Name Last Name Email Date

Corey Gushikuma coreygus@hawaii.edu 1/20/2017

Semester Year Grade Level/Subject Lesson Duration

Spring 2017 2nd/Drama 60min

Title

Snapshot

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

Drama Essential Question-How can our bodies be used to tell a story and show how a character is feeling?

Drama Enduring Understanding-We can use our body and voice to express emotions and understand complex
text.

Reading Essential Question: What are the consequences of destroying the rainforest?

Reading Enduring Understanding-Destruction of the rainforest leads to infinite consequences.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills

Benchmark FA.2.3.1:
Use physical movements, rhythms, and voice, to express simple feelings, character, and plot.

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or
moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
 Student Learning Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
The students will:
Demonstrate their understanding of vocabulary words by using their voices and bodies to convey meaning.
Interpret key points in the story by effectively using their bodies.
Compare ideas through peer to peer discussion.
Provide feedback to each other after viewing their Snapshots.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

Formative Assessment:
I will observe all students during the 3 parts of the lesson. I will split the class into two groups and have each
group come up with a final snapshot. While one group is doing their snapshot, the other group will be observing and
preparing any questions or comments that they might have for the group. Lastly I will have a full class discussion and
I will have specific questions prepared to ask them what they have learned about the book.
Summative Assessment:
The students will create and perform a final snapshot that will give them the opportunity to demonstrate their
understanding of why the man decided not to chop down The Kapok Tree. Students will self-assess using the
following rubric:
Drama Rubric 1- 2- 3-
Not Yet Almost Got It

Body I did not use my body I occasionally used I used my by body

and voice to my body and voice to and voice to
demonstrate key demonstrate key demonstrate key
points of the story and points of the story and points of the story and
convey meaning. convey meaning. convey meaning.

Discussion I did not listen to my I listened to my I listened to my

classmates and did not classmates ideas, but classmates ideas and
respond in clear and did not respond in responded clearly in
complete sentences. clear and complete complete sentences.
sentences.

Collaboration and I have not given I have given I have given

Feedback productive feedback
and I am not able to
demonstrate the
meaning of the story
through my body.
productive feedback
to my classmates and
able to demonstrate
some of the meaning
of the story through
my body.
productive feedback
to my classmates and
able demonstrate the
meaning of the story
through my body.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning
 The students are studying about animals in the rainforest.
They are familiar with components of the rainforest.
They are learning about the rainforest and how everything in the rain forest is connected.
They have also explored looking at things from different points of view or perspectives.
This lesson will build on that knowledge and will explore the importance of maintaining trees as an essential part of
animal habitats.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports
to help students understand, develop, and use academic language.

My mentor and I have decided that The Great Kapok Tree by Lynne Cherry would be a perfect book for my drama
lesson. The story is about animals letting the world know how they feel, and what can happen when people journey
into the rainforest to cut down the trees and destroy their homeland. After reading the book aloud to students, we will
use the Circle of Expression for better understanding of the vocabulary in the story, as well as exploring the emotions
behind the words. Following the Circle of Expression. students will engage in snapshot in order to fully comprehend
the message of the story.
Vocabulary Words from The Great Kapok Tree that will become part of the Circle of Expression:
Chop
Wack
Fragrant
Steamy
Mist
Hesitate

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use
of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

#
Minutes Procedure
5 Preparation:
Set expectations and prepare for the lesson. I will hand out a rubric to each one of them, so that
they know the expectation I have from them during this lesson.
Explain
1, 2, 3 eyes on me. Come join me on floor in a circle around the carpet
Today we are going to use active learning to better understand the story we are reading. Does
anyone have an idea about what active learning means?
Reiterate, What do you think the phrase active learning means?
Validate student responses and build on what they say.
Active learning is when we use our bodies, voice, and imaginations to learn. These are some of
the elements of drama. Drama, dance, and music are all art forms that can be used to learn about
 other things we are studying.
Today we are going to use some drama strategies to better understand the story we are going to
read..
In drama we use our bodies, voices and imaginations.
I have handed each of you a rubric for todays lesson.
I know that everyone knows what a rubric is, so lets just start going over it together.
Ready point finger starting with the body section under Got it 1, 2, 3, read to me.
Got it, I used my by body and voice to demonstrate key points of the story and convey
meaning..
Discussion, Got it, I listened to my classmates ideas and responded clearly in complete
sentences.
Collaboration and Feedback, Got it, I have given productive feedback to my classmates and
able demonstrate the meaning of the story through my body..
This is the rubric you will be using to reflect on your performance at the end of our lesson
today

