Utah State Core Curriculum, Grade One
Standard 1, Objective 2, Indicator b:
“Use a variety of formats (e.g., show and
tell, drama, sharing of books and personal
writings, choral readings, informational
reports, retelling experiences and stories in
sequence) in presenting with various forms of
Props for the class play, Click,
Clack, Moo: Cows That Type
by Doreen Cronin and Betsy Lewin!
More props for the class play. Reading
posters were used for choral readings
by the cows.
Actors: Cows, duck, Farmer Brown,
and three narrators.
The class plays were performed in front of all the first grade classes.
The actors’ feet can be seen near the top of the photo.
The first graders loved watching all of
the performances. They left with
My lesson outline: Read “Putting On A Play”,
watch the class play projected on the wall,
and complete a journal write about the
student’s favorite part of the class play.
While watching the class play video the
students were assigned the task of evaluating
their performance. The students were to
evaluate what was done well and also things
that could have been improved. The video
was a key part of the students evaluating
The students were able to learn how to use drama, choral readings, and
sharing of a book in presenting with various forms of media (or in this case in
presenting with a video recording). This ties in with the lesson objective.
The technology worked. I didn’t have trouble with the video
recorder, camera, DVD burning, or LCD projector.
The lesson was well focused on plays. The students enjoyed the
story, “Putting on a Play”, watching the video of their class play, and writing
a journal entry on their favorite part of putting on the play.
The students were able to receive a reward, watching their class play
video, after working so hard on the play.
The students were able to truly apply the lesson objective to themselves as
they watched themselves perform the play and as they personally reflected on
the play and wrote about their favorite part in their journals.
I was also able to get permission from a student’s mother who was objected to
the idea of having her son filmed. I talked to her and we made an agreement
that as long as the film didn’t end up on the internet I was free to film the
play. That was a good experience of dealing with parents and the appropriate
use of technology.
It was difficult to get pictures of the students performing the play
because of the privacy issue, but I was able to take pictures of the
backs of the audience and some of the performer’s feet.
I got the vibe that one student was embarrassed of watching his
performance during the video. He was one of the lead characters and
had many lines of which he didn’t like to watch. I felt a little bad for
him, but the rest of the class was completely enjoying the video.
What I might do differently in the future:
Take pictures from behind the students on the stage. (I would need to
figure this out because there was a wall right behind where the
students were standing and performing.)
Take a class vote ahead of time to see which students would like to
and would not like to actually watch the performance. I feel this
delivers the feeling of more of a class democracy where each student’s
voice is hear; however, the majority vote would win which I feel still
would have let to the desire of watching the performance.
1. Student use of technology: I used the technology mostly
by setting up the LCD projector, video recording, and taking
pictures. Though I handled the technology all my efforts were
made so that the students would benefit from the technology. The
students used the technology to evaluate their performance so that
they could refresh their minds as to what happened during the
play and then write in their journal about the play. I feel that the
video involved the students actively because they searched for
what they liked about the video while watching it. Their was a
purpose for watching the video which made it active learning
rather than passive learning in which they would have sat their
aimlessly watching the video.
2. Technology Use is Essential: The learning activity was
to have the students reflect on their play; what went well and
what could improve was a purposeful discussion for the lesson.
Incorporating the class play video into the lesson enhanced the
learning activity because the students were able to better reflect on
their performance after watching the video. The students were
able to reflect and write about their favorite part of the play in
their journals. The video and technology was added as a
motivational factor for the students to truly reflect upon their
performance. Having the video to watch helped make the
reflection part exciting for the students. The video/technology
motivated the students to become a part of the learning activity
and enjoy the lesson objective more fully.
3. Focus on Learning Task: The technology focuses on
learning the subject area because the video is a recording of the
subject in action. The students participated in a play and I used
technology to enhance the experience for the students.
Technology was used as a tool to help achieve the learning task
because the video and LCD projector were focused around the
learning objective. The learning objective states that students
learn how to use a variety of formats (choral readings, drama, and
sharing a book) in presenting with media. Students demonstrated
all the formats, listed in the parenthesis, in presenting with media.
Students greatly enjoyed the use of media in a lesson; it was
exciting and rewarding.
4. Added Value: I feel that the lesson would not be easier to
complete without technology; technology is needed to truly
enhance the learning activity because students benefit from seeing
the live performance in order to write their play reflections. The
added valued to the learning process is that students feel
ownership for the lesson; they feel that without their effort and
play performance the lesson could not have taken place. As the
teacher I was able to help the play come alive to the students that I
would not have been able to do otherwise. I was able to let the
students feel ownership and reward for working so hard on
accomplishing a performance. I would not have been able to
prove to the students how well they did on their performance
without the video/technology. The technology truly spoke for me
in places that I could not, and that is the reason why technology
was so powerful in this lesson.