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Ryan HawkinsDifferentiated Lesson Plan British Drama UnitLesson:
Performing scenes from the play Beautiful Thing
by Jonathan Harvey:
Theatre II class (11th-12th grade students)
Class time 55 Minutes Discussion of the performance
assignment
Students have previously chosen partners andscenes
Rationale:
Iowa Core Standards addressed:
Through performance students will bedemonstrating an
understanding of theme,character, action, and conflict
Cite strong and thorough textual evidence tosupport analysis
(RL.11-12.1.)
Analyze the impact of the authors choicesregarding how to
develop and relate elements ofa drama (RL.11-12.3)
Read and comprehend literature, includingdramas text complexity
band proficiency, withscaffolding as needed (RL.11-12.10.)
Objectives: Students have supported character
interpretationthrough essays including character analysis, andwill
perform these interpretations through
differentiated ways for their peers and instructorMaterials
Needed:
Resources:
Audio/sound equipment
Video/DVD/Cameras
Overhead projector/screen
Set pieces for scenes
Costuming as chosen by students
Pen/Pencils
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Hook/Anticipatory Set:
**Differentiation**
Instructor will show a YouTube clip of a previousclass scene
from a different play
o Instructor explains the various ways to
perform their scene for their peers
Sequencing:
**Differentiated assignment**
**Differentiation**
Hook/Anticipatory Set: (10 Minutes) Instructor hands out the
performance assignment
sheet
Instructor reads the assignment aloud: (5 Minutes)
Discussion of the performance being any of thefollowing:
o Live in front of classo Video of recorded performanceo Audio
of a recorded reading of the sceneo Performing as the director of
another
partnered sceneLesson Activity: (15 Minutes)
Scene partners get together to discuss theperformance options
and which will work best forthem
Students will create their own graphic organizerto keep notes on
their discussions
Lesson Activity: (15 Minutes) Large-group discussion on what was
discussed in
partnered groups
Instructor questions group for other options onhow to perform
the scene without doing it live
Closure: (10 Minutes)
Checking for Understanding: Informal student-questioning
Checking-in with partnered groups
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**Differentiation**
Exit-slip for performance concerns and ideasDo you have any
concerns about completing thisperformance assignment? How can the
instructorhelp you? What is one alternate way in which youcould
complete this assignment?
Students may see the instructor and discuss anyissues in person
as well
Closure: Exit-slip and any other questions
Assessments: Informal questioning
Exit-slips for student concerns
Graphic organizer will be included in portfolio
