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First Name Last Name Email Date

Jamee Humberstone Jamee3@hawaii.edu 2/14/17

Semester Year Grade Level/Subject Lesson Duration

2 Spring 2017 3/Drama 1 hour

Title
Drama through the book, Mele the Crab Finds the Way Out

Enduring Understandings
A description of the important understandings(s) and concept(s)
The elements of drama such as body and tableau can be used to interpret emotions, scenes, and main
ideas of a story.

Content Standard(s)
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
Topic: How the arts are organized
Benchmark FA.3.3.1: Create a dramatization based on a story
The Students: The students will use their bodies to express emotions, scenes, and parts of the story called
Mele the Crab Finds a Way Out.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Chart Paper
Book Mele Finds the Way Out
Whiteboard & Expo Pens
Chairs
Body traits chart
Drama focus chart
Pens and Markers

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
What will students know, understand, and be able to do?

The students will

Effectively create a tableau
Analyze events from a story

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Interpret through snapshots the feelings of specific characters

Create tableaus to display parts of a story
Engage in group discussion
Analyze text to develop ideas to express using their bodies
Comprehend the moral/lesson of the story

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

The students are familiar with read alouds and have been introduced to snapshots and tableaus. They can
effectively work as a group and collaborate off of one another's ideas. Students are able to listen to the
reading and recall events throughout a story.

Academic Language and Language Supports (new and old vocabulary they will need to know)
Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

I will be using a variety of charts to teach the students about the academic language used in drama. Terms
such as shape, space, action, attitude, listen, respect, help, support, encourage and share will be used to
assist the students in creating their tableaus. I will be consistently using these words as a guide for the class
to develop effective drama pieces. I will also be teaching the students terms they have already heard but
showing them a different meaning as it is used in drama. I will be using language related to body traits such
as, straight, angular, curved, open/closed, tall/skinny, wide/thin, levels, depth, and emotion such as feeling,
meaning and personality when walking the students through their snapshots. The students will see these
words as additional tools to effectively create and improve their snapshots.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Warm-up (15 minutes)

Students will come in from morning recess and find a seat in the circle of chairs
Okay class today we will be focusing on the elements of drama and expression
Inform students of the agenda for my drama lesson
1. When the wind blows activity
2. Read aloud of the book, Mele the Crab Finds a Way Out
3. Introduce and practice snapshots
4. Create a tableau
5. Class discussion
Have students develop their own rules for the lesson
How do I know you are listening and what kind of behavior should I see during the lesson?
I will record student made rules on chart paper
Teach students new classroom management skills
Example: Okey Dokey, Artichokey

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Example: Clahhhhsss, Yeeeesss

Example: Cross your arms when you have a thought.
I will introduce the warm-up activity called When the Wind Blows and provide directions.
Begin with instructions of activity
Okay class this is a warm-up activity to get us ready for the rest of the drama elements we will be practicing
in this lesson
Okay class, when I say a statement, I want you to listen and see if it relates to you and your life.
The statement will start with the wind blows if..
If the statement relates to you, please stand up quietly and move to a different chair in the circle.
If it does not relate you, please stay seated
Now, when you stand up to move, that does not mean talking to your classmates or running to the get the
seat you want.
I want you to stand up quietly, no running or talking or bumping into each other, and find a different seat to sit
in.
Okay lets practice!
Display prompt on board The wind blows....
Start activity with a practice prompt questions
The wind blows if you're a third grader
The wind blows if you are loved
The wind blows if youre favorite color is blue
The wind blows if you have been on a plane
The wind blows if know what bullying is
The wind blows if you know what Papai means
Students will get out of their chair and move to different chair if the prompt relates to them
When students are comfortable, I will eliminate a chair
Okay, now class, I see that you all got it.
So, now we will eliminate a chair and I will give you another statement.
If it relates to you I want you to stand up and move to a different chair.
Someone will be left without a chair and that's okay.
This means that you will be the speaker instead of me
You can say anything you want but make sure it is appropriate for school
The speaker will also move to a chair, even if the statement does not relate to them
I will start this round and whoever is left without a chair will come up with their own statement
Okey dokey! Artichokey!
Remember no one should be talking, running, or bumping into each other
The wind blows if you are going on the field trip on thursday
Students will practice being the speaker
Students will develop their own prompt questions for classmates
End game by informing students this will be the last student to say a statement
Have the student left standing grab the chair that was taken out and bring it back into the circle
I have one more statement to ask, The wind blows if you have ever heard of a snapshot.
Ask material managers to collect three chairs each and stack them by the purple wall
Can my material managers raise their hands please?
Can I have you two grab three chairs each and stack them by the purple wall 5 different piles
The rest of the class I want you to have a seat on the carpet
Introduce Snapshots (5 min)
Tell students Okay class now we will be practicing another drama strategy

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Ask students, Has anyone ever heard of snapshots?

