Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 1 - Determining the Plot of a Story

Context This is the first lesson in a unit of story that requires students to take on the various roles associated

with puppet shows. The culuminating project will allow the students to perform the puppet shows that they have written for patients at local children’s hospitals, younger students at their school, nursing homes or at a community performing artls center.

Objectives The students will be able to synthesize the story The Toughest Cowboy in order to map the plot of the story using a plot map with 100% accuracy.

Connections Students will understand that playwrights use plot organiers when writing scripts for puppet shows. Students will be implementing reading skills of identifying plot of the story in order to bridge to the next step

that requires the students to develop a plot before drafting a script.

Asses Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Plot Map       100% accurate      

                             

Resources, media and technology

The Toughest Cowboy by: Plot Map

Procedures

Before this initial lesson, students should have had prior lessons that exercise their comprehension skills. The lesson that should precede this lesson should allow the students to summarize the story so that they have an understanding of the main events from the book.

Setting the purpose: discuss with students how plays, TV shows, puppet shows, and movies are created. Students should come to the conclusion that someone or a group of people writes a script that actors bring to life. Communicate that the goal of this lesson is for the students to understand the elements that make up the plot of a story and to be able to identify the plot of The Toughest Cowlboy.

Tell the students that the writers of plays are called playwrights. The playwrighter has a very important job of writing a strong script that will captivate an audience and tells a story that people want to hear. How do they do that? The first step is to map out the story. Just like you would plan a trip before you set out on an adventure, writers have to plan their story before they can create their masterpieces. One way that playwright do this is by mapping the plot of the story using a plot map.

Begin by discussing a familiar story that the students are all familiar with, one suggestion would be goldilocks and the three bears. Retell the story as follows: Once upon a time there was a sweet little girl named goldilocks. She loved to pick fragrant flowers from the forest floor. One day she got so caught up in picking flowers that she soon lost her way. She trembled with fear as she perused through the darkening forest looking for some familiar sign. Just then she saw a small cottage in a tiny clearing upon a hill. Confident she would find someone who could help her find her way home she ran to the door of the modest home. Much to her surprise, no one was home. Confident, someone would be home soon; she let herself in to wait for the occupant of the home. What Goldilocks didn’t know is that this was the home of a family of three bears, mama bear, Papa Bear, and Baby Bear. Mama Bear had just made a steamy pot of porridge that the bears have left to cool as they took an evening walk. Goldilocks wandered into the kitchen where she smelled the delicious porridge as she belly growled. Goldilocks awoke with a scream as her eyes fell upon three bears gazing down at her. She ran as fast as she could down the stairs, out the front door, and down a familiar path that took her home. She vowed to always mark her path when returning to the forest so that she never gets lost again.

Discuss what is missing from the story – RISING ACTION Map the plot of the story with the students and add the Rising Action that was missing from the version

that was told earlier. When mapping the plot of the story use the analogy of a rollercoaster with the students. At the beginning of the ride everyone is anticipating what is coming next. You know that you are going to have excitement and you have looked over the ride be\fore getting on, but once you are in the rollercoaster car, you are not for sure when all of the turns and flips will occur. So at the beginning you are anticipating what is yet to come and making predictions about what will happen. This is how the reader feels as they are introduced to the setting and problem of the story. They are making predictions about what will happen in the story and where they will read all of the flips and turns. The next part is the rising action; this is like climbing the long way to the top of the roller coaster. The roller coasters take you up slow so that you anticipate the big drop. As the author writes the rising action, they are leading the reader up to the big climax or solution. This is where they build the reader up to find out all of the things that the character tries to solve the problem or the steps they take to solve the problem. As you reach the top of the roller coaster you realize that you are now ready for the big drop. This is like the climax or solution to the story. Your problem of wondering when the drop is coming is solved. In the story, this is where the character solves their problems. The resolution is like the big drop. You wait is over and you are in the middle of all of the excitement! The authors of stories indulge readers with all of the sensory details of the big solution. Just like roller coasters are different, some have loops, some go straight down, some jerk you with sharp turns – authors go about writing the resolution differently as well. The final portion of the story is like the roller coaster pulling back into the terminal. You know the

ride is coming to an end, just like the author wraps up the story for you in that he/she tells you what the character learned in the story. You have no more questions – the ride is over. If the ride was a good one, you will ride again, just like reading the story again!

Review the students’ summarizations of the book and then allow the students to map out the plot of The Toughest Cowboy using the same plot map.

