Fall 2014

Ed444LessonPlanFormat(FALL 2014)

Name: Ashley Williford

Grade Level: 9-12
Unit: Greek Theatre
periods)

School: DHS
Number of Students in Class: 20
Lesson Duration: 120 minutes (two class

1. Colorado Academic Standards: Theatre

Standard 3: Critically Respond
Concept 1: Contemporary and Historical context of drama.
Prepared Graduate Statement: Demonstrate an understanding and appreciation of
theatre history, dramatic structure, dramatic literature, elements of style, genre, artistic theory,
script analysis, and roles of theatre practitioners through research and application.
Evidence OutcomesC: Demonstrate a basic understanding of theatre history through the study of
playwrights, theatrical styles, and historical periods.

2. Objective(s):
By the end of the lesson students will be able to write their own mini Greek
tragedies based on the Greek Tragic Structure.
By the end of the lesson students can watch a short animated video of Oedipus
Rex and will be able to identify in writing the Greek Tragedy Aspects.
By the end of the lesson students can reflect on how Greek Tragedies have
influenced modern day tragedies.
3. Learning Target(s):
I can write my own mini tragedy based off of the Greek Tragic Structure.
I can identify the Greek Tragedy Aspects in the short animated video of
Oedipus Rex.
I can reflect on how Greek Tragedies have influenced modern day tragedies.
4. Assessments:
Formative Assessment:
Exit Ticket: Students will hand in their identifications of Greek Aspects
from watching Oedipus Rex. This will help me identify how well the students identify
the aspects and which aspects we need to spend more time on in the next lesson where
we will read a Greek Tragedy and analyze it for the same aspects. NOTE: I will cute
the last couple sections out of the video in order to avoid the implied inappropriateness.
Fist to Five: After the power point I will ask the student to participate
in a Fist to Five. I will ask them how comfortable they are with the Greek Tragedy
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Structure, 1 being not at all and 5 being very comfortable. I will address any questions
at this time.

Summative Assessment:
Mini Greek Tragedy: The students will write their own mini
Greek Tragedy by using their notes from the power point. They will be prompted to follow
the Greek Tragedy Aspects from the notes and their tragedy can be about anything they
would like. It will have to be one piece of lined paper front and back. I am allowing the
students to handwrite this in case they do not have computers at home. This will show me
if the students have understood the Greek Dramatic Structure.

5.Materials:Powerpoint,Computer,Projector,PowerPointprintoff,video.
https://www.youtube.com/watch?v=oXyek9Ddus4
6.EssentialQuestionsorBigPictureStatement:

Howdotheseaspectsimpacttheoutcomeofthetragedies?
HowhastheGreekTragedyStructureimpactedmoderndaytragedies?

7.Introduction/AnticipatorySet:
Introduction:ThislessonisthefirstlessonintheGreekdramaticstructurelessons(tragedy,
comedy,andsatyr).ThislessonwilladdressthestructureandaspectsonGreekTragediesand
givethestudentstheknowledgeandtoolstheywillneedtobeabletoeffectivelyidentify
GreekTragedies(whichwewillbedoinginanotherlesson).
8.****StepbyStepLessonProcess
StepOne:Anticipatoryset.Ihavenotcomeupwithoneyet,stillbrainstorming(5minutes).
StepTwo:Iwillhandoutthepowerpointprintoffsofthenotesandtheywillberequiredto
followalongandfillintheblankspacesonthepowerpointslides.Iwillrandomlycoldcallon
studentstoreadpartsofthepowerpointsfortheclass.Attheendofthepowerpoint(onthe
lastslide)therewillbeadiscussionquestion.Iwillaskthestudentstoturntotheirpartnerand
discussthisfor3minutesandthenwewilldiscussitasaclassafterthe3minutes.ThisPower
PointactivitywillrepresentaGUIDEDPRACTICEbecausewearedoingthisasclassand
thenwewillbeparticipatinginaguidedclassroomdiscussion.(36Minutes).
StepThree:AsaclasswewillwatchtheOedipusRexanimatedvideoandthestudentswill
independentlywritedowntheiridentificationstheyseeoftheGreekTragedyAspects.The
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Fall 2014

studentswilldothisINDEPENDANTLYandquietlyastheyarewatchingthevideo.Thiswill
beanINDEPENDENTPRACTICE.ThestudentswillhandtheinasanEXITTICKETand
willrepresentaFORMATIVEASSESEMENT(seeassessmentsection).(12Minutes)
StepFour:IwillaskthestudentstheFISTTOFIVEquestionabouttheircomfortableness
withthesubject.ThiswillrepresentanotherFORMATIVEASSESMENT(seeassessment
sectionfordetails).(2Minutes).
StepFive:ThisstepwillrepresenttheCLOSINGSTEP.IwillassignthestudentstheMini
GreekTragedyassignmentashomeworkwhichwillrepresentaSUMMATIVEASSESMENT
(seeabovefordetails).Iwillrandomlyselectastudenttorepeatbacktotheclassthe
assignment.AtthispointIwillonceagainansweranyquestionsabouttheassignmentand
addressanyconfusion.(5Minutes).

ACCOMODATIONS:
Studentsthatmissedclass:Anyonethatmissesclasswillhaveaccesstopower
pointandeditedvideoonline.Theywillstillberequiredtowatchthevideoandidentifythe
GreekTragedyAspectsandwillalsohavetowritetheirownMiniGreekTragedy.Thestudent
willbeallowedtomeetwithmeduringlunchorafterschooliftheyhaveanyquestionsor
needanyhelp.
Studentswithlearningdisabilities:SinceIamunfamiliarwithlessonplanning
aroundstudentswithdisabilitiesandorlearningdisabilitiesIwillcheckwiththedisabilities
teachertoseeifthisprojectissomethingtheywillbeabletodo(dependsondisabilities).If
thedisabilitiesteacherthinksthisissomethingthatisachievablenochangeswillbemade.If
thedisabilitiesteacherthinksthatthereneedstobeaccommodationsIwillmakesuch
accommodationsthatshe/heseesfitinordertomakethelessonachievableforthestudent.
DIFERENTATION:Thislessonpromotesdifferentiationbecausewewilltakingnoteswitha
guidedpowerpointbutthenwewillbeinteractivelyapplyingthosenoteisdifferentwayssuch
athroughavideoandwritingtheirownminitragedies.Iwillalsomakeaccommodationsfor
absentstudentsandstudentswithdisabilities,seeexplanationofaccommodationsabove.

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