Lesson Plan – ELD

Candidate: Nicole Kwok

Central Focus: Students will apply narrative writing skills to write and perform a play based on Dr. Seuss’s The Lorax.

ELD.PI.3.1.Br
Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic
topics
ELD.PI.3.4.Br
Adapting language choices to various contexts (based on task, purpose, audience, and text type)
ELD.PI.3.5.Br
Listening actively to spoken English in a range of social and academic contexts
ELD.PI.3.6.Br
Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language
ELD.PI.3.12.Br
Standard(s)
Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
VAPA Standard 2.0
Creative Expression: Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal
theatre, film/videos, and electronic media productions and to perform in them.
Development of Theatrical Skills
2.1 Participate in cooperative scriptwriting or improvisations that incorporate the five Ws. Creation/Invention in Theatre
2.2 Create for classmates simple scripts that demonstrate knowledge of basic blocking and stage areas.
Students will work in groups to draft a short play of a hypothetical scenario from Dr. Seuss’s The Lorax. Students will
Content
write a script that incorporates various narrative skills including a sequence of events, narrator, characters, dialogue,
Objective:
description of actions, thoughts, and feelings.
• Students will learn basics of writing a script, mainly the inclusion of a narrator, characters, blocking, dialogue,
and stage directions
o The aforementioned vocabulary words will be used and written down for reference during instruction and
repeated through discussion and planning during group work
• Comprehensible input and scaffolding provided through references and charts, examples of scripts to be
modeled after, and The Lorax mentor text
• Students will be given a short script of a scene in The Lorax- they will read along as they watch the scene
Academic
• Listening
Language
o Watching scene, repetition of vocabulary words, instructions, planning of script, watching peers’ plays
Demands:
• Speaking
o Group work, planning of scriptwriting, assigning roles, reading mentor text aloud, practicing lines, repetition
of vocabulary words, performing play
• Reading
o Going over script, practicing lines, reading mentor text aloud, performing play
• Writing
o Scriptwriting, group planning, brainstorm of ideas
Instruction designed for:
• Students aged 8-9
• Diverse in gender and race/ethnicity
Class
• Relatable examples during instruction that appeals to student culture and interests
Information:
• Bridging ELD students
o Differentiated instruction for students of varying achievement/developmental levels, learning
styles/modalities
• Slower or quicker pacing depending on academic level
• Extended time for guided practice and independent practice
• Preteaching vocabulary words
• Labeling words with examples/visuals
Adaptations: • Larger visuals
• Repetition
• Presentation of lesson in different modalities (film version + script vs. mentor text)
• Students may type and look up words using computers
• Strategic pairing/grouping, both heterogeneous and homogeneous in EL level
 Lesson Plan – ELD

• Both formal and informal assessments will be administered before and during lesson
• Turn and Talks will be implemented during direct instruction
o Teacher will observe discussion and assess engagement level
o Teacher will repeat and reteach depending on student understanding
• Students will be put into groups of 4-5 and plan their script (brainstorm worksheet)
• Following completion of their brainstorm, groups will be given a Script Checklist
• Students may begin to discuss and plan the drafting of their script
Description of
o During this time, teacher will circulate room and conference with groups to check for progress and
Assessment:
understanding, gauging level of academic language and relevant discussion
o Teacher will provide feedback and guidance as necessary, referencing anchor chart of related terms and
Checklist for required items
• Formal assessment in the form of the final written script from groups of 4-5 students and performance of play
o Evaluation criteria based on inclusion of a narrator, characters, dialogue, logical sequence of events, stage
directions, appropriate blocking, descriptions of thoughts, actions, feelings
• Directions and all work is adjusted to students’ appropriate EL level (class is majority Bridging English Learners)
• Students should be at Bridging EL level
• Students should be able to follow verbal and written instructions and demonstrate active listening to read alouds
Prerequisite
and oral presentations
Background
• ELs should be able to ask and answer detailed questions with minimal prompting and light support
Knowledge/
• Students should be able to express ideas verbally to peers and contribute to class, group, and partner
Skills:
discussions
• All students have grasp of a variety of writing conventions and understand text and story structure
• The Lorax by Dr. Seuss
• The Lorax film version
• Script of scene from “The Lorax”
Materials: • Anchor chart of theater related vocabulary
• Brainstorm worksheet
• Script Checklist
• Chromebooks
• Teacher will begin by asking students the difference between a book and a movie.
o Do they simply act out the words in a book when they make movies?
o Students will turn and talk to a peer about what they think the differences and similarities are
• Both books and movies tell a story, but they are written in different ways.
Open o Movies don’t follow the words from the book but follow a script (define and discuss). The script gives
directions to the people acting out the movie or play
• Usually, the author of a book and the author of the script are not the same person. In movies or plays, the author
who writes the script is called a screenwriter.
• Today we will see and experience the types of things a screenwriter does and be the authors of our own plays.
• Teacher will read The Lorax aloud to the class.
• Students will be given a script version to the film version of The Lorax while it is played on the screen for them
• They will be asked to read and follow along as they are watching
• Scene will be played once again, with the teacher stopping frequently to explain what is included in the script
• Teacher will write important vocabulary onto an anchor chart: narrator, characters, blocking, dialogue, and stage
directions, providing examples by referring to the scene from The Lorax
• Students will compare and contrast the script and the text from the book. Turn and Talk.
• Now I want you to see if you can write your own version of a scene based on “The Lorax.” You are going to
Body imagine if you lived in the world where The Once-ler and his factory polluted your town and used up all its
resources. What will you do to try and solve the problem?
• Teacher will assign groups of 4 and 5 (different academic levels) and hand out brainstorming worksheets
• Students will begin discussing and planning their script while teacher circulates the room
• Groups may begin typing their script on Chromebooks, looking up unfamiliar words and referring to anchor chart
• Teacher passes out Script Checklist
o Students advised to over Checklist once as they write their script and again once they’ve finalized their
script, making sure they have included all required elements
o Teacher will offer feedback and guidance as necessary, making sure every group member has a role
• Students will turn in their final scripts with title and assigned roles
• Teacher reviews discussion points comparing and contrasting texts in books vs. scripts in movies/plays
• Partner + Whole group discussion: What was it like writing your own script today? Was it different compared to
simply writing a story in paragraph form? Share your thoughts with the person next to you. Who would like to
share with the class what they think?
• What was the most surprising thing you learned about writing a script today? Let’s try and use our new words. If
Close you don’t remember them, you may look at our anchor chart. Raise your hand and tell us, “I was surprised by…”
or “I learned…”
• Teacher will assess understanding based on student answers and observing academic conversation.
o Additional examples may be provided as necessary
• I hope we all completed everything on our Script Checklists. Let’s begin our plays.
• Student groups will read their scripts and perform their plays in front of the class.
o Teacher assesses using criteria listed in the Script Checklist