Faye Maon

ITE 329
Drama Lesson

Lesson Plan Template

First Name

Faye

Last Name

Maon

UH Email

jfmaon@hawaii.edu

Date

Feb 05, 2015

Semester

Spring

Year

2015

Grade
Level/Subject

Grade 3 / ELA/Drama

Lesson
Duration

45 minutes +
homework

Title

Bats Did It First Drama Lesson

Lesson Overview
Briefly summarize your lesson plan in a few sentences.

In this lesson, the students will perform and share facts and information from their
Wonders Week 4 Reading titled Bats Did It First using the four drama elements:
body, voice, imagination and cooperation. First, they will participate in a warm-up
exercise called Eyes Right. Next, we will briefly discuss how they use the four
drama elements during the exercise. Then, we will read the first 4 paragraphs of the
text. Students will form into 4 groups with 5-6 student in each group. Each group
will show how bats move around using the drama elements. We will then continue
to read the rest of the paragraphs. This time, by using the drama elements, each
group will show how the bat-inspired cane works. Finally, they will be engaged with
one another about what they learned in the lesson and give description of what
they would invent to help others.

Central Focus (Enduring Understandings)

A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The
candidates plans build on each other to support learning of essential
understandings and concepts to lead students to make connections. There is a
clear connection between concepts and skills.
InTASC Standard 4. Content Knowledge
The enduring understanding I want my students to develop as part of this lesson is
to understand how nature and inventions through nature work using the drama
elements. I also want them to have the desire to help others through their
imagination and creative ideas - like the scientist who created the bat-inspired cane
to help blind people move around safety.

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Drama Lesson

Essential Question(s)
The big idea of the lesson stated as a question or questions
1. What ideas can we get from nature?
2. What are ways we can do to help other people?
Content Standard(s)/Benchmark
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

Common Core State Standards:

English Language Arts Standards (Reading: Information Text, Grade 3)
CCSS.ELA-LITERACY.RI.3.7
1. Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to
demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.1
1. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
Hawaii Fine Arts Content Standards in Drama/Theatre:
1.

Understand and apply skills of acting.

2.

Understand and apply artistic collaboration in drama.

3.

Understand and apply theatre skills to develop and communicate a

story.

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that
will support their learning
edTPA Rubric 3 - Using Knowledge of Students to Inform Teaching and
Learning: The candidate uses knowledge of his/her students to justify instructional
plans.
InTASC Standard 1. Learner Development

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Students attend Creative Movement class twice a month. They focus on creative
movement which builds on the necessary gross motor skills needed for primary
dance instruction and dramatic movement. They learned differences in movements,
developed expression of the face and body awareness. As a teacher, I will work on
their listening skills and how to be able to execute directions properly. I will help
them concentrate after the fun activities so that they will gain the enduring
understanding I want them to have.

Every day, students are also being encouraged to choose positive action. One of the
enduring understanding in this lesson is to use their imagination and creative ideas
to come up with an invention that will help others. Prior to our reading, students
read about ideas that people can get from nature. To challenge them with their
invention, they will be informed that they will receive extra points if their invention
comes from nature (like the scientist who invented the bat-inspired cane).
Most of time, students in the class work individually. In this lesson, they will have
the opportunity to work in groups and with a partner. This learning strategy will
encourage a high degree of student response, rather than using basic reputation
method. In addition, this strategy will provide an opportunity for all students to
share their thinking with others which, in turn, increases their sense of involvement
in classroom learning.

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports
(helps the student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The
candidate identifies and supports language demands associated with key learning
tasks.
In this lesson, students need to communicate the understanding of the content by
the language functions embedded in the content in the form of verbs: explain,
compare and describe. They will explain how bats move around and the bat-inspired
cane works using productive language skill (speaking) and the drama elements.
They will also compare and explain the difference between the regular cane and
bat-inspired cane using one of the receptive (listening) and productive language
skill (speaking) through Think-Pair-Share strategy. Finally, they will be given
homework which will ask them to describe their invention through writing and
drawing.
Students will also review the vocabulary words: imitate, identical, effective, similar,
material, model, observed and example.

