Whole Group Direct Instruction Lesson Plan Template

Grade Level/ Subject: Central Focus: Students will be learning about the different
4th grade reading parts of a drama.

Essential Standard/Common Core Date submitted: Date taught: 3/22/2018

Objective: CCSS.ELA-
LITERACY.RL.4.5
Explain major differences between
poems, drama, and prose, and refer to
the structural elements of poems (e.g.,
verse, rhythm, meter) and drama
(e.g., casts of characters, settings,
descriptions, dialogue, stage
directions) when writing or speaking
about a text.

Daily Lesson Objective: Students will be able to independently analyze the different parts of dramas
while getting 3 out of 4 points for mastery.

21st Century Skills: Academic Language Demand (Language Function and

Vocabulary):
Identify and analyze.

Prior Knowledge:
General knowledge of a drama, the play Narnia,

Activity Description of Activities and Setting

Time

1. Focus and Review Since students went to go see the Narnia play, I will tie this into
the introduction. I will have the students come to the carpet. I will
ask for volunteers to tell me something interesting about the
Narnia play that they went to go see. I will explain to them that the
play is also called a Drama. The teacher can have a sentence
starter if needed that will begin with “one thing that I noticed
was…”
2. Statement of “Today, we are going to be identifying and analyzing what the
Objective different parts of a drama or plays are”.
for Student

3. Teacher Input The teacher will have a piece of poster paper that has the different
elements of a drama written on it and some examples. The
elements are: has dialogue and a monologue, has stage
directions, has a description and background information, has a
cast list of characters, there is a setting, authors write dramas to
entertain or express a mood, written to be performed for an
audience, scenes and acts, a script, a narrator. Examples are
skits, plays, musicals, opera, comedy. The teacher will go through
the different elements of a drama, describing them in detail and
why they are important. The teacher will start with dialogue and will
explain that dialogue is the spoken part of the play, so when two
characters are talking to each other, that is dialogue. When
reading a drama, there are not quotation marks around the
dialogue, like in a narrative. Then the teacher will talk about stage
directions and will explain that they are for the actors so they know
what movement and actions they need to be doing. The teacher
will explain that the cast list is at the very beginning of a drama so
the audience that is reading it will know how many characters
there are in the drama. The teacher will explain that the setting is
talked about in the beginning of the drama so the audience that is
reading it knows exactly what to imagine. The teacher will explain
that scenes and acts are the parts that the play is broken up into.
They are kind of like chapters in a book. The teachers will also
explain that a script is the written part of the play that includes the
dialogue, cast list, stage directions. The teacher will explain that
the narration is giving the audience important information that is
going on in the play. After the teacher talks about the importance
of each element, they will go on to discuss what a drama would be
like if these elements were not in a drama. For dialogue, we would
not know what the characters were wanting to say to each other or
what they were thinking. For stage directions, we would not know
the movements that the characters are making, thus making it
difficult to visualize. For the cast list, we would not know who was
in the play or how many different characters there are. For setting,
the audience would not know where the drama was taking place or
the time period that it is in. For scenes and acts, the play would not
be broken up, and it would be one, long drama. For the script, we
would not be able to read the drama at all. The teacher will discuss
which elements are more important, for example, stage directions
 and cast list, or script and setting. Optional: The teacher will have
small examples of each element for student to see so they know
what they look like in a text.

4. Guided Practice For guided practice, I will have the students get into pairs with
their table partner. I will have cards with the element of drama and
examples of how each element can help the reader. The goal of
this is to have students work in pairs to match the element of
drama with the example. After 5 minutes or so, the teacher will pull
the students back together as a class and they will go over their
answers as a class. The teacher will ask questions for
comprehension such as “why do you believe that this is the
answer” or “can you explain to me why you think that is the
answer?”. If the teacher sees that some groups are struggling,
they will try to guide them in the right direction.

5. Independent For the independent practice, students will have an example of the
Practice drama, Narnia. The teacher will have the elements anchor chart
on the board still. Students will be required to underline or highlight
one example of each element in that piece and write beside of the
underlined or highlighted part what element is it. The teacher will
take it up.

6. Assessment For the assessment, The teacher will take down the anchor chart and hand
Methods of students an index card. Students will have to pick the element that they
all believe is the most important and write it down. Students will have to justify
objectives/skills: why they believe that element is the most important with the information that
they just learned. Students are required to write at least 2 sentences on why
they believe it is important. Students will give the teacher their index cards
when they are done. Students are expected to get 3 out of 4 points for
mastery.
 0 points: The 1 point: The 2 points: The 3 points: The 4 points: The
student did student student student student
not give an answered answered answered answered
answer for what they what they what the question
what they believe is the believe is the element they of what they
believe is the most most believe is the believe the
most important important most most
important part, but they part and they important important
element and did not answered and why element of
they did not answer why why they they believe drama is and
answer why they believe believe it, it is they gave a
the element it is but they did important, detailed
is important. important. not use the and either description
information they wrote of why they
that was one detailed believe the
talked about sentence or element is
in the they wrote important
lesson, or two using the
they only sentences information
wrote one that was
sentence . talked about
in class. The
student also
wrote 2 or
more
sentences.

7. Closure For the closure, the teacher will refer back to the anchor chart.
The teacher will review over all of the elements one more time to
make sure that students understand what the elements of a drama
are.

8. Assessment
Results of
all
Students Students Students Students Students
objectives/skills: who got 0 who got 1 who got 2 who got 3 who got 4
points point points points points
0 4 3 8 2
 Targeted Students
Modifications/Accommodations
ELL- the Narnia script can be provided in
their native language
Vision impairment- For students with
auditory issues, a audio version of the first
scene from Narnia will be provided
Student/Small Group Modifications/Accommodations
For small groups, the teacher can still do the anchor
chart and discuss the elements, but they can talk as a
small group to discuss which elements are more
important. Also, for reading the first scene from narnia,
they can read this together and decide as a group what
and where each element is.

Materials/Technology:Poster paper, with elements on it, index cards, examples from Narnia Play,
matching activity and examples are listed below.
https://www.dramaticpublishing.com/media/pdf/excerpts/exLionWitchWardrobeL62.pdf

Reflection on lesson: On Weebly.

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______

Matching Activity

Dialogue This allows the

reader to read and
know what the cast
and characters are
saying.
Stage Directions These help visualize
the actions of the
play.
Setting This allows the
reader to have
information about
what the scene or
the area that the
drama takes place in
looks like.

Why are dramas They are written to

written? entertain an
audience and to
allow the author to
express a mood.
Scenes and Acts
These allows the
 drama to be broken
up into different
sections to make
things easier to read
or see for the
audience.
Narrator This allows the
reader to know what
is going on when the
cast is not speaking.

Examples of each element

Cast list
Dialogue

Setting

Scene/ Act
Stage Directions