lesson plan - ela samantha starkey university of maryland

Running Head: LESSON PLAN – ELA 1

Lesson Plan - ELA

Samantha Starkey

University of Maryland University College

LESSON PLAN – ELA 2

Name Samantha Starkey

Grade Level 11th

Unit Title Modern Drama in America

Time Allotted Single period, 90 minutes per class

Lesson Topic Examining realism in August Wilson’s Fences

Context for Learning

The class has already been introduced to the unit on Modern Drama in America, having

discussed elements and sequencing of drama in previous lessons. Explicitly, the class has

covered realism, melodrama, and naturalism within the Modern Drama unit. The purpose of this

lesson is to engender discussion about realism within the modern play. Specifically, the focus of

this review phase will be on the aspects within Fences that lend themselves toward an approach

on realism. The lesson will examine the characters in the play and relate them (their

characteristics or situations) to real-life circumstances.

The students will have a hard copy of the text, Fences, to take home to read for homework and

other assignments. Students will have access to other plays by Wilson including (but not limited

to) The Piano Lesson and Ma Rainey’s Black Bottom. Internet access is provided for further

research and investigation into the subject via classroom computers, iPads, and passes to the

computer lab. Assistive technology and tools including headphones, videos, audio-players,

reading guides, and access to the book nook are available in the classroom. Students will be

watching a short YouTube video of the play, Fences. While the video in discussion is only a

snippet of two versions of the play – students have access to the full play through YouTube and

audio book.

The students are clustered in mini-rows of three. These sets make up the groups for the current

unit. The classroom seating can be seen in the chart below:

Teacher’s Desk Smart Board

Book

Nook

S

h

e

l

f

Shelf Cabinets

Door

Table

Computers

Co

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uters

F

i

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Curriculum and SPA Standards Addressed

The following standards of the NCTE/NCATE Initial Preparation of Teachers of Secondary ELA

will be supported within the lesson plan:

NCTE/NCATE Standards for Initial Preparation of

Teachers of Secondary English Language Arts, Grades 7-12

Content Knowledge I. Candidates demonstrate knowledge of English language arts

subject matter content that specifically includes literature and

multimedia texts as well as knowledge of the nature of

adolescents as readers.

II. Candidates demonstrate knowledge of English language arts

subject matter content that specifically includes language and

writing as well as knowledge of adolescents as language users.

Element 2. Candidates know the conventions of

English language as they relate to various rhetorical

situations (grammar, usage, and mechanics); they

understand principles of language acquisition; they

recognize language history on ELA content; and they

understand the impact of language on society.

Content Pedagogy: Planning Literature

and Reading Instruction in ELA

III. Candidates plan instruction and design assessments for reading

and the study of literature to promote learning for all students.

Content Pedagogy: Planning

Composition Instruction in ELA

IV. Candidates plan instruction and design assessments for

composing texts (i.e., oral, written, and visual) to promote

learning for all students.

Learners and Learning: Implementing

English Language Arts Instruction

V. Candidates plan, implement, assess, and reflect on research-

based instruction that increases motivation and active student

engagement, builds sustained learning of English language arts,

and responds to diverse students’ context-based needs.

Element 2. Candidates use data about their students’

individual differences, identities, and funds of

knowledge for literacy learning to create inclusive

learning environments that contextualize curriculum

and instruction and help students participate actively in

their own learning in ELA.

Element 4. Candidates select, create, and use a variety

of instructional strategies and teaching resources,

including contemporary technologies and digital media,

consistent with what is currently known about student

learning in English Language Arts.

Note. Adapted from NCTE/NCATE standards for initial preparation of teachers of secondary English language

arts, pp. 1 – 2, by the National Council of Teachers of English (NCTE), 2012.

The following standards are from the Maryland State Curriculum, Core Learning Goals in

compliance with the Maryland State Department of Education:


Reading Standards for Literature

RL2 Determine two or more themes or central ideas of a text and analyze their development over the course of

the text, including how they interact and build on one another to produce a complex account; provide an

objective summary of the text. (SC, 11-12)

RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or

drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and

developed). (SC, 11-12) (MSDE, 2014 a, p. 2)

RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or

recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play

by Shakespeare and one play by an American dramatist.) (MSDE, 2014 a, p. 4)

RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades

11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Note. Adapted from Maryland Common Core State Curriculum: English Language Arts: Reading Standards for

Literature, pp. 1 – 5, by Maryland State Department of Education (MSDE), 2014 a.

