This lesson is created to help students identify different elements of plays and create a script that has characters, a plot and a setting.

1. LESSON PLANS
Ashley Means
APRIL 24, 2017
MTE/534

2. Lesson Plan Format
MTE/534 Version 5
2
University of Phoenix Material
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title “Where Art Thou?”
Grade level 5th
grade
Time or days for completion Two 1 hour class periods
State standards and arts
components
TAES5.2 Developing scripts through improvisation and other
theatrical methods
a. Uses a playwriting process (e.g., pre-write/pre-play; prepare
to write/plan
dramatization; write; dramatize; reflect and edit; re-write/play;
publish/perform)
b. Applies dramatic elements such as plot, point of view
conflict, resolution, and
significant events, in creating scripts
c. Creates an organizing structure appropriate for purpose,
audience and context
d. Uses a range of appropriate dramatic strategies such as
flashback, foreshadowing,
dialogue, suspense
Objectives Students will be able to identify different elements of plays.
Students will be able to create a script that has developed
characters, a plot, and setting.

3. Lesson Plan Format
MTE/534 Version 5
3
Areas of curriculum
integration
Fine arts integrated with language arts and reading elements
Previous knowledge required
from students to participate
Students will have to understand how to use elements of
literature such as plot, problem and solution, and
foreshadowing
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
Pencil
Paper
Props
Laptop
Romeo and Juliet Clip
Smartboard
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Hook: Teacher will ask the students to name their favorite play
and ask why that is their favorite play.
Input: Teacher will discuss the importance of plays to society.
Teacher will include new vocabulary terms with examples.
Modeling: Teacher will begin to teach students about the
elements of plays. The process it takes to write a script.
Guided practice: Students will watch a video over the well
known play, “Romeo and Juliet”, and then will breakdown the
different elements within it.
Independent Practice: Students will type up a skit within their
groups of 5 about creating their own business. Each student
will have to be a part of the skit and must develop characters
that will affect the plot.
Closure: Students will present their skits to the class. Students
must answer an exit ticket about the standard.
Assessments that align to
objectives
• Indicate if the
assessment is formative
or summative
• Include all necessary
rubrics, tests, and
checklists, as
appropriate.
The following assessment would be provided as an exit ticket.
Formative Assessment: Name at least 3 elements in a play.
Rubric provided below for skit
Plan for diverse learners
Include the following:
• Accommodations for
students with learning or
physical disabilities
• Accommodation for
English Language
Learner students
Learning Disabilities: Students will be able to look through
their leveled readers and point out elements of plays.
ELL: Students will create different props to use for a script
about a business.
Gifted Students: Students will be given a different character
and will have to create an improv from that character’s point of
view within the business that is created
This lesson will appeal to different students because it will
allow the students to use their imaginations. This lesson also

4. Lesson Plan Format
MTE/534 Version 5
4
• Accommodation for gifted
students
• An explanation of how
this lesson will appeal to
different learning styles
allows the students to be hands on, and gives them something
they may be able to relate to later on.
Classroom management and
safety plan
Students must stay in their seats at all times. The groups must
use their inside voices when working together. The teacher will
walk around during independent practice to monitor student
behavior within groups.
Opportunities for display or
public performance
Students may perform their plays in front of the entire fifth
grade.
CATEGORY 4 3 2 1
Role Point-of-view,
arguments, and
solutions proposed
were consistently in
character.
Point-of-view,
arguments, and
solutions proposed
were often in
character.
Point-of-view,
arguments, and
solutions proposed
were sometimes in
character.
Point-of-view,
arguments, and
solutions proposed
were rarely in
character.
Props/Costume Student uses several
props (could include
costume) that
accurately fit the
period, show
considerable
work/creativity and
make the
presentation better.
Student uses 1-2
props that accurately
fit the period, and
make the
presentation better.
Student uses 1-2
props which make
the presentation
better.
The student uses no
props OR the props
chosen detract from
the presentation.
Required
Elements
Student included
more information
than was required.
Student included all
information that was
required.
Student included
most information that
was required.
Student included less
information than was
required.
Knowledge
Gained
Can clearly explain
several ways in
which his
character "saw"
things differently than
other characters and
can clearly explain
why.
Can clearly explain
several ways in
which his
character "saw"
things differently
than other
characters.
Can clearly explain
one way in which his
character "saw"
things differently
than other
characters.
Cannot explain one
way in which his
character "saw"
things differently than
other characters.