First Name Last Name Email Date

Kelci Ellis kelciae@hawaii.edu 2/16/17

Semester Year Grade Level/Subject Lesson Duration
two 2017 Second Grade / Drama 1 hour and 15 minutes
9:45am-11am
Title
Read aloud with drama integration

Enduring Understandings
A description of the important understandings(s) and concept(s)
We can use our bodies to communicate emotions and feelings.
Essential question: How can we use our bodies to communicate and express feelings and emotions?

Content Standard(s)
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
Drama Benchmark FA.2.3.1:
Use physical movements, rhythms, and voice, to express simple feelings, character, and plot.
Visual Arts Benchmark FA.2.1.2:
Use color (line and shape) to convey moods in works of art.
Language Arts Benchmark LA.2.5.1:
Choose and maintain a focus in a single piece of writing.
Language Arts Benchmark LA.2.3.1:
Identify author's message or underlying theme in fiction.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment.
What will students know (foundational knowledge), understand, and be able to do.
Drama Performance Objectives:

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The students will demonstrate the emotions of characters in a story by using their bodies in a series of drama strategies.
Visual Arts Performance Objectives :
The students will create drawings with color, line, and shape, that contribute to the emotion they are trying to show.
Language Arts Performance Objectives:
The students will choose an emotion and maintain focus in completing their sentence which describes when they feel this
emotion.
The students will identify the moral of the book through peer and class discussion.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
● The book: Humu: The Little Fish Who Washed Away His Colors, written by Kimberly A. Jackson
● A chart that describes the different elements of body traits and voice traits. This chart will be posted on the
whiteboard throughout the lesson.
● I will need half a chart paper that has the sentence structure for the page in the book that the students will be
writing.
● 18 personal whiteboards and expo pens.
● My example page for “Our Emotions Book” (overjoyed self portrait, holding surf board, with waves in the
background)
● List of emotions (just incase students run out of ideas when brainstorming)
● Benchmarks written on chart paper.

Students’ Prior Academic Knowledge and Assets

The students’ content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw
upon to support learning
This lesson will build off of the students’ prior academic knowledge because they have already been introduced to the
dance traits that they use for tableaus which are similar to the drama body traits. Also the students currently attend dance
class a couple of days a week where they explore different body parts and movements which are related to drama.
The students have prior knowledge in writing thoughtful sentences and also with the basics of drawing.

Academic Language and Language Supports (new and old vocabulary)

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.
Body traits such as, shape, size, space, attitude. Snapshot- expression, levels, voice, facial expression, focal point,
gesture, clothing, setting, object, emotion, feelings, self-portrait, quiver, anxious, overjoyed.