Ask students Explain what a strong snapshot looks like?
A snapshot is a frozen picture that you will be making using your body
You will be using this strategy to show me what different emotions look like
I will ask how you can shape/freeze your body to look like a specific emotion.
When I say freeze, I want you to shape/freeze your body to look like the emotion I give you.
Go over body traits chart and explain to the students what I expect of them
https://laulima.hawaii.edu/access/content/group/MAN.3440.201733/Drama%20Workshop/Body%20Traits
%20_2_.docx
Lets practice
Pose question, How can you shape/freeze your body to look scared?
Cross your arms when you have a thought?
Have students stand and practice.
When I say freeze everyone will freeze their bodies to display the feeling of the crab
Inform students they will have time to practice their snapshots while we read the book.
Begin Reading Mele the Crab Finds a Way Out and create first snapshot (10 min)
Quick review of our rules, add rules if necessary
Okay class now we will be reading Mele the crab finds the way out.
Ask students to make predictions of the book by looking at the cover
Begin reading, Mele the Crab Finds a Way Out
Stop reading right before Mele gets caught and put in a bucket
Ask the students, How do you think Mele is feeling from what we read so far?
Example: powerful
Ask students to stand
Ask students, How can you shape/freeze your body to show how Mele is feeling powerful?
Inform students, When I say freeze everyone will freeze their bodies
Validate students snapshot
I see strong body positions with bent knees
I see eyes looking up and extended arms
I see chests out and strong facial expressions
Tell students, relax
Allow students to revise
How can you show me powerful in a different way
Suggestions: Maybe different level, use facial expression
Have students refer back to body traits chart
Continue reading book and create second snapshot (10 Min)
Tell students, Okay class lets continue reading the book
Stop reading when Mele fails to get out of the bucket
Give students prompt How do you think Mele is feeling now?
Example: alone
Ask students to stand
Remind them what I expect to see in their snapshots
Ask students, How can you shape/freeze your body to show me how Mele is feeling alone?
when you hear me say freeze I should see strong frozen bodies
Give validations
I see slouched backs

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I see droopy lips

I see knees bending
Tell students, relax
Allow students to revise
How can you show me sad and alone and gloomy in a different way?
Have students refer back to body traits chart
Read the rest of the book and create a tableau (15 Min)
Tell students, now class we will be creating tableaus in groups
Ask the students to stand up
By the time I count to five you should be in a group of 3 or 4
When making your tableaus, each of you will have a part in the tableau and you will all will freeze together to
make one scene from the story.
These are some traits that I would like to see in your tableaus
Go over Drama Focus chart
https://laulima.hawaii.edu/access/content/group/MAN.3440.201733/Drama%20Workshop/Drama%20VIBES
%20_2_.doc
Go over think, share, plan, create chart written on chart paper
Inform students we will be creating our tableaus step-by-step
Lets begin
Okey Dokey! Artichokey!
Begin with prompt question
Think
Have the students come up with ideas for the prompt question.
what is one example of when a character in the book was being bullied?
Ask students to cross their arms when they have an idea
Remind students they should be waiting quietly for everyone to have their arms crossed
Share
When all the students have their arms crossed, I will ask them to share with their group
Now I want you to share with your group what your idea is
I will give you 20 seconds to share your idea with your group
Okey Dokey, Artichokey
Remind the students that each person should get a chance to share their ideas
Remind the students they should not be planning their tableaus, only sharing their ideas
Watching for extending conversations and listening to the students ideas
When 20 seconds is over, I will say, Make me your focal point in 3,2,1 zero
I will call on some students to share their ideas
Plan (what idea will we use, what parts do we need, who will play each part)
Allow the students to plan for 30 seconds
Remind students that each group member should have the same answer
Everyone should know their part
Everyone should know what parts they need
Stop and get students attention
Conversations come to a close in 3,2,1 zero
Ask some students to share

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Look for misunderstandings and redirect if necessary

Create
Inform student they have 30 seconds to create their tableau
Prompt: You have 30 seconds to create your tableau ready, go!
Prompt: In 5,4,3,2,1 FREEZE!
Prompt: If you are moving or talking you have lost control of your body and voice
Validate students tableaus
I see strong bodies
I see different levels
Prompt: RELAX!
Revise
Allow students the time to revise their tableau
Give the students 30 seconds to revise their tableaus
Prompt: How can we improve our tableaus?
Maybe use more of the space you have
Curve your body more
Remind students to refer back to our drama focus chart
Use count down method
Prompt: In 5,4,3,2,1 FREEZE!
Prompt: If you are moving or talking you have lost control of your body and voice
Validate students revisions
Wow I see a lot more levels
I see curved bodies
Prompt: RELAX
Debrief (5 Min)
Have students do a quick concentration circle to get them in a circle and focus
Ask students reflection questions and allow students to respond
Ask the class and allow students to discuss with a partner their answers,
How did you use your body to act out your part in your groups tableau?
What do you think was the moral/lesson was taught in the book?
How can we use the moral/lesson taught in the book, in our own lives
Prompt: Okay, class start cleaning up and getting ready for lunch

