Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Elijah Day Edwards
# of Students: 25

Date:
Age/Grade Level:

3/10
Sophomore

Cycle: 3
Content Area: English

Unit Title: Quality Core: Dramatic Literature

Lesson Title: Conventions of Dramatic Literature: Stage Design/Set
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
1. Read dramatic literature and analyze stage design/set to analyze how they express a writers meaning
2. Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts
3. Demonstrate comprehension of increasingly challenging texts (print source) by answering questions
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
1. A.3.c (Stage Design/Set)
2. A.6.c (Locate Important Details)
3. A.2.c (Reading Comprehension)underpinning standard
c)

Describe students prior knowledge or focus of the previous learning.

Students have completed an introductory lesson to our dramatic literature unit in the previous class where they learned to identify/define the elements of
drama.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The Summative Assessment for this unit is an exam that tests the following targets:
1) A.2.cDemonstrate comprehension of increasingly challenging texts (both print and nonprint sources) by asking and answering literal, interpretive,
and evaluative questions.
2) A.3.cRead dramatic literature and analyze its conventions (Dialogue, Characterization, Set/Stage Design) to identify how they express a writers
meaning.
3) A.5.c Identify, analyze, and evaluate metaphor, plot, character development, setting, theme, mood, and point of view as they are used together to
create meaning in increasingly challenging texts
4) A.5.e-- Identify, analyze, and evaluate the ways in which the devices the author chooses (e.g., irony, imagery, tone, sound techniques,
foreshadowing, symbolism) achieve specific effects and shape meaning in increasingly challenging texts
5) A.5.f Analyze an authors implicit and explicit argument, perspective, or viewpoint in a text (e.g., Toni Cade Bambaras argument about social

class in the U.S. in her short story The Lesson)

6) A.5.h Identify the authors stated or implied purpose in increasingly challenging texts
7) A.6.c Locate important details and facts that support ideas, arguments, or inferences in increasingly challenging texts, and substantiate analyses
with textual examples that may be in widely separated sections of the text or in other sources
8) A.8.f Define and identify common idioms and literary, classical, and biblical allusions (e.g., He had the patience of Job.) in increasingly
challenging texts
Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
One student in this class requires paraphrasing, prompting/cueing, and extended time (double time). I also have to check his agenda book.
Another student in this class is allowed to visit the guidance office if she begins to feel frustrated. She requires prompting and cueing, redirection,
corrective feedback, positive feedback, specific praise, and extended time (1.5 days).
Another student has recently (without an IEP/504) been given permission to visit the guidance office because she has been stressing lately.
Another student in this class has emotional issues and suffers from depression. She is to be given prompting/cueing and extended time (double
time).
Two students in this class are Gifted & Talented in Leadership. They are the leader of their Kagan Groups.

e)

f)

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
The pre-test showed me that a large majority of students had no knowledge about the conventions of drama and will need an in-depth lesson in order to be
able to successfully analyze how the playwright meaningfully uses stage design/set.
Lesson Objectives/
Learning Targets

Objective/target:
A.3.c
A.2.c (underpinning standard)

Assessment

Instructional Strategy/Activity

Assessment description:
Students will complete an exit slip in which they
will be given a cold passage to test their ability to
analyze how the stage/set design elements express
a writers meaning.

Strategy/Activity:
1. Students will begin by designing their ideal
bedroomanticipatory activity.
2. Teacher will lecture over stage design/set
3. Teacher will introduce the play Trifles.
4. Students will complete a freewrite to engage them
with the text.
5. The class will read the first two pages out loud
together.
Students will be in groups and will design the set for Trifles.
They will have to list props/set elements and describe why
they chose these specific things to add to their set design
(analyze the meaning).

Assessment Accommodations:
Extended Time if needed

Activity Adaptations: Roles according to Kagan group.

Media/technologies/resources:
PowerPoint, Video Introduction to Trifles
GradeCam (Exit Slip)
Objective/target:
A.6.c

Assessment description:
Students complete a Bellringer that will review
their ability to master this standard. See the
attached document.

Strategy/Activity:
N/A (flashback)

Assessment Accommodations:
Extended Time if needed

N/A (flashback)

Activity Adaptations:

Media/technologies/resources:
30 Copies of Womens Experiences in the Pre-World War I
Period
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1.
2.
3.
4.
5.

6.
6.
7.

Students begin by getting in their Kagan groups assigned the previous day. They will then do another teambuilding activity that will acquaint them with
each other. (5-10 Minutes)
Students will then do a flashback in which they will read Womens Experiences in the Pre-World War I Period and answer 4 short answer questions
(10-15 Minutes)
Students will then do an anticipatory activity for todays standard by designing their ideal bedroom in the form of a stage design (5 minutes).
Teacher will distribute the notes page that students will be using throughout the class. Students will self-assess their current ability to master the
standard. The teacher will lecture over stage design/set.
The teacher will introduce the play Trifles and students will complete a freewrite to engage them with the text: One of lifes most painful experiences
is being betrayed by someone you love. Often, when relationships sour, one person feels betrayed. Think about relationships youve had, read about,
or watched on television or on film. When does a relationship change from one of love to one of betrayal? Do you have to love someone in order to
betray him or her? Write a few notes on your thoughts. (5-10 minutes)
The teacher will then assign roles for the play and the class will read the first two pages of the play out loud together. While reading, the teacher will
use questioning strategies specifically related to the stage design/set. (5-10 minutes)
In groups, students will design the set for Trifles. They will have to list props/set elements and describe why they chose these specific things to add to
their set design (analyze the meaning).
Students will complete an exit slip in which they will be given a cold passage to test their ability to analyze how the stage/set design elements express a

writers meaning.A.3.c. (7 Minutes)