Speaking and Listening Standards

SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively. (SC, 11-12)

SL.1a Come to discussions prepared having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas. (SC, 11-12)

SL.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and

deadlines, and establish individual roles as needed. (SC, 11-12)

SL.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all

sides of an issue; resolve contradictions when possible; and determine what additional information or

research is required to deepen the investigation or complete the task. (SC, 11-12)

Note. Adapted from Maryland common core state curriculum: English language arts: Speaking and listening

standards, pp. 1 – 4, by Maryland State Department of Education (MSDE), 2014 b.

Language Standards

L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. (SC, 11-12)

L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing. (SC, 11-12)

L.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (SC,


11-12)

Note. Adapted from Maryland common core state curriculum: English language arts: Language standards, pp. 1 –

5, by Maryland State Department of Education (MSDE), 2011.

The following standards from the International Society of Technology in Education for students

will be supported in the lesson:

International Society for Technology in Education (ISTE) Standards: Students

1. Creativity and

innovation

Students demonstrate creative thinking,

construct knowledge, and develop

innovative products and processes using

technology.

a. Apply existing knowledge to generate

new ideas, products, or processes

b. Create original works as a means of

personal or group expression

3. Research and

information

fluency

Students apply digital tools to gather,

evaluate, and use information.

a. Plan strategies to guide inquiry

c. Evaluate and select information sources

and digital tools based on the

appropriateness to specific tasks

5. Digital citizenship Students understand human, cultural, and

societal issues related to technology and

practice legal and ethical behavior.

a. Advocate and practice safe, legal, and

responsible use of information and

technology

b. Exhibit a positive attitude toward using

technology that supports collaboration,

learning, and productivity

6. Technology

operations and

concepts

Students demonstrate a sound

understanding of technology concepts,

systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively

and productively

Note. Adapted from ISTE Standards for Students, by International Society for Technology in Education (ISTE), pp.

1 – 2, 2007.

Objectives (observable and measurable)

Cognitive/Affective Objectives

During the warm-up, students will be cognizant of one another’s choices and

interpretations of the play.

During the YouTube video, students’ attention will be focused on the Smart Board

without disrupting their peers.

During the class discussion about realism within the play, students will be respectful of

varying viewpoints and opinions.


During the class discussion about realism within the play, students should ask questions

that utilize the text in a manner that furthers the students’ comprehension and

understanding of the text and themes within.

During group discussions, students will focus on the decision of presentation platform,

playwright, and roles, while being supportive and respectful of one another.

While students use the computers or iPads, they will be respectful about the content they

are viewing.

Instructional Objectives

At least 95% of students should be able to classify the type of play being read at a given

time (i.e. drama, tragedy, realism, naturalism, or melodrama).

Students should be able to identify four characteristics of realism with an accuracy of

100%.

At least 95% of students should be able to identify the roles of characters in a play (i.e.

major v. minor, protagonist v. antagonist, hero v. tragic hero).

At least 95% of students should complete the first tasks of the group assignment by the

end of class.

Multiple Intelligence Objectives

Students will use bodily-kinesthetic skills during the warm-up activity.

Students will use verbal-linguist skills when discussing social issues, themes, or

characters presented in Fences as a whole class.

Students will use intrapersonal skills when responding to their peers to determine if their

own comments / replies are mindful or helpful.

Students will use interpersonal skills when discussing their upcoming projects with their

assigned group members.

Materials

Teacher

Smart Board

Computer with Internet access

Timer – visual and auditory aide (to be displayed on the Smart Board)

Warm-up Activity (displayed on Smart Board)

Copy of Fences by August Wilson

YouTube video of Act 1, Scene 3 selection of Fences

Language translator, or dictionary, to bridge communication gaps with ELL students

Periods 3 and 7 are inclusion classes and will have Ms. Rainey (the Special Education

teacher) present


Students

Learning Journal

Pencil

Copy of Fences by August Wilson

Group Workbook

Class Access & Assistive Technology

Various printed and digital works by August Wilson (audio versions also available)

Computers

iPads

Headphones

Full YouTube video of Fences play as acted out on stage

Proactive Behavior Management

In order to prevent disruptions, the class seating chart for each period has been rearranged to

focus on groups of three. These seating arrangements consider student interactions (both

positive and negative) in order to negate disruption and conflict. The arrangement also promotes

student diversity in working with peers that have varying cultural backgrounds and varying

abilities. Students were sent home with a classroom agreement that listed the classroom rules as

decided on at the beginning of the year. These rules and expectations are presented on a poster

that is displayed next to the Smart Board, at the front of the room.