10 Focus Circle:
Explain, Before we begin our lesson, we are going to do some warm-ups to help focus our
brains.
Give specific directions as follows:.
Explain First form a circle with me, using the edges of the carpet. This is called the focus circle.
When we are standing in this circle, you have to be in neutral position. When I say neutral, this
means that hands are at your side, voices are off and eyes are looking straight ahead and focusing
on your focal point.
Say, Find a focal point, a focal point is a something that youre focusing on that is in the
direction you are facing.
Explain Like this, Im looking straight ahead at the chair. Im not smiling, laughing, moving,
looking at my friend or the person next to me. I am focusing on the chair straight ahead in front
of me..
Provide specific examples and non-examples. For example, (write your example here)
Give specific cues to signal what position students need to be in.
Stand with your hands by your side looking at your focal point.
Explain What position are we in right now? 1, 2, 3 tell me.
Students respond Neutral position.
Explain Whenever I say back in neutral position, this is the position I want you to be in, does
everyone understand? Give me a thumbs up if you do..
Explain, Again when we are in the neutral position, I am the only one who should be speaking,
no one else.
Say, Cooperation is the key to success today, because we all have to help each other be active
learners and listeners.
Explain, If I see that you are not able to control your bodies, I will ask you to go to the
observation deck, which is at your desk.
Explain, On the observation deck you are to observe the rest of the students to better understand
what the shared expectations are for this experience. .
 Say, When you are ready, you may come back to the carpet and rejoin the group
Explain Now we are going to be warming up our bodies. As we do this, tell yourself I will use
my body, my voice, my imagination and concentration to cooperate and learn today.
Lets say this aloud together I will use my body, my voice, my imagination and concentration to
cooperate and learn. Excellent!
Say First close your eyes, now lets take a deep breath, breathe in.and breathe out, again
breathe in.and breathe out.
Say Now open your eyes and find your focal point
Next Bend down, touch your toes and slowly come up to your neck, and touch your shoulders.
Now touch your eyes and the top of your head and reach up to the sky
Now, back in neutral position
Excellent listening to the prompts and returning to the neutral position. I think we are ready to
move on.

10 Circle of Expression
I will read the book first, and while I am reading I will be stopping occasionally to go over each
word.. I will read the book first, and while I am reading I will be stopping occasionally to go
over each word with them. I will repeat the same process for each of the 5 words.
Explain to students:
Now that we have warmed up our bodies and learned how to return to the neutral position, we
are ready to start today's lesson
We are going to be using our bodies, voices, imagination, focus and cooperation to understand
specific vocabulary words better while we express emotions.
Today we will be practicing all the elements of drama with the help of this book called The
Great Kapok Tree
Read The Great Kapok Tree to them..
Now that we have finished reading, I have written a few words here on the board.
I have chosen 6 vocabulary words from the story that might be new to us
We are going to practice expressing these words using our voices to help us better understand
the meaning of the words
One by one well go around the circle say the word exactly how I say it
So Ill go first and then the next person and so on.
Chop
Chop Chop (soft tone)
Students go around one by one saying the word chop
Now lets try a different tone
Chop (tough tone)
Students go around one by one saying the word chop
Can everyone see how saying it with different tones, changes the meaning and mood of it?
Students Respond yes
Okay now let's try a different word
Wack
Wack (soft tone)
 Students go around one by one saying the word wack.
Now lets try a different tone.
Wack (tough tone).
Students go around one by one saying the word chop.
Okay now let's try a different word
Fragrant
Fragrant (mystical soft type of tone)
Students go around one by one saying the word fragrant
Can someone tell me what they think word fragrant means?
Student responds Fragrant sounds like a type of smell
Teacher responds You are absolutely right, it is a type of smell
Okay now let's try a different word
Steamy
Steamy (say it a little with a misty type of tone).
Students go around one by one saying the word steamy
Can someone tell me what they think word steamy means?
Student responds Steamy sounds like hot and humid
Teacher responds Correct, correct, It is hot and humid
Okay now let's try a different word
Mist
Mist (make the long s sound to set that tone)
Students go around one by one saying the word mist.
Can someone tell me what they think word mist means?
Student responds Mist
Teacher responds Correct, correct,Mist means
Okay now let's try a different word
Excellent work with staying committed to our work together and staying focused and dedicated
to using your voice in a variety of ways. High, low, fast, slow, soft, loud.
Hesitate
Hesitate (say with a shaky tone, vibrating your voice)
Students go around one by one saying the word hesitate.
Can someone tell me what they think word hesitate means?
Student responds Unsure of what to say
Teacher responds Correct, correct, It is unsure of what to say
Now that we know more about our new vocabulary words, it is time to start learning about our
story.

