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Lesson Plan Template
First Name

Heather

Last Name

Grossman

UH Email

hjg@hawaii.edu

Date

January 30, 2015

Semester

Spring

Year

2015
45 minutes

Grade
Level/Subject

First/Drama

Title

Drama Life Long Ago and Now

Lesson Duration

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
Using the text, Long Ago and Now, the students gain understanding of what life was like long ago
in comparison to life today. This lesson plan provides opportunities for students to use their
bodies to create shapes in space. Life Long Ago and Now, a non-fiction informative text provides a
reading opportunity to draw inspiration about transportation, food, water, household chores,
schooling, and games. They will use drama to understand the differences between life today and
life long ago. Activities include a warm-up to engage creativity, and two different pantomime
activities. First, students learn how to use their bodies to pantomime. Next, students watch and
reflect on their peers pantomimes. The activities are brought to a close with a whole group
discussion on how they used their body through pantomime to show their understanding about the
similarities and differences between life in the past and life now.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates plans
build on each other to support learning of essential understandings and concepts to lead
students to make connections. There is a clear connection between concepts and skills.
InTASC Standard 4. Content Knowledge
Body in shape and space- Students will use their body in shape and space to describe the types
of chores people did long ago and the types of chores people do today.
Audience- Students can be a listening member of the audience.
Connect-Students will analyze the story and connect what types of chores students performed
long ago and today.

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Essential Question(s)
The big idea of the lesson stated as a question or questions
How is life different than it was long ago?
How do we use our bodies to demonstrate the chores children did long ago to help their family?
(Transportation/Water/Schools/How food is kept cold)
Content Standard(s)/Benchmark
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
HCPSIII: Standard 3: DRAMA AND THEATRE: Understand and apply the skills of
acting, design, and technical theatre and understand the role of drama in various cultures
throughout history.
Anchor Standard
CCSS: Describe the connection between events or pieces of information in a text.
Standard: Reading information
Topic: Key ideas and details
Code: 1.RI.3
Students will demonstrate an idea using their body in shape and space. Students will also
analyze through discourse life long ago by connecting the types of chores children did long ago
and today.
Prior Academic Knowledge and Student Assets
The students prior academic learning and personal/cultural/community assets that will support
their learning
edTPA Rubric 3 - Using Knowledge of Students to Inform Teaching and Learning: The
candidate uses knowledge of his/her students to justify instructional plans.
InTASC Standard 1. Learner Development

Students know how to do choral reading by following with their eyes, pointing with their
fingers, and reading aloud.
Students listen to stories and participate in class discussions for comprehension.
Students have been working with connecting text-to-text
Students are familiar with using the interactive whiteboard.
Many students need to learn comprehension strategies.

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Students are familiar with their own family cultures and can name chores that are
necessary to sustain their family life.
Children will have the opportunity to make text-to-self connections to analyze the ways
they contribute to their family.
Students have very diverse living situations and past history. Many have experience with
cultures including: Hispanic, Filipino, and Chukese.
Students have begun a creative movement class and are bieng exposed to different ways to
use their bodies.

Academic Language Demands

The language function essential for student learning (verb), additional language demand(s)
(vocabulary or symbols, syntax, discourse), and language supports (helps the student understand
and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate identifies
and supports language demands associated with key learning tasks.
Students will use drama vocabulary to analyze the body
Body shapes will be described as straight, angular, or curved.
Students will use their vocabulary in describing how the teacher's and other students' body is
used in space as in high or low.
The descriptions may lead students to identify other types of body traits such as tall, open,
closed, or having feeling/emotion.
Students will pantomime washing dishes, pumping water, doing laundry, schooling, playing
games. (Some or all)
Vocabulary: During the introduction, the teacher will introduce the term Drama as a way to
imagine, enact, and reflect on experiences.
Students will discuss through drama activities how to describe or give details about the shape
or space of a body.
New vocabulary-Pantomime

