Coming back from our spring break, I want the students to have a few minutes to review the notes we have taken in this unit. I want them to re-familiarize themselves with the terms/vocabulary and some of the plays we have read.
I think it is important, especially coming back after a week off, to allow them time to recall what we were doing and learning about before break.
I will allow them three minutes to go back into their spirals and review their notes.
Then, I will have them write down three things on a post-it note. These can be vocabulary terms or something interesting they learned within our study.
I will next have the students do a Share Share Trade. To do this, I will have the students Stand Up, Hand Up, Pair Up, then take turns reading their post it notes. Then, they will trade their note with their partner and move on to the next person. I will have them do this two or three times, trading notes each time.
Finally, I will call them back to their seats and as a class we will share out what we recall or learned.
This will help them recall things they may have forgotten and allows them to practice our accountable talk.
To begin with, I want the students to see the similarity between how the conflict in a drama unfolds is similar to how the conflict in a novel unfold. To do this, we are going to review the Plot Diagram for a previous play. We have already filled it out, but again, because of the break, it is important to review the story and how we filled out the diagram. Plot Diagram Completed
I will go through the different parts to the plot: exposition, rising action (conflicts develop), climax, falling action, and resolution. I will discuss how the stage direction helped to unfold the conflict in the drama. The students always struggle with what information to list for each section. I always model and try to remind the students that identifying the climax and conflict first is very helpful when trying to complete the chart.
The students are going to be doing this on their own with the play we are reading in class. So, it is important to review how to complete the chart. Student Sample
Now that we have practiced reading and analyzing a drama together, I want to give the students the opportunity to practice their skills in a smaller group.
I will begin by breaking the class into groups of five. I want to heterogeneously group the students so the struggling students have some models and support. This will also free me up to monitor and assess multiple groups.
We will be reading the play Blanca Flor This is a longer play, and should take at least 20 minutes to read the first half.
I will have the groups then decide on what character they will read for the drama. I like to let them work this out within their groups-but am always ready to intervene.
Then, I will explain our purpose on reading, which is to identify the conflict and how the plot is developed throughout the story. (The sequence)
Finally, I will let them get started on reading the play Blanca Flor. As they read, I'll circulate and check for understanding. I will try to make sure all the groups are underlining or annotating the text, making notes on conflict or plot development.
Once the group finishes with the reading of the first half of the play, I will have them work with their groups to work on filling out the Title, Author, Setting, Main characters, exposition, and the first three events of the Plot Diagram Blanca Flor. They can use their notes as well as their peers to work on the plot charts.
I will assess it for understanding.
Completing the plot chart is always a very difficult task to have the students complete. It seems that no matter how often we practice, the students always need prompting and help. They struggle over the climax and often need help with identifying it.
To close the lesson today, I will have the students reflect on the skill and tips to use when completing the plot chart. I will have them complete the Closure Slip and then collect it for assessment.