Students should be allowed to share their plot maps and a class plot map should be created to ensure everyone understands the plot of The Toughest Cowboy.

Have students infer in a whole group discussion why mapping out the plot of the story is important to playwrights.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 2 – Trials of a Playwright

Context This is the second lesson in a unit of study that will require the students to use the plot map graphic organizer

when drafting a script to a puppet show. In this lesson students will learn how playwrights

Objectives The students will be able to use the graphic organizer of the plot of the story The Toughest Cowboy in order to write the script of the puppet show by scoring at least a 3 on the rubric.

Connections The students will understand how playwrights use prewriting strategies in order to create a script for a

puppet show. They will be corresponding with a playwright that will share his/her trials and procedures for writing scripts.

Asses Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Rubric The rubric will evalute the draft of their scripts.

Students should score a 3

     

They will use the following rubric to guide their work and to check their drafts when completing:

4 Script includes all elements of plot (problem, climax, resolution, solution) Script is written in a playwright structure, characters. Script includes many sensory details.

Your group is ready to move to the next stage of writing (revising – focus on spiffing up those sensory details and adding more where needed, ensure that all your sentence make sense and you have enough directions for the props and examine your narrator parts so that you use that opportunity to set up the background and setting for your audience)

3 Script includes all elements of plot (problem, climax, resolution, solution) Script is written in a playwright structure, characters. Script includes some sensory details. Your group is ready to move to the next stage of writing (revising – focus on

adding sensory details – you will need to be able to visualize what is written, ensure that all your sentence make sense and you have enough directions for the props and examine your narrator parts so that you use that opportunity to set up the background and setting for your audience))

2 Script includes some elements of plot (problem, climax, resolution, solution) Script is written in a playwright structure, characters.OR Script includes few sensory details.

Your group is ready to move to the next stage of writing BUT YOU NEED TO FIRST REVISE SO THAT YOU HAVE ALL ELEMENTS OF THE PLOT, THEN (revise to focus on adding sensory details – you will need to be able to visualize what is written ensure that all your sentence make sense and you have enough directions for the props and examine your narrator parts so that you use that opportunity to set up the background and setting for your audience)

1 Script includes few elements of plot (problem, climax, resolution, solution) Script is written in a playwright structure, characters.OR Script includes NO sensory details.

Your group is ready to move to the next stage of writing BUT YOU WILL NEED TO FIRST REVISE SO THAT YOU HAVE ALL ELEMETS OF PLOT, THEN (revise to focus on adding sensory details – you will need to be able to visualize what is written ensure that all your sentence make sense and you have enough directions for the props and examine your narrator parts so that you use that opportunity to set up the background and setting for your audience)

Resources, media and technology Guest Playwrighter Excerpt of puppet script with and without sensory details. Copies of Rubric or each group

Procedures Explain to the students that today the goal of the lesson is to experience the trials of a playwright.

They will experience first hand, the hard work that playwrights experience writing their scripts. This is where they bring their thoughts and prewriting to life.

Introduce the guest playwright to the students. The playwright should discuss the purpose of his/her job as well as the good points and bad points. The speaker should share how they go through the writing process with the students. It would be very helpful if the playwright could bring prewriting and drafts of scripts with them to share with the students. Depending on the guest speaker, it may be beneficial for them to continue with the lesson plan; you will have to use our own discretion. Before they come, give them the attached guide to help them plan their visit with your class in order to maximize their visit.

Review the elements to the plot of the story and why it is important that all stories, narrative or plays should include all of the elements.

Adding Sensory Details to your writing Read and perform excerpt of puppet script (see attached) without sensory details, then ask the following

questions:o Describe the character in this story to me?o Tell me how you visualize the setting?

After getting some suggestions and struggles from the students for lack of description discuss with the students what was missing from the story. Discuss how sensory details allows the readers to better visualize the characters or setting in a story. Connect to their scripts by interating that even though they will have a simple setting and a puppet with costume, the script and the actions of the puppet have to allow the audience to visualize the characters and setting in a story.

Reread and perform the same script with the sensory details then ask the following questions:o How is your visualizations of the characters and settings different from the first time you saw and

heard the puppet script?o What were some things from the script that helped you to visualize the characters and setting?

Add Barry Lane and Writer’s Craft mini lesson here

Divide students into group of 3-4. Distribute copies of a short play script. Any play script will work. One suggestion is to use the

Reader’s Theatre scripts that come with some Basal series. The one referenced in this lesson plan is, from the Scott Foresman series.