10 Snapshot
Introduce what a Snapshot is and explain the rules and directions of Snapshot.
I have chosen 5 parts of the story that will help students grasp a deeper understanding of the
story. I will read these sections of the story again and have the students create Snapshots. I will
be providing a cue for the students 1, 2, 3...Snapshot! which will signal them to turn around
and display their Snapshot in a frozen position. I will create another cue for them to relax your
bodies and return to Neutral, 3, 2, 1.., which will signal them to return to neutral and get
 ready for the next prompts for the next snapshot.
After each snapshot, I will provide feedback in order to validate unique and effective
choices.This will allow them a few seconds to shake their bodies and get it ready for the next
snapshot. I will use the phrase I see. plus the elements of drama to describe different
students choices to model observation and reflection.
Next, I will introduce students to body traits, use the body trait chart, and model various body
traits that are related to size, shape, space and attitude.
Explain to students:
In order to learn more about our story, we will be creating Snapshots
Snapshots are frozen positions, which are created by your body to help tell a story and express
the emotions of a character.
Before you create your snapshots, I will show you an example
First you will all turn around , just like how I am
I will have you close your eyes and use your imagination to create the passage I am reading to
you.
Then when I say 3, 2, 1 and Snapshot, you will turn around and express it using your body.
Give me a thumbs up if you understand.
Students respond with a thumbs up.
I will be reading specific passages from the story that represent a certain animal
You will create a Snapshot based on the passage I just read
Now I will read aloud with vocal expression the part of the story from the perspective of the
Snake.
Senhor, this tree is a tree of miracles. It is my home, where generations of my ancestors have
lived.
Now think about how the Snake feels having his home destroyed.
Staying in neutral position.
Now, show me how the snake would look and feel having his home destroyed.
Now in 3, 2, 1 and Snapshot! and freeze, stay frozen
Describe some of the interesting body traits you are observing
Now relax your bodies
Neutral Position in 3, 2, and 1.
Now, I will read aloud with vocal expression the part of the story from the perspective of the
Bee:
Senhor, my hive is in this Kapok tree, and I fly from tree to tree and flower to flower collecting
pollen. In this way I pollinate the trees and flowers throughout the rainforest. You see, all living
things depend on one another.
Now what I want you to do now, is closer your eyes and think about how the Bee feels about
having his home destroyed
Staying in neutral position, I want you open your eyes now.
Now show me how you would look and feel if you were the Bee and thought that all flowering
plants would be destroyed and you could no longer drink the nectar of flowers to bring nectar
back to the hive for making honey..
Now in 3, 2, 1 and Snapshot! and Freeze, Stay Frozen
Describe some of the interesting body traits you are observing..
Now relax your bodies.
 Neutral Position in 3, 2, and 1.
Now, I will read aloud with vocal expression the part of the story from the perspective of the
Monkey.
Senhor, we have seen the ways of man. You chop down one tree and then come back for
another and another, soon the great trees will wither and die and there will be nothing left to hold
the earth in place.
Now what I want you to do now, is closer your eyes and think about how the Monkey feels.
Staying in neutral position, I want you open your eyes now.
Show me how you would feel if you thought the entire forest would be destroyed and you could
no longer stay safe from predators as you swung from tree to tree.
Now in 3, 2, 1 and Snapshot!. and Freeze, Stay Frozen
Describe some of the interesting body traits you are observing.
Now relax your bodies.
Neutral Position in 3, 2, and 1.
Now, I will read aloud with expression the part of the story told from the perspective of the
Toucan
Senhor, many people set fires. Once there was life and beauty, now only ashes remain.
Now what I want you to do now, is close your eyes and think about how the Toucan feels.
Staying in neutral position, I want you to open your eyes now.
Show me how your body would look and how you would feel if you were flying above where
the forest use to be and now you only saw ashes as you flew high in the sky. .
Now in 3, 2, 1 and Snapshot!. and Freeze, Stay Frozen
Describe some of the interesting body traits you are observing.
Now relax your bodies.
Neutral Position in 3, 2, and 1.
Now, I will read aloud with expression the part of the story told from the perspective of the man
waking up
The man awoke and before him stood the rain forest child and all the animals who depended
upon the tree.
Now what I want you to do now, is to close your eyes and think about how the man feels.
Staying in neutral position, I want you open your eyes now.
Show me how the man looks and feels when he realizes that all of the animals of the forest
depend up the kapok tree in their own way.
Now in 3, 2, 1 and Snapshot! and Freeze, Stay Frozen
Describe some of the interesting body traits you are observing.
Now relax your bodies.
Neutral Position in 3, 2, and 1
Feedback on Student Work: Excellent work trying a wide variety of body traits using a variety
of shapes, sizes, levels and feelings. Now we are going to move on and rehearse creating a final
snapshot to share with the class to represent what happens at the end of the story.
10 Final Snapshot Performance with an Audience:

