Lesson Plan – Carol Fisher
Period 4: 1:09 PM – 2:12 PM (63 minutes)
Subject: ELA A10
Topic: Dramatic Reading of Act Two and comprehension/interpretation questions
Content: D.E.A.W., Dramatic Reading Explained, Group work, Present, Questions
Teaching Strategy: Choice of movement or still performance
Outcomes: CR A10.4
Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts.
- SWBAT: Demonstrate active reading behaviours including
- SWBAT: Discussing and analysing meanings, ideas, language, and literary and informational quality in a range of contemporary and historical texts
- SWBAT: Work in groups on their oral reading
- SWBAT: Perform a dramatic reading or a reader’s theatre format reading
Prerequisite: Students will have given an oral presentation before (in a different class or grade)
- Question Sheet
- Typed out scenes
Set: Provide direction for writing. These students struggle with creative writing.
Development: Are students working together? Do they have plans for their presentation?
Closure: Do students following along with the question guide?
Set: (estimated time 10/60 minutes) (10)
- Hand back sheets
- Take up Vampire Film Sheet
Development: (estimated time 40/60 minutes) (30)
- What is dramatic reading?
o Use dramatic reading to turn an ordinary read aloud into an attention grabbing performance.
o Dramatic reading refers to reading with flare; bringing the words written on a piece of paper to life to draw in the audience
o Add some drama to your presentation (use those hands!).
o Movement and a bit of memorization (in our case we will use the books)
- Write trait of dramatic reading on the board
o Use Voices
- Create voices for the characters in the story you are reading aloud.
- Use different tones, pitches and accents that you think work best for each character.
- Speak clearly and audibly
o Props (if available; welcome to use anything in the room)
- Use simple props that are easy to alternate between while reading.
- Simple props can add to the story and make it more life-like.
- Scan the text to important stage directions
- Practice reading the piece, or the parts of the piece that you will be reading aloud.
- Practising will make you more comfortable and familiar with the text, making it easier to perform.
- Use your book; we haven’t been practising for weeks.
- Pace yourself
- Might help to highlight your part
- Students will be reading Act two orally to their peers
o Reader’s Theatre or Dramatic Reading Choice
o Students will use this as a practice stage for their final oral story retelling
o I will write the groups up on the board
o Students will gather into their groups
o One student will come grab their scene for their group
o Students will have 15 minutes to practice their reading
o Group One (Scene 1 and Scene 8):
o Group Two (Scene 2):
o Group Three (Scene 3):
o Group Four (Scene 4):
o Group Five (Scene 5):
o Group Six (Scene 6):
o Group Seven (Scene 7):
- **missing people? Get inventive! (Ms. Fisher can be the innovation)
Closure: (estimated time 60/60 minutes) (10)
- Presentations will start
- Students will be asked to work on the Act Two Questions to be taken up on Monday
- Group Work
- Strong Readers/Confident individuals placed in each group
- Guiding Questions
- ELL’s are spread throughout the groups