Provisions for Student Learning

Each week I assign a student helper (the list is alphabetically ordered, so each student gets a

turn). The helper will go to back of the class, where the cabinets are, and pass out the handouts

that I have placed there. To ensure this is done swiftly, the helper will pass out approximately 9

(it depends on the period) sheets per row, which the students will pass on to their neighbor. All

homework and assignments are to be turned in to the appropriate file (as denoted by class and

period number), located near my desk.

The lesson ensures student engagement and interest through many facets. For instance, the

warm-up is a fun and exciting interactive activity that involves the students both physically and

mentally. The class discussion will compare the social issues faced in the play with the social

issues that still plague our nation. The lesson aims to relate a play based in the 1950s to our

current society – to demonstrate the strides that have been made, as well as those which are still

being made. The discussion will require student participation. While I will begin the discussion,

I expect the students to take lead and interact / engage one another in a respectful and mature

manner. Students that do not adhere to respectful conduct will be given a warning before their

participation points are docked. The purpose of the discussion is to gauge students’


understanding of the material at hand and to allow them to relate it to their own lives; while also

promoting cultural diversity.

As the students have already been placed in their groups for the unit, their desks are clustered

together. However, students have the opportunity to choose a location to work on their project.

Some will request seating in the book nook with longue pillows, a bean bag chair, and a yoga

ball. Others will sit at the semi-circle table. There are two sections of computers (three units per

area) that students may also work at. Furthermore, students may rearrange their desks to fit their

group discussions more comfortably (or pull up a chair). The only request is that students leave

their areas clean and tidy for the next class.

Also regarding student groups, the groups will be encouraged to work together to choose a

platform for their presentation. They are required to agree upon the roles of each member in the

group. Groups may request to work with one other group if all members of both groups agree,

along with teacher approval. Groups need to write their overall goal, and individual goals (for

their roles) in their group notebooks (each student has one). Students are aware that the teacher

will check this aspect of the assignment prior to dismissal.

Procedures

Pre-bell

Stand in the hallway, near door to greet students. Touch base with students who have late work,

or need to make up an assignment.

Warm-up / Opening (7 minutes)

Prior to looking at the warm-up, students will write down the homework assignments in their

planners.

The warm-up will be displayed on the Smart Board. For this lesson the warm-up states:

Students will stand up by their desks and wait for further instruction.

Teacher will stand at the front of the room and instruct students on the following:

We have a bowl with dialogue lines from the text. I will use a popsicle stick to choose

the first student – who will then pick a slip of paper from the bowl and read it aloud.

Students will choose one side of the classroom (as designated on the slip) in response to

the line.

Here is an example – Who said, “I know you like the back of my hand”? If you think it

was Bono then stand on the right side of the classroom, if you think it was Rose then

stand on the left. Students will pick their side.


The purpose of this activity is to release some energy, to exercise our minds and our

bodies at the same time. Please watch for your peers, no non-loving physical contact (i.e.

no pushing, shoving, or tripping).

I’ve set the timer for 5 minutes. Once it rings, please take your seats.

This activity should last for approximately 6 minutes with 3 – 5 lines read per class.

Anticipatory Set (20 minutes)

The end of the warm-up has sounded via the timer. The students have taken their seats. They

should pull out their learning journals and a writing utensil to write their responses.

Prior learning review (approximately 5 minutes) –

Students are asked to define the term, modern drama, as it pertains to the literary

teachings of drama. Students will define the term in their learning journals.

Ask for a student volunteer to define modern drama from their journal response. Check

for accuracy.

Introduction to new learning (not more than 10 minutes) –

Ask for students to define the term, realism. If a student volunteer is incorrect, ask for

another definition. Once the correct definition is given, call on original volunteer to

restate the correct definition of realism.

Show students the StagingShakespeare (2013) YouTube video of a scene from Fences.

o Ensure that closed captions are on for hearing impaired students, or those with

developmental needs.

Lesson goals (approximately 5 minutes) –

Inform students that the following discussion will focus on how Fences lends itself to

realism within modern drama.

Note that the discussion needs to focus on the characters and events within the play.

