Temple University Lesson Plan

HEADING:
Students Name: Erin Kim Subject Areas: Literacy Concept/Topic: Playwriting DESIRED RESULTS: Curriculum Standards: 1.3.A. Identify, analyze and apply knowledge of the elements of a variety of fiction and literary texts to demonstrate an understanding of a literary selection AL 2.1 Demonstrate ability to complete a variety of tasks, activities, projects and experiences Objectives: SWBAT... 1. Create a play based on 1 sculpture. 2. Analyze a sculpture and orally explain their reason for choosing the concept they did for their play monologue. 3. Identify story concepts (problem, solution, characters, etc.). Grade Level: 2nd Grade Time: Over 1 week, 30 minutes each day

PROCEDURE (LEARNING PLAN):

Materials and Technology: Pencil Journal Story Map (linked above) Pictures of or the actual sculptures the students created for their math lessons Step-By-Step Procedure: Be very specific about the details of the lesson plan, such that someone, in your absence, could use the plan to teach it the way you intended. For example, if you want to discuss something, how will you facilitate the discussion? What will you say? Make sure that you include assessments that provide evidence of what students know and can do. 1. Engagement/Introduction: a. Explain the hook or lead-in part of the lesson: Set up the sculptures around the room or have pictures set up around the room. Have students go around the classroom and write notes about each sculpture. Notes can be very basic, and they will not be graded. b. Step by Step Instructions: List descriptive directions for this lesson. i. After the students have observed the different sculptures, ask the students about the different elements of a fiction story. Tell the students, Today, weve looked at sculptures, and weve talked about the play genre. We love plays because they are all about the characters, and I thought itd be cool to write one. In plays, there are monologues, which we have learned is just one person basically giving their

thoughts out loud. To write one, we are going to use a story map to organize our thoughts. ii. Ask the students to pick a sculpture on which to focus their play. Since the students have already taken notes on each sculpture, they can either take further notes or they can move on to pick a topic for their monologue. iii. Show them an example of how to fill a story map out based on a sculpture you chose. After showing them, ask them to fill out the story map. Circulate around the classroom and ask the students why they chose their topic based on their sculpture. iv. After students have written their monologues, they have to peer-edit and then selfedit. After editing, students must create their final versions which they will be performing for the class. The students will then practice their monologues at home. v. After the students have had time to practice, the students will show the sculpture on which they did their monologue, and then they will explain the topic and why they chose it. Students will then give their monologue. Tell students that they are more than allowed to dress up for their parts and to use different voices! 2. Explanation/Independent Practice/Application: How can this lesson live on? a. After creating these monologues, students can create whole plays around their monologues. If the teacher really has time, the students can pick the best monologue and use that monologue to create a play with other playwrights and then they can choose the costume designers, set designers, etc. and ask parents to come and see their play. 3. Elaboration: Explain the wrap or closure portion of the lesson. The closure can be written or visual, but it needs to include some form of review and check for understanding. It can include a home assignment. a. After the play or monologue, students can write a reflection (or a review if the students want to stay within the theme) of what they would change in the play or what they would add to make the play better.

EVALUATION:
The purpose of evaluation is for you to check the students mastery of the lesson objectives. The evaluation will be two-fold: the students will be evaluated on their monologues and their reflections. Because reflecting is such a huge part of writing in general, the reflection will be more heavily weighted than the actual monologue because the monologues are really a product of imagination and their analysis of the sculpture.