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:

3/11
Sophomore

Cycle: 3
Content Area: English

Unit Title: Quality Core: Dramatic Literature

Lesson Title: Conventions of Dramatic Literature: Dialogue
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. Demonstrate comprehension of increasingly challenging texts (nonprint 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 (Dialogue)
2. 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. Yesterday, they studied stage design/set. They are starting to become familiar with the script and how a play is set up.

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

e)

f)

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.
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 dialogue.
Lesson Objectives/
Learning Targets

Objective/target:
A.3.c (Dialogue)
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 (in this case a clip
from a movie) to test their ability to analyze how
the dialogue elements express a writers meaning.

Strategy/Activity:
1. Teacher will lecture about dialogue.
2. Students will watch video clips from Office Space
and Austin Powers and determine who has the
power based on the dialogue.
3. Students will read Trifles. Teacher will use
questioning strategies related to dialogue.

Assessment Accommodations:
Extended Time if needed

Activity Adaptations:
IEP students will be given a version of the play that has
summaries throughout.

Media/technologies/resources:
Projector for videos
GradeCam (Exit Slip)

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.

Teacher will begin with an anticipatory activity where he shows a video about dialogue (5 minutes)
Teacher will lecture about dialogue and how it is used. Students will self-assess on a scale of 1-5 their ability to master the standard. (20 minutes)
Students will watch video clips from Office Space and Austin Powers and determine who has the power based on the dialogue. (5 minutes)
The class will read the play together. The teacher will assign roles and distribute a graphic organizer about dialogue to be completed while reading.
The teacher will use questioning strategies to show students which characters have the power at any given time based on the dialogue. (20 minutes)
Students will complete an exit slip in which they will watch a scene from A Few Good Men (non print source) and answer multiple choice questions to
test their ability to analyze how dialogue express a writers meaning.A.3.c. (7-10 Minutes)