Students should attempt to relate the play to modern day society and events, or

personal experiences. Students are reminded of the discussion expectations (i.e. being

respectful of varying opinions, experiences, and beliefs).

Discussion will come to a close after 30 minutes, as sounded by the visual and

auditory timer on the Smart Board.

Inform students that the group project will be introduced toward the end of the class.

Students will discuss the handout about the assignment once the discussion has

ceased.

Modeling (10 minutes)


The teacher will model the expected discussion through suggestive questions and responses as

followed:

Teacher: “Troy Maxson is in a unique position of character development; he is a blend of

the past and the future. How is this demonstrated within the text? Please use textual

information when possible.”

Student Response: “Troy is living in a society that is fighting for the rights of African-

Americans, but he stifles his own son’s dreams of playing football because he too, was

thwarted by his own father. He can’t seem to escape the way he was brought up, despite

wanting better things for himself – as seen when he argues that African-Americans

should be truck drivers.”

Student Spin-off Response: “Right! We read about Cory feeling disliked by his father and

we just saw two interpretations of that scene – I feel like Cory has a right to question

Troy’s love toward him. My parents are always boosting my confidence, they support

my choices, and they try their best to help me. Troy isn’t doing that for Cory. I just

don’t understand his issue with his own son.”

Teacher: “Excellent. Class, can anyone think of a reason as to why Troy is treating Cory

that way?”

Provide adequate wait time.

Student Response: “I think it’s because, like [name of first student responder] said, Troy

is mimicking what has been done to him in his childhood. I mean his dad was a harsh

man and Troy doesn’t know how to parent differently.”

Teacher will remind the students that the examples provided demonstrate thoughtful responses,

while also maintaining respectful and mindful consideration of peer responses. Students are

encouraged to ask the teacher questions for clarification, or for redirection. The teacher

encourages the students to lead the discussion.

Guided Practice (30 minutes)

Timer will be set for 30 minutes and displayed on the Smart Board.

Students will be presented with the following question:

“Troy Maxson is a universally conventional male figure – he is hardworking, provides for

his family, but he is also flawed. What are his flaws, why do they exist?”

Students are expected to continue the conversation. They should note how Wilson took real-life

situations that were occurring in the 1950s and applied them to the issues seen in Fences. This

will demonstrate their understanding of the text and of elements applied to realism in modern


drama. This will also signify the success of certain IOs as previously outlined (i.e. students

should point out at least 4 characteristics of realism during the discussion or traits that make Troy

a tragic hero).

Independent Tasks (18 minutes)

Once the timer has gone off, students will close the conversation and pull out their group

workbooks. At this point in the year, the groups know that they are able to move around – some

will sit at the computers or in the book nook. Once groups are situated they are expected to read

the handout on the assignment silently. After all members have read the assignment, they should

begin to decide on their roles, platform, playwright, and goals (timeline of schedule). Mastery of

the understanding of modern drama will be demonstrated through the end product of this

assignment.

Summary / Closure (5 minutes)

Students will be asked to rate their level of understanding regarding the concept of realism as

followed by show of fingers (or closed hand):

Zero: I don’t understand, even with teacher and peer help.

One: I think I understand, but I find myself confused at times.

Two: I have a good understanding of the concept when an example is provided.

Three: I understand the concept and can demonstrate my knowledge.

Four: I understand the concept and can instruct my peers!

Teacher will make note of students that show a zero through two level of understanding. These

students will be e-mailed further information on realism. Teacher will remind students that the

free period of their block lunch is open to students who wish to have a review, further

instruction, tutoring, or time to work on other assignments.

Students are reminded to begin work on their project, which will be the primary focus of

tomorrow’s lesson.

To leave class, students will play a “hot potato” style exit game. The teacher passes a stress ball

to a student, who then announces their individual role in their group project, and passes it to the

teacher who tosses it to another student. In this manner the teacher has control of the situation

and is able to ensure engagement of students that are seemingly disconnected or disruptive.

Teacher reminds everyone to have a great day and to make smart choices.

Adaptations

Make sure that computers and iPads are available for students that require those

technologies to complete standard written tasks.


Provide the yoga ball and / or bean bag chair to students with sensory needs. Make sure

these students have access to the portable lap desk if the need arises.

The video will have closed-captions for hearing impaired students and those with

developmental needs.

ELL students will be able to view a transcript of the video in their native language as the

video is shown in class.

