection:
a. Strengths:
The students did a great job participating in this lesson. They love being asked to recall
and review things we have discussed before, so I rely on a lot of probing and “student-teaching.”
I feel like I’ve been doing a good job getting quiet students to share out, as well as incorporating
more thumbs up/thumbs down, white board activities, and Google Meets new poll extension.
These are great ways to quickly assess if students are understanding, or if they need more
elaboration. I’ve gotten very comfortable with the virtual platform and finding ways to keep the
students engaged. I think this lesson went pretty well.
b. Concerns:
A concern I have that I shared in my weekly reflection as well is being more prepared
with examples, and anticipating student questions. I think this would be a great way to make my
lessons go more seamlessly, and allow a lot of opportunity for overall clarification for students. I
feel that
the students ask a lot of really good questions, so being able to answer these questions well will
help the class a lot. I think this will come with more experience, but it’s something I want to be
more intention with across the board.
c. Insights:
The students have gotten very comfortable with me, so I feel like they feel pretty good
about asking questions when they need to. Something I stressed in parent conferences is that the
distance learning makes it more challenging to gauge if students are understanding the concepts,
so we are counting on students to be advocates for their learning by asking questions, sharing
thoughts, and being active participants in our classroom. I feel like I’ve been able to get everyone
pretty involved, but it’s definitely something I’m keeping an eye on.