Guided Play Writing Lesson Plan - Attack of Sharktopus

I have written  about my enrichment lesson, play writing and the process in writing the play Attack of Sharktopus. This is the lesson plan I created for this project. It was creative and enriching for my students.

SCHOOL CURRICULUM MAP K-5 specials

Teacher(s): Kim Miller                                  Subject:  Enrichment         Date: November 8, 2016

7 Days Instructional Focus: DOK 3, DOK 4  DOK 1- Recall/Reproduction DOK 2-Application Skills & Concepts DOK3-Strategic Thinking DOK 4-Extended Thinking
Content Standards  New Mexico Standard W3a I can establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. NM Theatre Arts 2A(b) 4-6 - I can Develop dialogue to express character’s feelings	Instructional Model for Student Mastery Final written play.
Summative assessment: Final written play
Activities for Knowledge and Skills Instruction: Numbers one through eight need to be included in your lesson plans. 1.      Method for accessing prior knowledge: Discuss plays that we have read as a class and how they are written. 2.      Method for achieving QCG objectives: Writing, reading 3.      Modeling (I do…) How will the unit content be introduced and modeled for students? TW read plays with students, then model how a play is written. 4.      Guided practice (We do…) How will you gradually release responsibility to students? SW write their class play in steps and put together as a group. 5.      Independent practice (You do…) What activities will students engage in to support mastery? SW create their own character, plot and setting. 6.      Methods for checking understanding: Observation, discussion 7.      How will you provide timely feedback to students: Discussion each day as the play writing progresses 8.      Modifications and accommodations for all students: Lesson Plan Information ACCOMMODATIONS (check all that apply/add other strategies)                             IEP ☐ Repeat/Confirm/Simplify Directions ☐ Present instructions orally ☐ Give directions in small steps ☐ Provide visual aids ☐ Provide partially completed outline or      graphic organizer ☐ Show a model of the end product ☐ Provide study guides and/or study questions ☐ Increase wait time for responses                           FBA/BIP ☐ Pair student with students modeling good      behavior ☐ Reward positive behaviors ☐ Use non-verbal cues to communicate      inappropriate behavior ☐ Section 504      ☐ SAT                              ELL ☐ Repeat/Confirm/Simplify Directions ☐ Access to manipulatives ☐ Increase wait time for responses ☐ Slower speech, clear enunciation ☐ Provide partially completed outline or     graphic organizer ☐ Provide sentence frames/starters Culture Connection (check all that apply/add other cultural connections) ☒  Recognition and validation of all student’s culture                                      ☒  Legitimizes student’s real life experience ☒  Establishment of appropriate relationship between student and teacher      ☒  Encourages collaboration of students from various cultures Each box expands for you to add lesson plan information. The above activities need to appear somewhere in your lesson plans.
Day 1 ·         TW model how to write a play based on the plays students have read. ·         SW create a character, with feelings, thoughts, ideas
Day 2 ·         SW create a plot on paper with problem and solution.
Day 3 ·         SW create a setting ·         Entire class and TW discuss the setting, plots and problems.
Day 4 ·         As a group will determine main setting and how the others will fit into the story.
Day 5 ·         SW create a dialogue through guided writing for their characters with the other characters in the story. ·         Blocking, script and setting notes will be added to the play.
Day 6 and Day 7 ·         Dialogue will be put together through guided writing with the settings to finalize the play.
Reflection: Through this lesson students learned to work collaboratively and creatively in writing their play, rehearsing and production. Students used a higher level of thinking skills during the entire process of this project. All students were highly engaged because they were a part of their own education. The entire project was a huge success.
Review: The final play was a success.