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Play Breaks Lesson Plan

This lesson was conducted in an English through Drama classroom. The activity should take 45
minutes to complete. As a part of the play writing process, students will use these Play Breaks to
collectively write their scene.
Critical Learning Objectives:
SWBAT:
Cognitive (know/understand):
Students will understand that life influences art.
Affective (feel/value) and/or Non-Cognitive:
Students will value collaboration during the writing process.
Performance (do):
Students will be able to create a dialogue between two characters.
SOLs:
10.1 e) Demonstrate the ability to work effectively with diverse teams to accomplish a common
goal.
CCSs:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
ideas and expressing their own clearly and persuasively.

Procedures/Instructional Strategies
Beginning Room Arrangement:
Students are arranged around a conference table, with the projector at the head of the table.
1. [10 mins.] Opening to lesson: Reading Stanley Kuntiz The Portrait
- One student will read the poem. Then, after a short pause, the student will read it again.
2. [15 mins.] Step 1: PEACH the Poem
*See the Literature Study section of the portfolio for more information on this practice*
- Audibly go over the PEACH process
- What is the plot of the poem?
- What do you think about the format of the poem?
- What connections can you make regarding the poem?
- What are some possible theses?
- Ask the students to write three questions that arose during the reading of the poem.
- Some possible questions are as follows:
- Is the poem autobiographical?
- What happened after the poem?

- Why did the mom slap the little boy after he looked at the portrait?
- Share the questions out loud.
3. [20 mins.] Step 2: Role Plays
- Explain that we can maybe answer some of these questions through role playing different
- Ask for two volunteers; one to play the boy and the other to play the mother
- If the students are interested in what happened after the poem, a possible scene starter could be,
It is ten years later and the young man is about to move out. He wants to talk about that day and
decides this is the right time to do it. What do they say to one another?
- The students will act through the role play. If they become stuck, the actors can say, Pause
and ask their classmates where they should take the conversation.
4. Step 3: Meanwhile
- While they are acting, the teacher should transcribe the conversation.
- Later, the teacher will put the transcription into a script format.
5. Closure
- The students have their first scene!
Methods of Assessment:
[How will you know if the intended learning occurred?]
This activity is graded as participation. If the students are engaged, interested during the
performance, and willing to give suggestions if the actors need it, the students have performed
well.
Materials Needed:
- Computer and projection equipment