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Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that 1) uses
clear steps that convey the use of multiple strategies, resources, and technology and 2) offers
opportunities offered for inquiry, active learning, individual work, and pairs/small group
interactions
edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport with and
respect for students. Candidate provides a challenging learning environment that provides
opportunities to express varied perspectives and promotes mutual respect among students.
edTPA Rubric 7 - Engaging Students in Learning: The candidate actively engages students in
learning tasks that address their understanding of key content. Candidate prompts students to
link prior academic learning and personal, cultural, or community assets to new learning.
edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student responses to
promote thinking and to apply strategies and skills. Candidate facilitates interactions among
students so they can evaluate their own abilities to apply the essential strategy in meaningful
reading or writing contexts.
edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students to learn,
practice, and apply strategies and skills. Candidate explicitly teaches students when to apply the
strategy in meaningful contexts.
InTASC Standard 3. Learning Environments
InTASC Standard 5. Application of Content
InTASC Standard 7. Planning for Instruction
InTASC Standard 8. Instructional Strategies

Give detailed, step-by-step instructions on how you will implement the instructional plan.
Describe exactly what students will do during the lesson.

Introduction to Drama Lesson (3-5 minutes)

1. Ask students if they have heard of drama or know what drama is. (imagine, enact,
reflect). (Recall)
2. Explain the Goals of the Drama Lesson
1. We will be playing and practicing using our bodies in different ways..
2. We will use our bodies in different shapes (Straight, angular, curved)
3. We will use our bodies in space (size, levels)
4. We will use our bodies to help us demonstrate what types of chores/jobs children did
long ago/past and how we do them today?

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LETS PLAY
Warm-up (3 min)
It's a Spoon
Purpose
Students will engage in creative thinking
Students will warm-up to trying new things
Prepare
Teacher will discuss the importance of using their imaginations and bodies in different
ways to create interesting ideas to go with the movements.
I'm going to give you directions first. Then I'm going to say, 3, 2, 1, go.
1. Stand-up
2. Push your chair in.
3. Step back or move to an open space.
Grouping/Organization of Space-Stand near ELL to show the picture of the selected word
if necessary
Stand up at their desks or create a circle.
Teacher models, It's a spoon. It's not a spoon. It's a.....
Teacher explains that the spoon will be passed gently to the next student and they will say
the same thing and make up a new idea about what the spoon could be and sort of use the
spoon in a new way to show what it is.
Prompt
Begin the It's a spoon.... and pass it to the next student
Formative Assessment
Commitment: Students were focused on the task.
Imagination: Students provided ideas and unique variations.
Group Member: Student is cooperative and practices self-control.
Transition back to seats
Text Connection (3 min.)
Open Wonders Literature Anthology to Page 74.
1. Prereading-Teacher asks class, What do you wonder when you look at this picture?
2. What are the children doing? (Listening to music)
3. How do you listen to music?
Share the essential question-How is life different than it was long ago?
Read

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1. Teacher Read-Aloud-eyes following/fingers pointing. (Pages: 74-79) STOP!
Focusing Event (7-10 min)
Narative Pantomime
Prepare (2 min)
1. Stand with your arms at your side, feet shoulder-width apart, turn and face out, eyes
closed. This is the Off Position. What position is this? (Students say Off
2. Teacher will say an action out loud. You will think about how to move your body in your
space. Then I will say 3, 2, 1, ON. You will turn around and pantomime the word.
3. Teacher will model/pantomime Gathering ingredients and mixing in a bowl.
4. What do I mean by pantomime? (Students will describe it as acting, making motions, or
moving in some way)
5. After 10 seconds I will say, Freeze.
Prompt
1. Think about how you can pantomime/pretend you are......(Chore from long ago.)
2. Ready, 3, 2, 1, ON
3. I will give you directions on what activity/chore you are doing and then I will
sayFreeze
(Long Ago)-Many people lived and worked on farms
Collect chicken eggs-Think about how you will use your body to pantomime preparing to go out
into a chicken coop/home to collect eggs
1. You are putting your boots on.
2. One of them may have a bug inside, so you are looking inside of the boot
3. You turn the boot over and tap on the top to see if anything comes out.
4. Show me happy that there is nothing coming out of your boots.
5. You put the boots on one at a time.
6. Pick up your empty basket.
7. Walk in your space toward the chicken coop/chicken home.
8. Show me opening the door and stepping inside
9. You are looking for eggs
10. Show me that you are finding them and gently picking them up and placing them gently
into your basket.
11. Show me that your basket is getting heavy.
12. FREEZE
Pump Water-Think about what you might need to do if you are thirsty and need water, but have
no faucet or sink. We need to go to the water well.
1. Show me picking up a bucket and walking quickly in place to the well because you are
extremely thirsty.
2. Show me how you place your bucket under the water pump.
3. Show me pushing the pump lever up and down to make the water come out.
4. Your arms are getting tired, so you are working hard.
5. Your arms are so tired that you are pumping slowly now.

