Name: Chayce Goggin Date: April 15th, 2019 Time: 9:00-9:30

Big Idea/Topic: Drama, Poetry, Grade/ Subject: 4th grade/ ELA

and Prose
CPALMS Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/5712
Lesson Structure: Centers
Standards: (CCSS/NGSSS):
LAFS.4.RL.2.5
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.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will identify the elements for each type of literature: poetry, prose, and drama.
Students will identify and discuss the differences between each type of literature.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

Students will read examples of poetry, prose, and drama and answer questions about the content.
Students will discuss the differences between each type of literature.
Students will write written responses to comprehension questions.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms) (include hyperlinks to videos & websites)

Setting- when and where the story takes place. Center rotation worksheets
- Word sort
Plot- the main/important events in the story. - Poetry, prose, drama reading
- Element identification
Characters- plays have casts of characters who were chose
for the parts. Pencils/ Crayons

Stage directions- directions that are given to the cast that Scissors
tell them what to do.
Glue
Dialogue- tells the cast what they should say.

Play- a story written to be enacted for a live audience.

Rhythm- the musical beat of a poem.

Stanza- made up of many lines; similar to a paragraph

Verse/line- each line in a poem

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganiz
http://www.edpsycinteractive.org/topics/cognition/bloom. ers/
html

Above Knowledge: Tell me about what you learned. None

What did you like and what did dislike?
Above Knowledge: Compare and contrast poetry, prose,
and drama.

Above Knowledge: Why is it important to understand and

be able to identify the different elements of poetry, prose,
and drama?

Lesson Portions: Pacing ESOL Support

• How will you introduce For each level EL at each instructional step. (Add
the lesson, assess or additional rows with Tab)
activate prior knowledge,
motivate students to
learn?
• How will the lesson
develop or proceed? What
steps will you follow?
What are the students
expected to do?
• Highlight differentiated
strategies.
• Underline higher
order/high quality
questions in lesson.
Introduction/Building
Background: (Link to Prior
Knowledge)

We will complete a short review 3 mins. I:

on drama and poetry since that is
what we have been working on.
I will ask them what elements they
can tell me about each (poetry and
drama).
Leveled questions:
“Tell me an element of drama; poetry.”
“What is a stanza? Line?”
“What is another word for drama?” (play)

Above Knowledge: Why is it

important to understand and be
able to identify the different
elements of poetry, prose, and
drama?

Instructional Steps:

Students will be learning the

differences between poetry, prose,
and drama.

I will explain what they are doing

and what the goal for the lesson is. 2 mins.
- By the end of the lesson,
they should be able to
 describe poetry, prose,
and drama, and they
should be able to identify
the different elements of
each. I:
Will be paired with a higher-level student who will
They will be working with the read the passages and questions to her.
elements between each type of Wait time
literature: Extra time to complete worksheets outside of
- Stanza/paragraph center rotations.
- Dialogue
- Rhythm
- Rhyme
- Verse/lines
- Sentences
- Cast of characters
- Plot

Students will rotate between three

different center activities where
they will be able to practice
working with each type of
literature and will work on
identifying elements of each.

One center will require the students

to complete a word sort and
identify which elements relate to
either poetry, prose, or drama.
- They will cut and paste
the elements under the 10 mins.
appropriate one.

The second center will require

them to read through the poem
“Spaghetti” by Shel Silverstein and
the same text also written as prose
and drama. 10 mins.
- They will identify the
differences between each
text.

The last center will have the

students complete an activity with
poetry, prose, and drama where
they will underline the elements 10 mins.
with different colors.
At the end of the lesson, we will
have a short discussion about what
they learned.

Above Knowledge: Tell me about

what you learned. What did you 2 mins.
like and what did dislike?

Closures Pacing ESOL Support

Content:
Understanding the different elements of poetry, prose, and
drama is important because being able to differentiate
between the elements will help you better understand what
you are reading. 3 mins I:
N/A
Procedural:
Students will make a pile of their worksheets at their tables
and I will have the distributor collect them. They will clean
up their centers and return to their seats if not already in
them. They will then sit quietly and wait to move into small
group and clipboard tasks.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process,
(identify access point, if needed) environment)

Independent: N/A N/A

Supported: N/A

Participatory: N/A

Assessment of Student Learning: (congruent with instructional

objectives)

Objective 1:
Center worksheets will be collected.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

 (Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward
improving your practice within those Domains. Include a statement on how your efforts impacted, or not,
students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

LAFS.K.RL.2.5
Recognize common types of texts (e.g., storybooks, poems).
LAFS.1.RL.2.5
Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
LAFS.2.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending
concludes the action.
LAFS.3.RL.2.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on earlier sections.
LAFS.4.RL.2.5
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.
LAFS.5.RL.2.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story,
drama, or poem.