Faye Maon
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Drama Lesson

Faye Maon
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Drama Lesson

Instructional Strategies and Learning Tasks

A description of what the teacher will be doing and what the students will be doing
that 1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport
with and respect for students. Candidate provides a challenging learning
environment that provides opportunities to express varied perspectives and
promotes mutual respect among students.
edTPA Rubric 7 - Engaging Students in Learning: The candidate actively
engages students in learning tasks that address their understanding of key content.
Candidate prompts students to link prior academic learning and personal, cultural,
or community assets to new learning.
edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student
responses to promote thinking and to apply strategies and skills. Candidate
facilitates interactions among students so they can evaluate their own abilities to
apply the essential strategy in meaningful reading or writing contexts.
edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students
to learn, practice, and apply strategies and skills. Candidate explicitly teaches
students when to apply the strategy in meaningful contexts.
InTASC
InTASC
InTASC
InTASC

Standard
Standard
Standard
Standard

3.
5.
7.
8.

Learning Environments
Application of Content
Planning for Instruction
Instructional Strategies

Give detailed, step-by-step instructions on how you will implement the

instructional plan.
Describe exactly what students will do during the lesson.

I.

Introduction: I will briefly describe the objective of this lesson

II.

Warm-up: I will introduce a warm-up exercise called Eyes Right.

1. Students will form a circle in an open space.
2. They will listen and follow what I say using their body movement,
voice, imagination and cooperation. Once I say Eyes Right, they
would have to make eye to eye contact with each other. They will act
according to these prompts:
Move in slow motion
Freeze

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Eyes Right
Jump like a rabbit
Freeze
Eyes Right
Move like youre driving in a highway
Freeze
Eyes Right
Sound and act like a bird
Freeze
Eyes Right
Move like a tall grass being blown by a strong wind
Freeze

III.

Review
1. I will read the first 4 paragraphs of the expository text entitled, Bats
Did It First. The paragraphs will explain how bats move around safety.
It also describes how scientists and inventors observe bats.
2. Aside from the diagram in the text, I will explain show my very own
diagram explaining how bats move around.
3. I will ask students how bats move around and call those who raises
their hands
4. I will once again explain how bats move around, if necessary.

IV.

Focusing Event / Active and Engaging Learning Experiences

i. PART ONE
1. I will form the class into 4 groups with 5 to 6 students in each group.
2. I will say, Each group can have 1 scientist, 2 bats and 2-3 objects who

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will show us how bats move around.

3. Each group will be given 5-7 minutes to show how bats move around
using their body, voice, imagination and cooperation.
4. Each group will act
5. After a minute of acting, I will say freeze.
6. Students will freeze
7. I will ask the other group to guess whos the scientist
8. I will ask the other group to guess what kind of object the actors are
portraying
9. I will briefly describe the body movement they are using
ii. PART TWO
1. I will read the rest of the paragraphs in the text. The paragraphs will
explain how bat-inspired cane works.
2. Aside from the diagram in the text, I will show my very own diagram
explaining how the cane works.
3. I will ask them to describe how bat-inspired cane works
4. I will ask to compare regular cane to the bat-inspired cane through
Think-Pair-Share strategy.
5. Students will have the same group to show how bat-inspired cane
works.
6. Each group will act
7. Once I say, freeze, the acting group would have to freeze and I will
ask other groups if they could guess what kind of object the acting
group are trying to portray. During the freezing moment, I will briefly
explain the body movements they are using.
V.

Closing
1. Through Think-Pair-Share strategy, students will have an opportunity to
share what they have learned in the lesson
2. Reflective journal (Assessment tool): They will write about an invention

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that they would create to help others. They will be asked to describe
their invention and explain how it works.
Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment
of what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student
Learning: The candidate selects and designs informal and formal assessments to
monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to
demonstrate their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The
candidate gives specific feedback to address students strengths and needs related
to the learning objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides
opportunities for students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment
Formative Assessment
I.
II.
III.