ELL students will be given differentiated handouts (with their native language and

English translations).

Students with intellectual disabilities (or developmental reading disorders) will be given

an adapted (altered) version of Fences.

If the class discussion proves to be problematic, due to seating arrangement, instruct

students to form a circle (this should take only a minute or two for adjustment). This may

help students feel more comfortable and to ensure that their voice is being heard by their

peers.

If the groups are having trouble choosing roles, suggest that they write the roles on pieces

of paper, mix in a box, and choose (i.e. youngest picks first).

For students with developmental needs, check for understanding / comprehension of text.

Provide notes that are catered to their learning needs. Include source materials for further

reading comprehension.

If Ms. Rainey is not available, then make sure to fill out behavior charts and take notes on

the students she oversees. Provide her with these notes through e-mail at end of day.

Assessment

Teacher will determine student understanding through various forms of assessment as followed:

Formative assessment

During warm-up, gauge student participation. Check for accuracy of dialogue

comprehension.

During anticipatory set, check for accuracy of literary definitions.

During anticipatory set, determine student attentiveness and engagement with the video

shown. Pause video if needed, to ask questions, and re-engage students.

During guided practice, walk around the room while students discuss Fences, realism,

and social issues. Demonstrate approval through facial expressions and hand gestures.

Provide feedback when needed. Take note of those not participating.

During independent tasks, check in with individual groups to see how they are

progressing. Offer support through suggestions as needed. Gauge interest and

engagement by asking students about their thoughts on the assignment.

Teacher will ask for show of fingers to demonstrate level of understanding.


Prior to dismissal, teacher will check group notebooks to ensure that group and member

goals are presented.

Also prior to dismissal, students will provide teacher with an exit slip that denotes their

group and their role.

Summative assessment

Teacher will conduct assessment of learning at the end of the unit on modern drama.

This assessment will take form in the shape of the end product from students’ group

assignments. This grade will determine students’ mastery of content taught. See

instructions and rubrics on Weebly for further details.

Students will also be assessed via a quiz on the literary terms of modern drama this

Friday.

Generalization / Extension Activity

Should students finish their group tasks (assigning roles, determining platform, choosing a

playwright, and setting goals), then the students should begin to research their playwright

through the use of computers / iPads, textbooks, and other course materials provided in class.

Students are also able to check into their groups through the online classroom. For instance, if

the group leader decides to e-mail members during this extension period, the members are able to

login and confirm the e-mail was received. They may also begin outlining or diagramming their

project during this time. The main focus is to utilize the remaining time in class to work on the

group project in some productive manner.

Review / Reinforcement

Students are required to complete the assignments designated on the chalkboard under the

heading, At-home Assignment:

Login to your group via the online classroom, at least once tonight. Respond to group e-

mails.

Begin to research material for your group project. Sign out any materials you are using

from the classroom.

Quiz on Friday.

Have a FUNtastic Monday!


References

ISTE (2007). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-

standards/standards-for-students

Gwynn, R. S. (2009). Drama: A pocket anthology (4th

ed.). New York, NY: Pearson Education,

Inc.

Mcglonn, D. (2015, November 11). Fences. [Video File]. Retrieved from

https://www.youtube.com/watch?v=PoRmIJ7eFMk

Meyer, M. (2005). The Bedford introduction to literature. Boston, MA: Bedford/St. Martins.

MSDE. (2011). English language arts: Language standards. Retrieved from

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Language_gr9-12.pdf

MSDE (2014 a). English language arts: Reading standards for literature. Retrieved from

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Reading_Literature_gr9-

12.pdf

MSDE. (2014 b). English language arts: Speaking and listening standards. Retrieved from

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Speaking_Listening_gr9-

12.pdf

NCTE. (2012). NCTE/NCATE standards for initial preparation of teachers of secondary

English language arts: Grades 7 – 12. Retrieved from

http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/ApprovedStandards_1112

12.pdf

StagingShakespeare. (2013, January 16). Fences – Analyzing staging in act 1, scene 3 – “How

come you ain’t never liked me?” [Video File]. Retrieved from

https://www.youtube.com/watch?v=jE2dDmMGfa4

Wilson, A. (1986). Fences. New York, NY: Penguin Group.

http://www.iste.org/standards/iste-

http://www.iste.org/standards/iste-

lesson plan - ela samantha starkey university of maryland

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