On the final Snapshot I will have students observe each other and provide feedback. I will split
the class into groups and both of them will collaborate with their group on how they will create
their final Snapshot. While one group is presenting, the other group will be observing, in order to
provide feedback on what they liked about it and ways they can improve their Snapshot.

I will ask students to share what they see, which will open up the floor to discussion and also
allow them to chance to synergize with their classmates.

Lastly, I will have a full class discussion and I will have specific questions prepared to ask them
what they have learned about the book.

Explain
Now we will be doing a Final Snapshot in groups.
This half of the class will be group 1 and this half will be group 2.
Now without talking I want you to stand in a circle with your group in neutral position.
Neutral Position in your groups in 3, 2, and 1.
I will read the last passage of the story and while I am reading, I want you each of you think
about what position you are going to make your body.

This is the prompt I want you to work together to create a frozen image about. The man picked
up the axe, began to swing at the tree, but hesitated and stopped. Then he dropped his axe and
walked out of the rain forest.
Now I want you to close your eyes and think about how the man felt and how he looked when
he began to swing the axe at the tree.
Staying in neutral position, I want you to open your eyes now.
Before each group presents I want you to practice and discuss what parts you are going to be
doing and who is going to be doing what part
You have 3 minutes to discuss
Ready, go, discuss and decide and rehearse.
Maybe one person can represent the axe, the man, the tree
Some of you can be at a low, medium or even high level
Freeze
1, 2, 3 eyes on me
By this time both groups should be ready to present
Group 1 will go first and group 2, you will sit back and observe their Snapshot
While you are observing, you will prepare feedback to give them after.
Give me a thumbs up if you understand.
Students respond with a thumbs up.
Okay, Group 1 neutral position
Everyone active listening, one hundred percent participation.
Now in 3, 2, 1 and Snapshot!.
Now relax your bodies.
Neutral Position in 3, 2, and 1
 Group 2, what are some things that you liked about their Snapshots?.
Would anyone like to synergize?.
Group 1, I really liked that.and I also thought it was awesome when you had your hands
like..and your feet like..
Great job group 1
Okay group 1 now it is your turn to sit back and observe their Snapshot
While you are observing, you will prepare feedback to give them after they create their
snapshot.
Now, Group 2 neutral position.
Active listening, one hundred percent participation with commitment
Now in 3, 2, 1 and Snapshot!
Relax your bodies.
Neutral Position in 3, 2, and 1
Group 1, what are some things that you liked about their Snapshot?.
Would anyone like to synergize?.
Group 1, I really liked that.and I also thought it was awesome when you had your hands
like..and your feet like..
Great job group 2
Everyone back in our class neutral position, in 3, 2, and 1.
I would just like to say that I thought everyone did excellent in their Snapshots. I saw many
different ways of displaying how the man felt. Many different levels and body positions

5 Closure:
Ask students, What can we gain from our experience exploring this book, The Great Kapok
Tree? What new understanding do you have now, that you think is important to share with
others?
Prompt students to build on each others ideas and continue to share new understandings.
Now lets take a look at the rubric I handed to you at the beginning of our lesson.
I want each of you to do a self assessment of yourself and your own performance during this
drama experience today.
Using your highlighters I want you highlight the sections that best represent you and your
engagement in our drama experience with the story, The Great Kapok Tree.
Take about 2 minutes to do this.
After you have completed your self-assessment, please hand it to me
Now that I have everyones self-assessment, back in neutral position in 3, 2, and 1.
This concludes our drama experience, please return your full attention back to Mrs. Mathias

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require
further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

ELL: I will use visual aides, modeling sentence frames.

Struggling: I have a few students who need intensive reading support. I will use small group support, point and
 define any vocabulary words that are unknown to them prior to beginning the lesson.
SPED: I will have preferential seating, do frequent check-ins and chunk information for easier comprehension.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Teaching Materials:
Read-Aloud book: The Great Kapok Tree
Chart Paper

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challengeto
better support student learning?
Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND principles
from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.