The individual groups of students should use the scripts to determine how the plot of the story is outlined within the script since it is read a little different than a narrative.

As the students to identify the differences between the narrative version of The Toughest Cowboy and the script that they had in their groups. Students should determine that there is a difference in the format. The trade book is written using paragraphs and the script has a few sentences per character. There is no, “he said” instead the character’s name is written first in bold, then the dialogue is written beside it. Assign the group members their individual jobs (reader, scribe, leader, reporter). The readers should read the script aloud, and then the group should discuss the plot of the story. The scribe needs to record the group’s thoughts using the plot graphic organizer.

Discuss with the group that play scripts also include all of the plot elements. Discuss whole group the pot of the play scripts and have them draw in the plot organizer on the script

so that they can further visualize how the plot of the story shapes how the script is written. Refer back to the roller coaster analogy while you are drawing the plot map on the script.

The plot map of The Toughest Cowboy should be used as a preorganizer for drafting the script. Give the following instructions to the students:

First – determine the characters in your puppet show (don’t forget the narrator) Second – determine how you will organizer your script. One suggestion is to have each scene

correlate with the plot elements. For other students, they may find it helpful to draw boxes like a train car in order to map out how they will organize their script. Teacher discretion of the students' needs will need to be used in order to do what is best for the students.

Third: Using the prewriting the students will need to work within their groups to draft the script. Reiterate that the scribe’s job is to write, but that it is the groups’ job to direct the scribe what to write. All group members are playwrights; the leader will need to ensure that all members are actively participating. The group will use the scripts of as well as recalling other scripts that they have read in order to draft their scripts.

As the students are drafting, the teacher should be actively monitoring their progress. The students should self assess their work in order to independently guide themselves. The groups who score 3 and 4 will need less guidance during the revision process. The students who score below a 3 will need more assistance in reaching the goal.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 3 – Learning how to revise and edit

Context This is the third lesson in a unit of study that will require the students to understand the importance of revising

and editing in order to make their writing the best it can be so that their audiences are entertained.

Objectives The students will be able to revise and edit their scripts using the revising and editing checklist with 90% accuracy.

Connections This lesson allows the students to understand the diverse roles of playwrights. They will understand the

writing is an ongoing process and that playwrights have to make their writing better through revision and editing.

Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Revising and Editing Checklist

The students will evaluate their scripts using the revising and editing

checklist. The teacher will use the checklist as a

measurement of the type of revisions the students are making. They will be albe to see if the student understands plot, sensory details, and grammer by seeing examples in their

writing or they type of changes they made to

their sripts.

Students should use the rubric with

90% accuracy (only 10% of their writing should have errors

or weak idea development)

     

Resources, media and technology Revising and editing checklist Script with gaps in plot, grammatical errors, and poor idea development.

Procedures Review with students the previous lesson’s progress, evaluate where they are in their drafting.

Communicate to the students that the goal of today’s lesson is to successfully revise and edit their scripts so that they will be ready to move on with their writing.

Distribute or project a copy of the script attached that has gaps in plot, errors in structure, few sensory details, and grammar and spelling errors.

Read the script aloud and ask the students to vote as to whether or not they feel that this is a final copy of a script. The students would determine that this is not a final draft.

Introduce the revising and editing checklist (see attached) Guide students through using the revising and editing checklist with the students using the script as a

model. The teacher will need to do a lot of “think alouds” while revising with the students so that they can be engaged in the thinking that is involved with revising and editing.

At this point the teacher will formally conference with students to ensure that all objectives from the previous lessons are being met within the script. The teacher will assess the scripts after the students have revised to ensure that the students have made necessary revisions by using the Revising checklist.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 4 – Becoming a playwright

Context This is the fourth lesson in a unit of study that will require the students to use editing skills in order to edit other

people’s writing. In this lesson students will learn how editors make suggestions to writers in order to make writing better.

Objectives The students will be able to work with peers in order to be editors in order to revise and edit their scripts using the revising and editing checklist with 90% accuracy.

Connections The students will understand the job of Editors in the context of producing a puppet skit, theatrical

performance, or any type of writing.

Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Revising and Editing Checklist

The students will evaluate their scripts using the revising and editing

checklist. The teacher will use the checklist as a

measurement of the type of revisions the students are making. They will be albe to see if the student understands plot, sensory details, and grammer by seeing examples in their

writing or they type of changes they made to

their sripts.

