TITLE: ______Proverb Scenes ___
GRADE LEVEL ____7 and 8_______
COMPOSITION OF CLASS:
Male_____ Female_____ Total_____
Number of Special Needs Students ELL_____ 504_____ IEP_____
UNIT GOAL:
Prepare for Improv.
PASS OBJECTIVES FOR THIS LESSON:
Standard 3:
Comprehension - The student will interact with the words and concepts in the
text to construct an appropriate meaning.
Read
and understand grade-level-appropriate material. Describe and connect the
essential ideas, arguments, and perspectives of the text by using a knowledge
of text structure, organization, and purpose. At Grade 8, in addition to
regular classroom reading, read a variety of grade-level appropriate narrative
(story) and expository (informational and technical) texts, including classic and
contemporary literature, poetry, magazines, newspapers, reference materials,
and online
1.
Literal Understanding
a. Apply prereading strategies when
reading both fiction and nonfiction that is
appropriately designed
for grade level.
Determine
the purpose for reading such as to be informed, entertained,
persuaded, understand.
Preview the text and use prior
knowledge and experience to make
connections to text.
b. Show understanding by asking
questions and supporting answers with literal
information from text.
2.
Inferences and Interpreting
a. Make inferences and draw
conclusions supported by text evidence and student
experiences.
b. Connect, compare, and contrast
ideas, themes, and issues across texts.
3.
Summary and Generalization
a. Determine the main (or major)
idea and how those ideas are supported with
specific details.
b. Paraphrase and summarize text to
recall, inform, or organize ideas.
SPECIFIC LESSON OBJECTIVES: (What do you want your students
to know and be able to do after instruction?)
Students will create skit through short amount of time and quick thinking.
Understanding figurative meaning create a skit to reflect
what the proverb means not what it says.
PREASSESSMENT OF STUDENT KNOWLEDGE: (How will you
assess the prior knowledge of the students?)
Through discussion we will discuss the difference between figurative and literal meaning and look at a few examples of proverbs as guided practice.
1. Introduction/Set Induction/Hook (This involves
getting your students interested and motivated to learn. Consider Teacher
Instructional Indicators #1-3)
Fill in the blank as a group…
Beauty is only ____ deep. (skin)
____ is thicker than water. (Blood)
____ as I say, ____ as I do. (Do, Not)
Those who live in glass houses should not ___ stones. (throw)
How many of you have heard these sayings said before???
2. Instructional Procedures (This involves what the
teacher and students will actually DO as they engage in learning. Consider
Teacher Instructional Indicators #4-8)
1. Tell the difference between figurative and literal meaning
2. Give the definition of a proverb --talk about one proverb
3. Students get into groups and pick one proverb from an envelope
4. Groups have 5 minutes to plan their skits
5. Students will perform and watch others skits
Adjustments/Adaptations (What
will you do to accommodate the special needs of individual students? See
Teacher Instructional Indicator #9)
Working with the student while the groups are planning their skits I will have the students who cannot participate within the group explain what they think the proverb means and then have them draw a picture about the proverb.
Guided Practice (Teacher Instructional Indicator #10)
2. Give the definition of a proverb -- talk about one proverb
Independent
Practice (Teacher Instructional Indicator #11)
This is a group activity, however if a student really preferred to work alone, and wanted to create a skit alone, they can.
3. Closure/Summary/Representation (Teacher Instructional
Indicator #12)
We will discuss how quick thinking and instant scenes are part of improv which is the next unit that is being covered.
4. Evaluation/Assessment (Teacher Product Indicators #2-3)
If they follow directions and perform their proverb they get 20 participation points.
5. Resources and Materials
Envelope with Proverbs
6. Supplementary/Enrichment Activities
Each group may have time to do more than one depending on how fast they are at putting them together.
7. REFLECTION: This part of the lesson plan should be completed once the lesson has been taught and appropriate assessment data collected.
a. To what extent did students learn what you intended? What is the evidence?
I think that the students understand the idea of thinking figuratively by seeing the skits that the students produced. The students were able take a saying about rocks and think about feelings and bullying instead of the literal “rocks”. The students also worked well with the time limit and will be well prepared to begin improve next week.
b. Did you do anything differently than what you planned? If so, why?
In one class I had to actually spend more time then I had originally thought I would on discussing the figurative meaning of the proverbs I had put on the board. I was really surprised by how many proverbs they didn’t know. I had just taken for grated that they all should know those proverbs. It was a light bulb moment for me. I spent more time going over each proverb on the board but once it came time for the students to present their skits in that class, the extra time paid off. So I adjusted for the following classes and tried spending more time at the beginning.
c. If you were going to teach this lesson again, what would you do differently? Why?
If I teach this lesson again, I would think about possibly breaking the students up after each time that they create a skit. In some classes groups finished quickly and we were able to do more proverbs. Instead of having groups becoming or staying cliques I think I would have them change groups.
d. Identify a group or individual who did well with the lesson. Based on the data, how would you account for this? (attendance, reading levels, ELL, …) What might you do in the future to ensure their continued success?
The students that did exceedingly well at this activity, I think be the group of students that have the passion and drive to be in theatre. Their future success will be determined on how much they enjoy it and why. I hope that they develop a strong love for it before it becomes too much harder. I would also encourage possibly challenging them so they don’t get bored either.
e. Identify a group or individual who had difficulty with this lesson. Based on the data, how do you account for this? What interventions could you use to help the students achieve lesson objectives?
I think the group that had some difficulty with this lesson was the other group, which maybe doesn’t have near the enthusiasm for theatre as the others in the class. I think that Actor group was over shadowing them. I think to help fix some of this problem I would have them change groups. By mixing up the groups there is the opportunity for a highly motivated theatre person to pump up the others in the group. It would also solve the clique problem from above.