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Instructional Strategies and Learning Tasks (w/ time frames)
A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Warm up: Circle of Expression: 10 minutes
● Greet students, “Good afternoon everyone!”
● Go over benchmarks and expected behavior ( listen carefully to instructions and I expect everyone to participate)
● Have students stand in a circle
● Ask students, “Think about how you are feeling today and to come up with a word that describes that feeling.”
● I will model by saying, “I am feeling excited!”
● I will then give students a minute or so to turn and talk with a friend to come up with their word for how they are
feeling.
● Students will show thumbs up when they have thought of their own word.
● Starting with myself we will go around the circle and every student will say their word any way they would like to.
● We will then go around the circle again but this time I will tell the students to: “Say your word again but say it with
expression.”
● I will then model what I mean: I will say, “Excited! with expression!”
● We will go around the circle and the students will say their word with expression one after another. (high tone or
low tone) Refer to visual with voice traits.
● I will then ask the students to add a specific body trait or movement while saying their word with expression.
● I will model what I mean by saying my own word with expression and body movement.
● We will go around the circle once more.
● Lastly, I will ask the students to all say their words at the same time with expression and movement.
● Ask students reflection questions such as: How did you decide which way to use your voice or body? How did
that contribute to emphasizing your emotion? Is there anything you would like to do differently next time?
Introduce Snapshots: 5 minutes
● Explain that the circle of expression that the students just participated in was a warm up for the snapshots we will
be doing throughout the book we are going to read.
● Ask students if they have done Snapshots before?
● Explain the snapshot process: Stand in a neutral position (Feet together, hands at side, facing forward, in own
personal space)
● Then I will ask you something like “ How can you shape and freeze your body to look like how a character is
feeling?” I will give you about a minute to shape your bodies in a frozen image based on my question. When I
say “Freeze” I expect you to all freeze your bodies to reflect the question.
● Explain while doing a snapshot they should be thinking about the body traits which involves shape, space,
action, and attitude. I will explain each trait and have a large poster that they can refer back to.
● Tell them let's practice and ask, “ How can we shape and freeze our bodies to look angry?” Describe what I see
then neutral positions.
● Then ask “How can we freeze our bodies to look anxious or eager?” Describe what I see- Neutral and tell
students to have a seat.
Read aloud with Snapshots: 30 minutes
● Remind students of expectations during the reading: Sit quietly and eyes on me.
● Show students the cover of book and ask if anyone has read this book before?
● Ask students to make a few predictions to what they think it will be about?
● Introduce book: Title & Author
● Begin reading
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 ● Stop on Page 3 after, “Humu was so shy.”
● Ask students to stand and prepare for a snapshot.
● Ask the question, “Humu is feeling shy, how can you shape and freeze your bodies to look like how Humu is
feeling right now?”
● Give them about one minute and call 3, 2, 1, Freeze! Remind students to. “Freeze” and to stay frozen until I say,
“Neutral” or “Relax”.
● I will then coach students by describing what I see to validate unique and effective choices: I see arms stretched
toward ceiling, I see faces with eyes wide open, I see fists clenched, I see closed up bodies, I see eyes looking
away, etc.
● I will then guide students to revise their snapshots by changing they way they shaped their bodies and the level
they were at. Ask, “What else could you do to show with exaggeration how the character feels in this scene?”
Tell the students to, “Try something new, new shapes, new levels, show me what it would look like if your were
feeling really really shy?”
● I will give them about one minute and then provide the countdown 3, 2, 1, “Freeze!”
● Have students take a seat and ask, “For the next prompt, think about how might you use the space above,
below, and around you to express the next feeling.” (shy)
● Continue reading book.
● Stop on page 11 after “Humu started to quiver?”
● Ask students, “How do you think Humu is feeling?”
● Have students perform another snapshot on the prompt:“Humu feels scared, how can you shape and freeze your
bodies to look like how Humu is feeling right now?” Follow the same process as before. when revising ask,
““think about being different, if you see low people, then you go high.”
● After revised snapshot ask students “What new choices or changes did you make the second time?”
● Continue reading and stop on page 31 after “He was overjoyed!”
● Ask students if someone can explain the definition of overjoyed to me? (extremely happy)
● Have students perform another snapshot on the prompt:“So Humu is feeling extremely happy, how can you
shape and freeze your bodies to look like how the main character, Humu, is feeling right now?” Follow the same
process as before.
● After revised snapshot ask students “What other ways might you use your body to express the feeling of
overjoyed? any ideas? Provide the prompt again.
● Finish reading book.
Debrief: 15 minutes
● Ask students what they think the moral of the story is or what lesson Humu learned? Have students turn to a
friend and discuss and then share their responses with class.
● Review Essential question: How can we use our bodies to communicate and express feelings and emotions?
● Review benchmarks -connect back to work. Ask students to raise hand if they participated in the circle of
expression? Ask who participated in all three snapshots during the reading? Ask students who finished at least
one page in our book of emotions? Tell students to give themselves a pat on the back because they did a great
job.
● Thank the students for their participation and hard work!
Second half of lesson/ Our Book of Emotions/ Debrief: 30 minutes

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 ● Explain that as a class we will be creating a book titled, “Our Book of Emotions.”
● Each student will create one page in the book. Each page will have a sentence using the sentence starter: I feel
__ when_____. So each student will pick an emotion and describe when they feel this way. They will then draw a
picture with colored pencils that reflects their sentence. Their pages will be put into a book.
● As a class we will brainstorm different emotions and as the students come up with them I will write them down on
a whiteboard for students to refer back to.
● Show students my example page for our book.
● Emphasize how my lines and shapes really represent the emotion I am portraying.
● Students will chose the emotion they would like to express in their sentence.
● They will then write their sentence on individual white boards, bring it to me so I can make any corrections before
they begin their final drafts.
● They will complete the sentence first, then the drawing. Any student who does not finish will have time another
day to complete the assignment.
● Explain that in the students’ drawings there should be some kind of self portrait that displays their chosen
emotion. Emphasize that the parts of the face should express their emotion; such the lips could be turned up or
down, eyes open or closed, arms up in the air, etc. Have students rehearse facial expression, focal point,
gesture, clothing, setting, object & color.
● Ask students to turn in whatever they have completed and return to circle.
● Closure: Review Essential question: How can we use our bodies to communicate and express feelings and
emotions? Review benchmarks-connect back to work.
● Thank the students for their participation and hard work!
● Turn the class back over to Ms. Warne. (transition)
● Review student work and provide written comments to students on their finished page using a post-it note to
provide positive feedback or things to keep working on if it is unfinished.

