Running head: ASSIGNMENT 6:1

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PPE: 310 Health Literacy for Schools

Assignment 6:1
Tabitha Lancina
Course # 79591
Lacey Merritt
4 October 2015

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Identifying Structural Elements and Meaning in Dramas/ Poetry 9/30/2015
Teachers:
Subject:
Tabitha Lancina
ELA
Standard:
Analyze how a drama or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
(7.RL.5)
Objective (Explicit):
SWBAT identify the structural elements in a poem or drama and analyze those to determine meaning.
Student friendly objective (to be written on the board): I can identify the structural elements in a poem or
drama and analyze those elements to figure out what the poem or drama means.
Evidence of Mastery (Measurable):
The students will be able to identify the elements of drama in their poetry packet with 80% accuracy. The
students will also be able to explain to the class what the passage they were assigned to read was about and
identify key points in the text.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT explain the characteristics of each type of poetry and drama that they have learned so far.
SWBAT read a poem/ or script of a drama and identify the characteristics that each have.
SWBAT use the characteristic of the given passage (either poetry or a drama) to identify if it is a poem or a
drama.
Key vocabulary:
Materials:
Limerick
-Poetry/drama notes/definitions
Ballad
-Video of different elements of a drama
Ode
-poetry packet (completed the day before)
Sonnet
-pencil
Elegy
- highlighter
Epic
- Agenda
Haiku
Free Verse
Lyric
Narrative
Concrete
Play/drama
Aside
Opening
Teacher will greet the class good morning, go over announcements, and then the students will watch the
student news, and then complete the daily grammar warm up. Today the warm up will be on identifying
helping verbs in sentences. After the warm up the teacher will direct the students to get out their notes and
materials that they have been working with throughout this poetry/drama unit. The teacher will state the
objective and relate the objective to the real world. (i.e. poetry is found in songs, often times we have to
determine the meaning of a song through the lyrics, this is also the case in poetry. When you go to high school
some of you may choose to take a drama class, in these classes you need to understand how to read a script of
a drama, these often include asides or directions within the text. Finally, if you choose to have a career in
music or any type of acting being able to create poetry and understand the elements of a drama will be very

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Guided Practice

Instructional Input

important to you.)
Side note: The classes have been focusing on poetry for most of this unit so far, todays hyper focus will be
drama because the students have only had an introduction to it.
Teacher Will:
Student Will:
-The teacher will lead the class in reviewing
Take out notes and review them along with the
the drama and poetry notes that the students
teacher.
have previously taken.
Watch the video on the examples and elements
-The teacher will particularly focus of the
of a drama
elements of drama and display a video that
Participate in a discussion about the video
contains many different examples of the
different elements of drama.
Video link: https://www.youtube.com/watch?
v=SGmgLVHfaY4
Differentiation
Since this is the sixth day of the poetry unit the students who needed completed notes have already
received them. One student has a typing device to use as stated in his IEP.
Teacher Will:
Student Will:
-The teacher will introduce and describe
- Follow along while the teacher reads some
different examples of drama and guide the
examples of the dramas, and volunteer to read
students in pointing out the different elements.
aloud some examples.
- Work together in ipartners to highlight and
- The teacher will ask engaging questions to
plan what they will tell the class about their
provoke the students analysis of the drama.
given passage.
- The teacher will ask the students to get into a
Follow the given directions and participate in
group with their ipartners and assign each
the brain break.
group a passage from the drama packet to read,
highlight, and prepare to reiterate to the class.
- The teacher will stop the students and explain
that we will be taking a short brain break. The
students will be participating in a stand up hand
up pair up activity. The teacher will have the
students stand up and push in their chairs and
stand next to their pushed in chair while she
gives directions. The expectations are that
students stand up, push in their chairs and clear
the aisles of any backpacks or other items.
Then the students will walk at a normal pace
with one hand up while walking and find a
partner. When they find a person to be partners
with they will high five them and stand
together to start the activity. When the students
find a partner they will be talking about why
they chose what they wore today (this is

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Independent Practice

because the students usually wear uniforms and

today was a dress down day, so they could
wear what they wanted). One student, as
mentioned in the first differentiation will be
allowed to talk to a teacher, or a partner if he so
chooses. He will also be allowed to talk about
the book he is currently reading because talking
about his book keeps him calm. He deals with
behavioral anger problems. (There are no
physical disabilities that would hinder any
students from participating in this brain break.)
Differentiation
Students will work with their ipartners, which are pre-determined by the teacher based on their six
minute solution scores.

Teacher Will:
- The teacher will give directions on how
the students will complete the packet
and answer any clarifying questions.

Student Will:
- The students will look at a drama and answer
questions that will help them break down and
analyze the elements within the drama.

Differentiation
The teacher will pull a small group of students that she has observed not mastering the objectives
throughout the poetry and drama unit. She will work together with these students on reviewing/reteaching the material and completing the independent work together.
Closing:
The teacher will call the students back together and briefly review the elements of drama that they
students just learned, go over the homework for the night, call points, and then dismiss the class.