While reading the expository text, I will make sure that all students are
following by letting them say aloud the last word or high-lighted
vocabulary word of the sentence.
In each direction given, I will ask them to display a thumbs-up or
thumbs-down hand signal to indicate their understanding of a specific
concept or process.
I will walk around the classroom and observe the groups as they work with
their drama strategies. I will do careful observation throughout the
snapshots. I intend to provide immediate feedback to the students based
on the body trait:
1.

Shape (straight, angular, curved)

2.

Size (open/closed, tall/tiny, wide/thin)

3.

Space (high/low, directions, focal point)

4.

Attitude (feeling, meaning, personality)

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IV.

I will also challenge them to revise their snapshots on each round.

Throughout the Pantomime, I intend to provide immediate feedback as well.
The feedback will include the use of voice:
1.

Power (loud/quiet, high/low)

2.

Passion (feeling, attitude)

Summative Assessment:

I.

Students will be asked to write in their journal. They will be asked to

create their own invention that will help others. They must describe and
explain how their inventions works.

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Differentiation and Accommodations

Instructional strategies and planned supports for individuals, and/or groups of
students with specific learning needs that provide adaptations connected to
instructional strategies, the learning environment, content, and/or
assessment/performance task for individuals and/or small groups (e.g., ELL/MLL,
struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 - Planning to Support Varied Student Learning Needs:
The candidate uses knowledge of his/her students to target support for students
learning. Supports include specific strategies to identify and respond to common
developmental approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences
TYPE OF LEARNER

ELL/MLL/Strugglin
g

Accelerated

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
- These students will be paired up with accelerated
students during the focusing event.
- My very own diagram will help them learn how bats
move around visually
- I will carefully explain the difference between the
vocabulary words IDENTICAL and SIMILAR using the
diagram on the book and my very own diagram
- The drama will help them understand how bats
move around and the special cane works
- Speaking clearly at a normal rate
- When speaking, I will make sure the students can see
my face
- I will repeat discussion statements made by other
students
- Ask thought-provoking questions such as, What
ideas can we get from nature?
- Encourage them to make transformations or revise
their drama
- When asking to create their own invention, they will
be encouraged to think of an invention/ideas from
nature

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
1. Lesson Plan (draft)
2. White board and markers
3. Sticks (bats-inspired cane)

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4.
5.
6.
7.

2 Diagrams (how bats move around and how cane works)

Groups written on a poster board
Reading/Writing Workshop book
McGraw-Hill Reading Wonders

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for
teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied
learning needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate
uses the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class
and/or for students who need greater support or challengeto better
support student learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe
the next steps to support students learning related to the central focus and
student learning objectives.

In this lesson, I thought that the warm-up exercise worked really well. Students
participated and enjoyed the activity. It prepared them to move their bodies, use
their voices and imagination and to cooperate with one another needed for the
focusing event of the lesson. Through drama, students understood how bats move
around and how the special cane works. They were able to act according to my
expectations.
I felt that was able to fulfill the main goal for this lesson. However, due to time
limitation, I didnt have the opportunity to do the last part of the closing in this
lesson (reflective journal) - to have them write about an invention they would make
to help others. To revise this assessment tool, I asked my mentor teacher if I could
give them homework which will be turned in back to me on Monday, Feb 9. Their
homework was to write/describe an invention they would make to help others.
Aside from managing my time wisely, I feel that I still need to work on how to
respond to students answers. Sometimes, I feel uncomfortable when a student
demonstrates confusion or wrong answer. I realized that there are steps that I
could take to help my students avoid wrong-answer moments entirely. I think that
providing wait time before calling on anyone is one of the effective ways. Taking a
moment to do a quick review of the content and asking them follow-up questions
could also help them arrive at the correct answer.

Faye Maon
ITE 329
Drama Lesson