Students should use the rubric with

90% accuracy (only 10% of their writing should have errors

or weak idea development)

     

Resources, media and technology Revising and editing checklist Guest Speaker (editor of local newspaper, magazine, or other professional Editor)

Procedures

This lesson should begin with a visit from an editor. It doesn’t have to be a playwright editor. You could have an editor from a local newspaper, news station, or local magazine. Explain to them that their goals is to discuss their everyday duties: revising and editing. They should discuss how they review text and how they communicate the suggestions to writers. They could also discuss the eduation required to to their jobs and job opportunites for their field.

Communicate the goal of the lesson: The students will be working in their groups to revise and edit their scripts. They will refer back to their rubric from the previous lesson to ensure they have the plot elements as well as good descriptions and character development. They will need to use the revising and editing checklist to guide them through the process.

Once they are done revising and editing. The group can then type their scripts using a word processing program. They will then need to trade their scripts with other groups. As they are reading another group’s script, they will use the revising and editing checklist to further revise and edit. Instruct the groups to focus on sensory details and to mark spots where the sensory details could be stronger or where they might need to add some in order to help the reader visualize. Explain to the students that this is like being an Editor.

Once another group has revised and edited the script, the group can then make corrections using a word processor and publish the script into final draft.

At this point the teacher should continue to conference with the groups to ensure that the scripts include all objectives from the previous lesson plans. The teacher will further assess each script after the students have edited to ensure that the students are making necessary edits to the script using the Editing checklist with 90% accuracy.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 5 – Bringing the script to life

Context This is the second lesson in a unit of study that will require the students to use the plot map graphic organizer

when drafting a script to a puppet show. In this lesson students will learn how playwrights

Objectives The students will be able to create the puppets for their scripts using details from the script by scoring at least a 3

on the rubric.

Connections

Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Rubric The rubric will evalute the draft of their scripts.

Students should score a 3

     

4

• Puppe ts are show outstanding creativity and/or include features such as moveable parts. • Puppe ts re flect physical characteristics as describe d in the script. • Puppe ts facial expressions re flect the emo tions that are portrayed in the script. • Puppe ts clothing reflect what was describe d in the script and are appropriate for the se tting that

is described (ex: if it is cold, the puppets clothes would include long sleeves or a coat). • Puppe ts are neatly made . • Background shows outstanding creativity. • Background includes scenery that reflects the se tting that is describe d in the setting of the

script. • Background includes miniature models of landscape features. • Background is consiste nt with the story and changes as necessary. • Props are included to help the audience visualize the story.

3

• Puppe ts re flect the physical characteristics as describe d in the script. • Puppe ts facial expressions re flect the emo tions that are portrayed in the script. • Puppe ts clothing reflect what was describe d in the script and are appropriate for the se tting that

is described (ex: if it is cold, the puppets clothes would include long sleeves or a coat). • Puppe ts are neatly made . • Background includes scenery that reflects the se tting that is describe d in the setting of the

script. • Background includes miniature models of landscape features. • Background is consiste nt with the story and changes as necessary. • Props are included to help the audience visualize the story.

2

• Puppe ts some what re flect the physical characteristics as described in the script. • Puppe ts facial expressions somewh at reflects the em otions that are portrayed in the script. • Puppe ts clothing som ewhat re flects what was describe d in the script and are appropriate for the

setting that is described (ex: if it is cold, the puppe ts clothes would include long sleeves or a coat).

• Puppe ts are neatly made . • Background includes scenery that somewh at re flects the setting that is described in the setting

of the script. • Background includes som e miniature m odels of landscape features. • Background is som ewhat consistent with the story and changes as necessary. • Some Props are included to help the audie nce visualize the story.

1 Puppe ts = includes less than 3 of the puppet bullets in 2 OR Background = includes less than 3 of the bulle ts in 2

Resources, media and technology Materials for students to create puppets (i.e. socks, google eyes, material, etc.) United Streaming Video: Characterization Graphic Organizer

Procedures Present the goal of the lesson: communicate that the students will learn how playwrights or costume designers

decide how to design puppets. After the video have the students reflect upon the job of a puppet maker. Ask the following questions:

o How did the puppet maker decide upon the facial features of the puppet they were making?o How did the puppet maker decide upon the costumes of the puppet?o What were some things that the puppet maker did in order to bring their puppet to life?

