Sample of work:  This is the lesson plan that my partner and I created that is focused around speaking and drama.

Speaking Lesson

Objective:  The students will put together a puppet/short drama and perform it in front of the class.

Methodology:

1.      The purpose is aesthetic speaking.  They will learn to communicate emotions and ideas through both verbal and body language.  Students are separated into 2 groups based on their level of comfort in front of people.  Half will be doing puppets, the other half, drama.  We’re doing Halloween plays since its October.

2.      Kids will listen for things they relate to in their own lives and can use this to scaffold ideas about speaking and communicating emotion.  This ties to the speaking lesson because kids learn to communicate their own experiences through drama.

Objective

3.      Dramatic speaking.  The students will learn to connect their own stories with their character and accurately portray that to the rest of the class.

·         Aesthetic listening to Dramatic speaking

·         It’s important to teach children to love listening to and speaking words.  The students are connecting with their character.

·         Prior Skills:  Work in groups, read, speak, portray emotion, make puppets/put together outfits

·         Mastering:  How to become a character outside of themselves and feel comfortable speaking in front of others.

Methodology

·         Literature:  Ruby’s Stew by Race Sunnie Bunnie and Linda A. Copp,  Hansel and Gretel by Jeannette Jaquish, and Madame Rhinoceros and her Dress by unknown.

·         Materials:  Concrete/Visual: Butcher paper, markers, old clothes, glue, yarn, plates, popsicle sticks, scripts.  Abstract: Emotions

·         Hook:  doing our own short skit and having them make their props.

·         Personal Connections:  being able to pick character and find ways to relate so they can accurately portray them to the rest of the class

·         Schedule

9:30-9:40:  Intro and about plays

9:40-10:15:  Read Script, Assign Parts, Ideas for Design, Rehearse Verbally

10:15-10:30:  Recess

10:35-10:50: Rehearse

10:50-11:20:  Plays

11:20-11:30:  Reflection

Space:  In groups, desks in 2 circles, Resources:  Materials handed out to students

·         Explain:  We will model the concept by performing our own skit at the beginning as already stated above and they’ll be listening for enjoyment.

·         Understanding:  They’re performing their skits

·         Choices: They will need to be involved in the planning and backstage activities.  They can read or journal if they don’t want to participate

·         Differentiate:  Since they are in small groups 2 options are:  One on one according to personal needs, Peer help

Assessment

·         What:  Their ability to put together the play and present it to the class.  They will learn to use speech to convey emotion.  Listening:  they will learn to listen to the other groups production for enjoyment.  Every child will be assessed according to their small group work and what they contributed. 

·         How:   By watching plays.  They’ll share what they learned and the class through their presentation, talking throughout the activity, journal reflections, and display of crafts.

·         Document:  They’ll journal at the end and turn in all props created for the plays.  We will read and/or collect the journals

·         Review:  Presentation of plays, and grand conversation, as mentioned above.

Reflection

This class stretched me and grew me in more ways than I even knew it would/could at the time I was enrolled.  I knew from the very beginning that it would be an intense period for me.  I realized that reflection is not something that is merely a suggestion…it is an absolute necessity for a teacher.  People who are going into the teaching profession tend to be perfectionists and tend to fill up their time with miscellaneous activities in order to always have the air of professionalism and strength.  Reflection time has been pushed aside in order to lend time to efficiency…but I realized something.  If a person is not reflecting on the work that they do, then it cannot possibly be improved…and who suffers because of this?  The students. We need to be teaching our children from an early age that in order to grow and yes, even improve as individuals, we need to allow time to reflect on the work that we have done, on the day that we have had, and on the moods that we are experiencing.

This was also my first time teaching without the main teacher being present.  I worked with a partner and we took a few risks that I believed paid off.  We spent a three hour time working with the kids on drama.  I was initially scared to death of drama because the class tends to be louder, more chaotic, and messier than if the kids are “corralled” in their desks.  I found out though that this is one of the best ways to get to know your students.  You find out which of the students like to be in front of a crowd, which students are best suited for creative arts, and which students make good directors!  The teaching time was absolutely invaluable to my growing time as a future educator.