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A Semi-Detailed Lesson Plan in English Iii On: Go "Less With Words" (Performance) Date: February 4

This lesson plan is for an English III class on dramatizing life's stories through performance with less reliance on words. The objectives are for students to dramatize roles using appropriate non-verbal strategies and to participate actively in performances. The lesson will have students role play a short conversation, discussing the use of non-verbal cues. Students will then perform the conversation at the front of the class, encouraged to rely more on conversation than words. They will then discuss how they described themselves in their assumed characters. For assessment, students will explain in 3 sentences how role playing helps learners understand others' feelings and experiences. The assignment is to read an article on the Great Depression.

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Aristotle Tomas
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48 views1 page

A Semi-Detailed Lesson Plan in English Iii On: Go "Less With Words" (Performance) Date: February 4

This lesson plan is for an English III class on dramatizing life's stories through performance with less reliance on words. The objectives are for students to dramatize roles using appropriate non-verbal strategies and to participate actively in performances. The lesson will have students role play a short conversation, discussing the use of non-verbal cues. Students will then perform the conversation at the front of the class, encouraged to rely more on conversation than words. They will then discuss how they described themselves in their assumed characters. For assessment, students will explain in 3 sentences how role playing helps learners understand others' feelings and experiences. The assignment is to read an article on the Great Depression.

Uploaded by

Aristotle Tomas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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A SEMI-DETAILED LESSON PLAN IN ENGLISH III on

Go “Less with Words” (Performance)


Date: February 4, 2015
OBJECTIVES:
a. Dramatize life’s stories by speaking the lines with appropriate non-verbal strategies; and
b. Participate during stage performances in order to note that “true learning cannot take place when
students are passive observers.

SUBJECT MATTER: Go “Less with Words” (Performance)


Strategies/ Techniques: Dramatizing a role of a character
Instructional Materials: chalk and board, rubric
Reference  A Journey Through Anglo- American Literature
Materials/Sources:  https://sites.google.com/site/roleplayconversations/home/conversation-
lesson-plans

LEARNING PROCEDURE:
Review of the Previous  Review performance as an important element of a play.
Lesson:
Motivation:  As a warm-up, have the students perform the short conversation.
A: You look worried. Why ?
B: I think I have killed our neighbour's dog.
A: What happened ?
B: I ran over it with my motorbike.
A: Why don't you apologize to him ?
B: To the dog ? I told you, it is dead.
A: No, ................, to your neighbour.
B: Are you crazy ? He will kill me if I tell him about the dog.
Lesson Proper:
 Present the day’s objectives.
 Prior to the performance, discuss with the students the use of non-verbal strategies. Explain that, “the
principle behind role-playing is that the student assumes a particular personality of a different person,
such as a historical character so the ability to use non-verbal strategies will be a significant aid for the
students.
Activity/ies:
 The students come to the front and role play the conversation. As much as possible, the students should be
encouraged/given the opportunity to do much conversation for better results.
Closure:
 Students share how they describe themselves when they assumed a different character during the play?
END- OF- DAY EVALUATION/ASSESSMENTS:
 Explain the line in at least 3 sentences. “Role-play helps learners reach outside their world and embrace the
feelings, emotions and troubles of others. “
ASSIGNMENT/EXTENSION ACTIVITIES:
 Read the article, The Worst Depression of Modern History.
Noted by: Date:
______________________________________ ________________________

 (for classroom instruction purposes only)


 1

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