Each student should either be assigned a puppet from their script to create or each group member can decide within each group.

In order to help the students understand their puppet that they are creating, the students should read their scripts with the purpose of using the characterization graphic organizer in order collect the elements of their puppets character.

The students will then brainstorm a quick list of fetures and ideas they have for their puppet after reading over their puppet’s part. Be sure to reinterate that their puppets have to reflect their characters emotions and traits.

Students will then use the characterization graphic organizer, the brainstormed list, and the rubric in creating their puppet.

Students will then have time to create their puppets and scenery. After their puppets and scenery are finished they should self assess their work using their work; the teacher then

will asses the student’s work using the rubric.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 6 - Rehearsal

Context This is the sixth lesson in a unit of study that will require the students to use voice inflection that reflects their

character’s emotions and personality in order to produce a puppet show.

Objectives The students will be able to fluently read their puppet script parts with 95 % word identification accuracy.

Connections The students will be able to understand how actors have to understand their character elements in order to

bring their character to life. They will also be able to see the connection with being able to read fluenty to being a good actor/actress.

Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Running Records of Script

The running records assessment of the

studetn’s script will allow the student and the techer to evaluate the fluency the

student pertaining to his/her script.

Students should have an accuracy

rate of 95%

     

Resources, media and technology Duplicate copies of each of the student’s scripts (a teacher copy and student copy). The teacher copy should be

double spaced so that errors can be marked clearly.

Procedureso Communicate the goal of the lesson. Tell the students that today they will practice reading their script so that

they can read their parts fluently with 95% accuracy. o The students should be allowed time to read their scripts silently at least 3 times by themselves. They will then

work with someone in their group who has the same script by reading their parts. The partner will mark words that are not read correctly and read them correctly with the student at the end of the entire reading. The partners will alternate this while the teacher works with partners. The partners should continue working until they are able to at least read 95% accurately.

Assessment:o The teacher and partners will determine if the student is reading fluently at least to 95% by dividing the total

number of words by the correctly called words.o As the teacher is monitoring progress, indivial strategies such as decoding, using prefixes and suffixes, looking for

root words, etc. should be discussed with the students in order to help them reah their goals.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 7 – Becoming an Actor

Context This is the second lesson in a unit of study that will require the students to use the plot map graphic organizer

when drafting a script to a puppet show. In this lesson students will learn how playwrights

Objectives The students will be able to use voice inflection to accurately read their scripts by evaluating themselves as well as peers using video reflections and evaluations.

Connections The students will understand the connection between understanding the character’s emotions and

presenting that when performing their sripts. In order for them to accurately portray a puppet, they have to understand the character of their puppet by synthesizing their scripts so that they understand their characters emotions and personality. The students have to comperehend and make inferences as they read in order to accomplish the task.

Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Observation/Acedotal Teacher will observe and make annacdotal notes for suggestions to help the student better inflect their voice that corresponds to the emotion of the character.

Students should accurately match

their voice inflection with the emotion of

the character

     

2 Video Reflection Students will video tape themselves and use a reflection guide to evaluate their performances. They will then watch another student’s performance and use the same evaluation to evalute that student’s performance.

Students reflections should correspond

with their performance on

video. Their should me a

correspondence between their self refletions and their reflection buddies

evaluations.

Resources, media and technology Video Recorder Evaluation Sheets

Procedures

The lesson should begin with volunteers form the local public theatre or theatrical college students. They should share with the students the importance of voice inflection and fluency when performing the skit. The volunteers should do some demonstrations and work with the students.

Students will practice reading the scripts using voice inflections to help bring their characters to life.

Lesson Plan Format

Name: Debra LaSala Age/Grade Level: 4th – 6th

Major Content: Reading/Writing Lesson Length: 45 min – 60 min

Unit Title: Using Literacy to create a puppet show Lesson Number and Title: 2 – Trials of a Playwright

Context This is the second lesson in a unit of study that will require the students to use the plot map graphic organizer

when drafting a script to a puppet show. In this lesson students will learn how playwrights

Objectives The students will be able to

Connections

Assessment Plan

Objective/Assessment Plan Organizer Objective Number

Type of Assessment

Description of Assessment

Depth of Knowledge Level

Adaptations and/or Accommodations

1 Rubric The rubric will evalute the draft of their scripts.

Students should score a 3

     

Resources, media and technology

Procedures