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

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During my lesson I will be formatively assessing the students by using teacher observations when they
create their snapshots and tableaus. During this time I will be allowing the students to revise their tableaus
and snapshots. I will be looking for improvements and observing how well the students understand the terms
I use and comprehend the events of the story. The students will have an understanding when I see that they
are able to use their bodies effectively by using the knowledge they learned in the beginning of the lesson
about shape, space, action, and attitude.
At the end of my lesson I will be summatively assessing the students with a quick debriefing period, where
the students are able to reflect on their tableaus and their comprehension of the book. I will be asking the
students to share how they used their bodies to act out events of the story, what they learned from the story,
and how they can relate the story to their own lives. I will be looking for answers that tell me the students
understand the importance of creating tableaus. I will also be assessing the students on their ability to
effectively answer each question by using the new knowledge taught in the lesson.

After my lesson I will do a written evaluation using my observations by using the assessing rubric created by
teaching artist, Daniel Kelin.

The assessment is included below.

Assessment Checklist

Student Actors Name _______________________________________________

During the Tableau

Consistently Usually Rarely Never
presentation, the Actor
3 2 1 0

Comprehension

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Most of the
Able to create ideas using
information from the book. class

Uses text evidence when Most of the

developing an idea for the class
tableau.

BODY

Half Half
modifies posture, poses,
gestures, movements, and/or
walk including:
varies levels.
poses with an audiences
perspective in mind.

uses energy when More than quarter

modifying or adjusting body. half

uses a facial expression Most of the

that communicates the class
thoughts and feelings of the
character.

COOPERATION

works as a member of an most quarter

ensemble/team.

... remains silent when cued. half half

remains frozen when cued. half half

CONCENTRATION

focuses intently on the given half half

drama task.

remains in character. Most of the quarter

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class

Total _____________
29-33 Standing Ovation
24-28 Round of Applause
19-23 Polite Clapping
0-18 Back to Rehearsal

Personal Goal: __________________________________________________________

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

In my field placement there are a few students who have special needs and some students who are a lot
more advanced than the others. In my lesson, the students will have the chance to feel at the same level.
Students of different abilities will be able to share their ideas with their groups allowing communication
between students at different levels. I will be giving the class time to think about their ideas before providing
an opportunity to share their ideas with others. This will give the students who have slower processing skills
to come up with a ideas of their own. When creating their snapshots and tableaus I will be guiding the
students step-by-step giving all the students the ability to stay together and on track.

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challengeto better
support student learning?
Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND principles
from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.

What changes would you make to your instruction--for the whole class and or/ for students who needed
greater support or challenge--to better support student learning?
My lesson consisted of many different parts. I had a warm-up activity, introduction, read aloud, snapshots, tableaus and
a reflection. If I could go back and change some things in my lesson, it would be to eliminate my warm-up activity and
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go straight into my introduction of snapshots. I noticed in my lesson that although the students were engaged in my
warm-up activity, it took too much time. The students were not seeing as an educational activity.. My goal of having the
warm-up activity was to get the students comfortable with working together and encouraging a safe learning
environment. If I did eliminate this activity the students could have developed a deeper understanding of drama and the
elements involved when incorporating drama in each lesson. Because the activity took so long I didnt have much time
to go into depth on the expectations I had for their snapshots and tableaus. I would have liked to explain what each
element meant and allow the students to gain knowledge of how it is not just for fun but it is also to enhance their
learning experience.

Why do you think these changes would improve students learning? Support your explanation with evidence of
student learning AND principles from theory, recommended practices, and/or research.
Like I mentioned above, I believe if I made that one change, the students could have had the opportunity to learn more
about the drama elements involved when creating their tableaus and snapshots. When learning about these drama
elements in Jamie Simpson Steeles workshop, I noticed that she used a variety of different games and activities, so
when I planned my lesson, I thought that including most of the activities would be a good idea. When I actually got to
teach the lesson, I learned that incorporating so many activities was probably not the best choice. During my lesson I
noticed students getting easily distracted and it was just too long. I went over my expectations for the snapshots and
tableaus really quick and the students just used their prior knowledge of tableaus when creating them in my lesson.

Based on your reflection and your analysis of student learning, describe the next steps for instruction to
support students learning.
For my future lessons, I will focus on creating a lesson that will gain students deeper understandings using simplicity. I
learned that sometimes less is better and when I plan my lessons Im going to make sure that I can explain in detail
each part of the lesson and give students the time to absorb all of the information. My goal is for the students to have
the ability to give an explanation of my lesson and tell me what they learned in detail. In the future I will work on one
area at a time.

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