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Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students’ learned by the end
of the lesson (include any assessment tools)
I will formatively assess the students’ learning throughout the lesson by observing the students participation and
engagement in the different activities. I will describe specific observations while they are forming shapes with their
bodies and I will provide prompts to help them to try different shapes at different levels for the same prompt.
During the snapshots I will asses the students by looking at:
Commitment: Students stay focused on the task, serious in the endeavor, and hold the freeze.
Body: Students shape the whole body a variety of ways to show the idea.
Space: In repeated efforts, students vary the levels and direction.
Expression: Snapshots convey an idea related to the prompt in unique and engaging ways.
Formative assessment: Assessment checklist (in separate doc)
Summative Assessment: After the read aloud I will be asking the students to verbally share which body traits they used
during their snapshots, explain the moral of the book (or lesson), and reflect on the overall experience. I will also use their
drawings, with a particular setting and self portrait, as a summative assessment.
Create a self-portrait that -
1. uses line to draw facial features to express the emotion you chose
2. illustrates the "when" part of your sentence.
3. fills the page with color in the background.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of
students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
Preferred seating- I will ask the three SPED students to sit directly in front of me during the read aloud so I can make
sure they clearly understand all directions.
Accelerated students can complete more than one page to the “Our Emotions Book” if they finish early.
I will vary writing support by having each student write a rough draft on a personal whiteboard. This way I can ask
struggling students to revise their writing as much as necessary.
I will also ask for a thumbs up after explanations to make sure each student understands the directions.

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Lesson Plan Reflection (if lesson is carried out)
An analysis of what worked, what could be changed, and the next steps for teaching
● What changes would you make to your instruction—for the whole class and/or for students who needed greater
support or challenge—to better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with
evidence of student learning AND principles from theory, recommended practices, and/or research.
● Based on your reflection and your analysis of student learning, describe the next steps for instruction to support
students’ learning.
A few changes that I would make to my instruction for the whole class would first be to stress from the beginning of
the lesson that yes, drama may be fun but it is not a game, and that I am expecting each student to be serious in
endeavor. I did emphasize that neutral position meant to be in your own personal space but I should have reminded the
students because many of them were using very exaggerated movements that were definitely out of their personal
space. I would also like to be more consistent in giving feedback to correct misunderstandings. Some students were not
demonstrating the meaning of the word with their bodies and I could have corrected that by further explaining the
definition and asking clarifying questions. Also I would like to keep in mind in the future that revising snapshots is not
always necessary. When the students show clear comprehension of the word or phrase, there is no need for revision. In
my lesson I had the students revise every snapshot and the students seemed a bit bored by the end, but now I know that
is not always necessary. Lastly, I would have changed my instruction for students requiring greater support by changing
the way I tried to correct student behavior, instead of pointing out bad behavior, I should have encouraged and identified
good behavior. Same with participation, there were two students that I struggled with because I could not get them to
participate as much as I would have liked. I encouraged them to participate and supported them throughout the lesson,
but I learned that pointing out that a particular student is not participating does not help the situation. In this case it made
the student really not want to participate so letting it be would work best next time. I only pointed this student out because
I didn't want to move on in the lesson without making sure he understood, but sometimes it is best to just move on, to not
make the student feel uncomfortable.
These changes would improve student learning because they would encourage seriousness and participation,
as well as, clear up any misunderstandings. The next steps for instruction would be to accommodate the changes above
when taking snapshots to the next level and introducing the students to tableau. Also, to do various activities where the
students make use, and practice with the body and voice traits related to drama. Overall, I feel my drama lesson went
very well, students showed great comprehension of the topic through their snapshots and pages in Our Emotion Book.

v5.01 – 08/24/15
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa