GT Differentiated Exemplar Lesson ELAR TEKS/Student Expectations: Lessons and Activities

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1 Grade Level: 5 Title: Reading Drama Essential Question(s): Subject Area(s): X Reading, Writing, Mathematics Science GT Differentiated Exemplar Lesson ELAR TEKS/Student Expectations: Social Studies How do effective writers engage their audience and hold their attention throughout the piece? 5.5 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Assessment(s): X Pre-Assessment X Formative X Summative GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Framework & College and Career Readiness Standards) X Creative Thinking X Critical Thinking X Communication X Research Student Learning Styles: X Auditory X Visual/Spatial X Kinesthetic Other Elements of Depth and Complexity: X Language of the Discipline X Details X Patterns Trends Rules Ethical Considerations Unanswered Questions Over Time Different Perspectives Big Ideas X Whole Class X Small Group X Independent Activity PART ONE: Lessons and Activities 1a) Show the following words to the class. Without any discussion the students write down the meanings of the words they know. Script plot characters setting descriptions (exposition) dialogue stage directions theme 2a) Give pairs of students a copy of a short play. See Resources. 3a) Using a pencil, the pairs label as many of the drama elements (listed in italics) as they recognize. 4a) When students finish, discuss the element definitions. Resources: A Drama Study AISD pdf file that includes TEKS, definitions, reading strategies, and plays AISD Knowledge Portal Elements of Fiction an overview of the elements of fiction.

2 Script: the written text of a play: play s blueprint/scenario/plan Plot: events of a play; the arrangement of ideas and/or incidents that make up the story in a drama or play Characters: the people presented in the play that are involved in the plot. The narrator is also a character; he/she provides information to the audience about the plot and characters. Setting: location and time period of the play Descriptions/Exposition: detailed information revealing the facts of a plot; actions before the play begins and how characters are feeling. Directions are not spoken in a play. Dialogue: the words/phrases/speeches spoken by each character in a play; character names precedes text Stage directions: instructions written in the script of a play; tell actors what to do Theme: play s message/lesson/meaning. Clues to the theme include characters speech and actions, what happens after action, and how characters change. 5a) Go back with the students and properly identify those elements in the play of step 2. 6a) Select another short play in which students independently read and identify the elements of drama. 7a) Check student answers. PART TWO: 1b) Review elements of drama. 2b) Hand out copies of another play or use the district language arts textbook. 3b) Use the drama reading strategies found below and in the Resources section for the following steps. 4b) Preview the play. Find and read the title, character list, and descriptions in the play text. 5b) Read the play as a class. 6b) Discuss how the main characters look and sound. Students sketch their visualizations of the main characters. Students volunteer to read a few character lines in the accent and voice style of their visualizations. 7b) Discuss the setting; the play s time and place. Consider if historical context matters in the plot. Students sketch their visualizations of the scenery. Students sketch their visualizations of the props. Students sketch their visualizations of the costumes. Use Knowledge Portal to do a short research of the time period if it relevant to the play. 8b) Use context clues to give meaning to unknown words and phrases. 9 ) Discuss the merging of character actors, the set, props, costumes and movement of actors and their words. Give the students a few minutes to visualize that the text of the play has become a movie.

3 10b) Discuss the theme of the drama. Do the characters say or do anything that is a clue to the theme? Is there anything that happens as the result of the characters actions that may serve as a theme clue? Do the characters change during the play? GT Level: Students independently complete this part of the lesson. PART THREE: 1c) Review the drama reading strategies. 2c) Create student groups. Some non-gt students may need to be assigned to the GT group, as students will be performing plays. On Grade Level: 3c) Assign each group a play to be performed. 4c) Each group follows the drama reading strategies and writes down their evidence that shows they completed the strategies. 5c) Students review stage directions, narration, and dialogue, and then write notes from these elements that reveal character feelings and emotions. 6c) Students discuss and plan play setting, props, and costumes. Character roles are assigned. 7c) Students create setting, props, costumes and rehearse the play several times. GT Level: 1d) Students pick a fairy tale to be rewritten as a play. 2d) Students watch Brainpop: Drama to learn about comedies and tragedies. 3d) Students then decide whether to write the fairy tale drama as a comedy or a tragedy. 4d) Students ponder, plan, and record the elements of drama for their play(s). 5d) Students intentionally develop characterization through costumes, body movement, narration, and dialogue. 6d) Students intentionally develop plot by planning rising action, climax, and falling action. See the Elements of Fiction in the Resources for review. 7d) Students discuss and plan play setting, props, and costumes. Character roles are assigned. 8d) Students create setting, props, costumes and rehearse the play several times. All student groups present plays. The audience watches for the elements of drama in each play.

4 Drama Reading Strategies (from AISD Language Arts Resources) Preview the drama by reading the title, characters, and narrator. Read any background information provided. Read drama once for overall meaning. Visualize the characters. What does the person look like? How do they sound? How do they deliver each line? Contemplate the setting to have a clear understanding of the story s time and place. Try to imagine the sets (scenery and props) and costumes. Consider whether or not the historical context is important to the story. Research the Historical Context if the time and place is an essential component and you need to know more about the historic details. Clarify words and phrases about which you are unsure about by looking for context clues. Sit in the Directors Chair. To visualize the play, the student should think like a director. To truly appreciate the dramatic literature, a student must imagine the cast (crew of actors), the set, and the movement. Evaluate the drama s theme by asking what message is the play trying to send or help you understand? Does it relate to your life in any way?

5 Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical Thinking Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Product Assessment Genres Booklet Critical Thinking Student compares and contrasts fiction and non-fiction books. Student compares fiction and nonfiction books. tudent distinguishes between fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class. Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class. Includes distinguishing information for each genre in the booklet. Student applies knowledge of t distinguishing characteristics of genre predictions and verify the predic Student applies knowledge of t distinguishing characteristics of genre predictions. Student predicts the contents of a