Mary Jasperse
Direct Instruction Lesson Plan Format
Date: Fall 2015

Grade Level: 12

Target Students: Whole class

Theme/...
Mary Jasperse

Time:

10 minutes

10 minutes

Lesson Activities
Review/Hook:
The plot of the play will be reviewed by the ...
Mary Jasperse
Exceptionalities: Students choose their own medium of performance which will allow for exceptionalities.
Eng...
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Interpretation Lesson Plan

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This is a 12th grade lesson plan revolving around different performances of Eugene O'Neill's play "Long Day's Journey Into Night."

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Interpretation Lesson Plan

  1. 1. Mary Jasperse Direct Instruction Lesson Plan Format Date: Fall 2015 Grade Level: 12 Target Students: Whole class Theme/Topic: Students will evaluate how different performances (primarily mediums) of Eugene O’Neill’s play Long Day’s Journey Into Night influence our interpretation of the drama. Students will create brief performances and then analyze them in comparison to the text and to what other students have created. Rationale: Students will be better able to analyze elements of a performance and how choices made in the interpretation of a work influence understanding of the work as a whole. Students will be able to critically think through production choices which will foster a more complete understanding of the text. Common Core State and/or NC Essential Standards: CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) ISTE Standards: 1. Creativity and Innovation: a. a. Apply existing knowledge to generate new ideas, products or processes b. b. Create original works as a means of personal or group expression 2. Communication and Collaboration: a. Interact, collaborate, and publish with peers…employing a variety of media Behavioral Objectives / Performance Objective Students will be able to: Students will analyze multiple interpretations of a drama and evaluate how that interpretation influences understanding of the text. Students will produce a short performance of their own and receive feedback from their peers. Student Friendly Objective or Essential Question: How does the medium a play is presented in influence our interpretation of it? Do different performances of Long Day’s Journey Into Night influence our understanding of the play? Materials: copies of the play (usually in text book), access to computers (students may bring their own from home or the classroom computer), camera (may be brought from home or borrowed from library if available), any technology that a student wishes to use in his or her performance and bring from home
  2. 2. Mary Jasperse Time: 10 minutes 10 minutes Lesson Activities Review/Hook: The plot of the play will be reviewed by the class in a grand discussion. The class will watch a short clip from a stage production (http://www.youtube.com/watch?v=Qn_q_pWkwk4). Teacher Input: The class will brainstorm various ideas for creative interpretations of the play. Some ideas for performances include film, stage production, audio recording, prose adaptation, poetry adaptation, song adaptation, and interpretive dance. Students will break into groups and be instructed to create a performance of their choice. The guidelines will be introduced: 1. Stay true to the text. Do not change major plot elements. 2. Keep all aspects of the performance school appropriate. 3. Be creative! A hand-out with expansions of the aforementioned guidelines will be provided for students. 45 minutes 30 minutes Independent Practice: In groups, students will create a performance (or adaptation) of one scene of Long Day’s Journey Into Night. They have the option of using film editing software (Widows Movie Maker, iMovie, etc.) or recording software (Audacity, Soundcloud, etc.) or whatever medium they choose. Closure of the Lesson: Students will share their interpretations with the class either by showing their final product or through a live performance. After everyone has presented, the class will discuss the choices made in the various performances and how those choices emphasize or de-emphasize aspects of the play. Homework for the day is to think about how different interpretations made us think about the play and write 2-3 paragraphs explaining. Those assignments will be discussed next class. Evaluation/Assessment of Student Learning Formative: Understanding of the material will be evaluated based on the students’ performances and the following discussion. Summative: The homework assignment will be taken up next class. Supervising Teacher’s Signature: Student Teacher’s Signature: Plans for Individual Differences Early Finishers: Find clips on Vimeo of various performances of the play. Late Finishers: Groups that do not finish can present the next day. Extension of Lesson: If students want to learn more, they can read some of O’Neill’s other work in the anthology or watch the movie or stage version of Long Day’s Journey Into Night online.
  3. 3. Mary Jasperse Exceptionalities: Students choose their own medium of performance which will allow for exceptionalities. English Language Learners: Students struggling with English will be given extra explanation of the play and assignment if needed. Peers can also help clear up misunderstandings. 21st Century Skills: Students will be collaborating in groups to make creative choices. Creating a performance using technology, such as video or podcast, is strongly encouraged. Learning Styles/Preferences: Visual, verbal, social, and physical learning styles will be emphasized in this lesson.

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