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6. Your bucket is now full so you grab your bucket and carefully without spilling or
splashing walk toward your house.
7. Show me with your legs and body how heavy the bucket is.
8. Show me with your face how heavy your bucket is.
9. You reach your house and begin to lift it slowly onto a high counter.
10. FREEZE
feed animals, chop wood for fire, pump water, plant seeds, pick fruit, washed clothes, do dishes,
sewing, clean floors.
Milk cows-Think about that we need to go outside and search a cow to feed.
1. Walking carefully through each other to open spaces searching for a cow.
2. Feed the cow some hay.
3. The grass is up to your knees.
4. Place a rope around a cows neck.
5. Tie the rope to a post in your barn.
6. Pick up an empty bucket.
7. Place the bucket under your cow carefully.
8. Using both hands, firmly begin pulling on down on the cows utter until milk sprays into
your bucket.
9. You are working so hard. Show me how hard you are working.
10. You are getting tired but your bucket is almost full. (How do we make milk safe to
drink?)
11. We are going to carefully carry the bucket inside to boil.
12. Begin carefully pouring the milk into a pot on the stove.
13. FREEZE
Validate- Offer encouragement and side-coaching
1. Teacher describes use of body. (Space/shape)
2. Teacher describes the activity observed in detail.
Revise
1. Think about.... How you can show.............
2. How can you use the space around you?
3. How might your face look if you were doing these chores.
Respond/Reflect
1. Students share their pantomimed actions
Repeat
Transition to seats-Use musical instrument
Teacher validates and describes how the students have progressed.
I noticed how students were using their body to show heavy.
I saw bodies that were lower

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I noticed knees were shaped in an angle.

I noticed the space was being used.
You lifted a bucket above your body.

Think Pair Share (3-5)

Students turn to their Elbow Partner Discuss with your Elbow Partner what shapes you made with your body during one of the
pantomime activities.
Was is angled, curved, or straight?
Discuss how you used the space
(Teacher says/models) High, low, in front, or behind
Teacher walks around listening to discussion (noting essential understanding, use of vocabulary
(Body, space, shape)
Gather students attention-Use musical instrument
Whole group
Take turns discussing why it was from long ago or from present time/today)
Enter it into a Venn Diagram
Read
1. Teacher Read-Aloud-eyes following/fingers pointing. (Pages: 80-87) STOP!
Teacher describes the next activity

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Focusing Event (10 min)

Paired Pantomime
2x Then vs. Now.
Once with one half and again with the other half of the group
Prepare
1. Divide the students into 2 groups. (Audience and Performers)
2. Performers- Teacher will be narrating/telling a short story. Performers will do the actions
using the different spaces around you. What are those spaces?
3. Audience-Watch quietly. Notice how they use their body.
4. Pair students-Using their elbow partner
Prompt
1. Audience-Watching quietly, waiting patiently. Watch and see how the performers make
different shapes (angled, straight, and curved).
2. Teacher
First Performers (3 min)-Your job is to was clothes on a wash board, scrubbing
really hard, and then hanging them on a line to dry. Use your clothes pins.
2nd group of performers-Your chore is to harvest/pick with your partner. One
person may need to have something to put your fruit or vegetables in while the
other picks. When your basket is full and heavy, carry it inside and get another
basket.
You may want to take turns.
Validate
1. Encourage
Team 1
I see some students using soap.
Some clothes have lots of stains that need to be scrubbed hard
Perhaps your favorite stuffed animal or doll was dirty and needed to be washed.
Team 2
I see friends working together. One is hold the basket nicely while the other puts
the food in carefully.
I see some friends may have climbed a tree to get to the fruit. They are using the
space above them.
Some friends are using the lower space by picking vegetables from the earth.
I notice that some friends are making curved shapes with their back when they
pick up the basket.
2. Audience/Students describes use of body to create the image. (Space/shape)
Teacher asks the audience to describe if the performers are high/low
Teacher asks the audience where they are noticing angles, curved, or straight shapes
How are the students using the face.