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Reflection
In this modified lesson plan the students met the expectations of the lesson very well. The lesson itself
went as planned, however there were a few interruptions that were unexpected. For example there was a fire
drill in the first class period which made it difficult to complete the entire lesson, and during the second class a
parent came in to observe their childs behavior during class. Neither of these instances can be controlled, and it
is something both of the teachers know is just a part of teaching. Modify and adjust was the quote of the day!
The highlight of this lesson was definitely the brain break. It was great to see how engaged and excited the
students were to begin the activity and the results of the brain break were evident almost immediately. The
students seemed more alert and ready to continue on with the lesson. Next time the teacher will change how
often the brain breaks are, and where they are placed in the lesson. She should have been more thoughtful in
where she placed the break. Next time instead of putting the break after the guided practice she will put it
before, because the I do portion of the lesson usually requires the students to pay very close attention and
more often than not they are also taking notes during this time which can be very tedious. The teacher also
thinks it would be smart to implement a brain break that consists of a few quick stretches after the guided
practice that way the students wont have to sit for more than twenty minutes at a time.
The teachers Mentor Teacher said that she really liked the implementation of the brain breaks because
she doesnt usually put them into her lessons. She did suggest that the teacher have a few to choose from either
directly in her lesson plan or just on a list so that she can choose the best one for the amount of time that she has
for the break. During the lesson the majority of the students were well- behaved and on task. There were a few
instances of side conversations which the teacher shut down quickly by telling the students that if they are
talking during this time they are not following expectations and will not earn their full points for the class

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period. Often times during the lesson if the students had to transition or get our new materials the teacher would
name the students that were sitting in their desk prepared and ready and thank them for being ready. This made
the other students focus on the task at hand and move faster in their transition. Once all the students were
prepared and ready to move on with the lesson the teacher would say, thank you class. Minor behavior issues
such as rustling through a backpack at an inappropriate time or whispering to a neighbor briefly the teacher
could stop with a quick glance at the student or reminding the students that the task at hand did not require any
of those actions. The teacher used many student names during the lesson. She called each student by name
whenever one would raise their hand to ask or answer a question. She used the students names when
recognizing them for being prepared, and she also would use examples of students and specific things that they
liked in the lesson. The students seems to enjoy this and value that their teacher remembered specific things
about them. Continuing this practice will be something that the teacher does regularly.
Overall, this lesson went very well despite a few minor interruptions. The brain breaks made a
significant difference in the students performance and engagement. Small brain breaks, both content related and
not will absolutely be used on a more regular basis in this classroom.

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References
Elements of Drama by Mrs. Alicea. (n.d.). Retrieved October 3, 2015, from https://www.youtube.com/watch?
v=SGmgLVHfaY4

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Criteria

Exemplary (5)

Proficient (3)

Modification
of Sample
Physical
Activity
Break

Instructional plans include:

Instructional plans include:

Instructional plans include:

All modifications are

grade/subject appropriate.
Safety issues for physical
activity break are well
thought out and described
in detail and highlighted
appropriately.
Classroom management
techniques for a physical
activity break are clearly
defined and highlighted
appropriately.
There is evidence that the
plan provides regular
opportunities to
accommodate students
with physical and
cognitive disabilities in the
physical activity break and
are highlighted
appropriately.

Most modifications are

grade/subject appropriate.
Safety issues for physical
activity break are somewhat
well thought out and
described in detail and not
highlighted appropriately.
Classroom management
techniques for a physical
activity break are somewhat
defined
There is evidence that the
plan provides some
opportunities to
accommodate students with
physical and cognitive
disabilities in the physical
activity break, or only
address one type of
disability

Self-reflection was well

thought out and included
at least 5 specific
examples from the
teaching experience on:
managing classroom
behavior, teacher
movement, response
latency, using student
names, and providing
positive praise.
Self-reflection was the
appropriate length for the
assignment (1-2 pages).
Document was saved with
last name, course # and
assignment number.

Self-reflection was
somewhat thought out and
included 3 specific
examples from the teaching
experience on: managing
classroom behavior, teacher
movement, response
latency, using student
names, and providing
positive praise.
Self-reflection was the
appropriate length for the
assignment (1-2 pages).
Document was saved with
only 1 or 2 of the following
criteria last name, course
# and assignment number.

SCORE:
x2

SelfReflection

SCORE:
x2

Needs Improvement (1)

Few modifications are

grade/subject appropriate.
Plan activities include vague
or no descriptions for safety
concerns for performing a
physical activity break
Classroom management
techniques for a physical
activity break are vague
There is little evidence that
the plan provides some
opportunities to
accommodate individual
student needs in the physical
activity break
The aforementioned
information was not
highlighted appropriately.

Self-reflection was not well

thought out and did not
include less than 3 specific
examples from the teaching
experience on: managing
classroom behavior, teacher
movement, response latency
using student names, and
providing positive praise.
Self-reflection was too short
for the
Assignment (not 1-2 pages).
Document was not saved wi
last name, course # and
assignment number.
Rubric was not attached at
the end of the assignment.

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Rubric was attached at the

end of the assignment.
Assignment was written in
third person, APA,
including title page.

Rubric was attached but not

at the end of the
assignment.
Assignment was in a
question and answer
format, in APA and
included a title page.

Rubric

Assignment was in a questio

and answer format, was not
correct APA and didnt
include a title page.