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Revise-Freeze students and then continue

1. Think about.... How you can show.............
2. How can you use the space around you?
3. How might your face look if you were doing these chores.
Respond/Reflect
1. Students describe the performers pantomimed actions.
Repeat with the next group.
Assessments form
If time allows......
Show me (5 min.)
1. Show me a body that is high.
2. Show me a body that is low.
3. Show me a body that is straight.
4. Show me a body that is curved.
5. Show me a body which is angled.
6. Show me a body that uses the space in front and behind.
Wrap-up
Compare/Contrast whole group using a venn diagram on the whiteboard
How did we use our bodies to demonstrate chores long ago and now?
How do children today and long ago contribute to their family?
What shapes did we use with our body?
What did you enjoy?
What was difficult?
What did you learn about people in the world long ago?
What do you wonder about other things that were different long ago?

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Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include formative
assessments applied throughout the lesson and a summative assessment of what students learned
by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student Learning: The
candidate selects and designs informal and formal assessments to monitor students use of
essential concepts and skills. The assessments are strategically designed to allow individuals or
groups with specific needs to demonstrate their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate gives
specific feedback to address students strengths and needs related to the learning objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities for students
to use the feedback to guide their further learning.
InTASC Standard 6. Assessment

I will use observation to formatively assess during the energizer warm-up.

I will provide verbal feedback to students during the activities and allow them to adjust
their performance .
During the Paired Pantomime activity, I will assess students using a scaled rubric and on
an assessment form.
During the wrap-activity, the students reflect and self-assess how they used their body
during class discussion. Summative Assessment through students applying strategies
through a drama performance.

Scaled assessment
1-developing understanding, 2-is gaining ability, 3-on level, 4-advanced
Body

Students use their body in different shapes and space to convey understanding
of an idea

Focus

Students follow directions, remain involved, and try to create the realness of
their character

Imagination

Apply creative thinking

Audience
Etiquette

Listen, respond appropriately. Student claps.

Text/Concept
connection

Student is able to compare the types of chores/activities children did not vs.
long ago. Connects the information to other text

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students with
specific learning needs that provide adaptations connected to instructional strategies, the
learning environment, content, and/or assessment/performance task for individuals and/or small
groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 - Planning to Support Varied Student Learning Needs: The candidate uses
knowledge of his/her students to target support for students learning. Supports include specific
strategies to identify and respond to common developmental approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences

TYPE OF LEARNER

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and describe how
you will differentiate.
Use cards with words and pictures, stand near the student to give
additional directions with direct eye contact. Model activities.

ELL/MLL
I will only apply the body and focus assessment for one ELL child
who may not understand the majority of what is being done.
However; she is able to follow and use body movement.
Struggling

Accelerated

504/IEP

Others (describe)

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Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom lesson plans,
etc.) into the space below. You may use as many pages as needed beyond the space below to paste
your materials.
Wonders Books-Literature Anthology Page 75-89
Wonders Reading/Writing Workshop-Life at Home page 74
Copy of the rubric and scoring chart
Rubric with all student names
Clipboard
Large spoon
Shaker/Musical instrument
Young girl-Item to represent me long ago
List of words with pictures for pantomime.
Written and posted essential question
Electronic white board with Literature Anthology pictures.
Venn on white board
Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses evidence to
evaluate and change teaching practice to meet students varied learning needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses the
analysis of what students know and are able to do to plan next steps in instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or for
students who need greater support or challengeto better support student learning of the
central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the next steps
to support students learning related to the central focus and student learning objectives.