The document outlines a lesson plan for teaching 4th grade students about the differences between drama, prose, and poetry using examples from the Harry Potter book series. The lesson includes reading excerpts from Harry Potter books aloud, a vocabulary sorting activity in small groups, an independent matching worksheet assessment, and a closing discussion to review the key differences between drama, prose and poetry. The goal is for students to be able to identify the genre of a work with 80% accuracy.

1. Drama, Prose, and Poetry
1. Context and Learning Environment for this Lesson:
Intern’s name: Samantha Givens
School:William Allen White
Mentor teacher Cathy Dorcas
Subject Language Arts
Grade level (s) 4th
Tentative date to be taught: October 17, 2016
Time 9:45 - 10:45
The setting:
The class consists of 21 students in the fourth grade.Two of which are non-English speaking who are pulled during
reading block. The students have varying academic skills and work in table groups. The students have 1 to 1 chrome books
that they can use for school work. The teacher has a projector and smart board.
Materials:
19 matching worksheets
7 groups of sorting cards
Chrome books
Harry Potter and the Sorcerer's Stone (book)
Harry Potter and the Cursed Child (book)
Character lines for students reading aloud
Harry Potter in 99 Second's Lyrics 1 page
2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve, including:
2.1 Instructional Objectives: -
At the end of the lesson the students will able able to identify the differences between poems, drama, and prose with 80%
accuracy. (Medium, cognitive)
Plan Approved for Teaching (initial & date):
Instructor ____________ Mentor ____________

2. 2.2 Relevant local district/state/common core standard(s) - (ksde.org):
RL.4.5 Introduce differences in instructional elements between poems, dramas, and prose when writing or speaking about
text.
3. Assessment:
3.1 Assessment/Evaluation:
I know that students have achieved the lesson when they have completed the matching independent practice at the end of
the lesson with 75% of the answers correct.
3.2. Strategies and tools/materials used to assess students will include:
3.3. Criteria for Mastery (for judging/scoring student success):
I know the students have achieved mastery when the students answer 9 out of 12 matching questions correctly.
4. Adaptations:
4.1 “Gearing down” (provide more support/differentiation):
For the students who need extra help I would alter the vocabulary to include pictures of the definitions. I will also alter the
independent matching practice to include the pictures.
4.2 “Gearing up” (provide more extension):
For these students I would alter the matching independent practice to fill in the blank without a word box. The
students will need to recall the word to go with the definition.
5. Integration:
Reading and Music: Poetry can be sung to music to help establish fluency when reading aloud.
Reading and Vocabulary : Introducing key new terms to the students for them to learn about the differences between
dramas, poems, and prose.
6. References/Resources Used:
• Rowling, J. K., Thorne, J., & Tiffany, J. (2016). Harry Potter and the cursed child. London: Little, Brown.
• Rowling, J. K., & GrandPré, M. (1999). Harry Potter and the Sorcerer's Stone. New York, NY: Scholastic.
• https://youtu.be/y57sYHIDP_Y
• https://macmillanmh.com/ccssreading/treasures/grade4/ccslh_g4_rl_1_2c.html
• https://quizlet.com/_2ltwdg
7. Instructional Design – Teaching Plan
7.1 Introduction: I'm going to start the lesson by playing a small clip Hedwigs Theme song on the computer.
a. Anticipatory Set:
Hello, young wizards! Today we are going to review the differences between dramas, poems, and prose with the help of
the Harry Potter Series.

3. b. Communication of Objectives:
"I know we have gone over the differences a few times before, but today we are going to do some reviewing."
"We are going to read three different pieces of writing today that correlate with those three aspects.
"First, we are going to talk about prose"
"Next, is poems or poetry."
" Now, we have drama."
"First, we are going to read a page from the first Harry Potter book. The title of the book is Harry Potter and the
Sorcerers Stone. Also known as the philosophers stone."
"Can anyone tell me what features they saw in this book?"
"What kind of writing is this?"
"Next we are going to read Harry Potter and the Cursed Child. I'm going to need some volunteers to help me read. I need
someone who is going to be loud and proud."
"Can anyone point out specific features in this book?"
" According to the features pointed out what type of writing is in this book?"
" Next we are going to look at this writing about the Harry Potter books."
"Can anyone tell me what they notice about the writing?"
"What do you call this group of words? (Stanza)"
"If this writing has stanza's what does that make it?"
"Great job guys!"
"The next thing we are going to do is a sorting activity." In my hands I have a groups of cards that go into three smaller
groups. We are going to work in our table groups to sort the cards and review them. I am going to show you on the Elmo
what I am wanting you to do."
" I am going to look through my cards and figure out which cards are my headings."
"You are going to put your cards in a row like this. The order does not matter. Next, you are going to look through your
stack together and determine where each card goes. So, we have the headings drama, poems/ poetry, and prose. Under
drama I have place the vocabulary word dialogue. Now I'm going to find the definition and place it underneath the word
in the same column."
" Now we are going to do one as a class. Im going to need everyone to think about where our word will go and hold up one
finger for drama, two fingers for prose, and three fingers for poetry. The word we are going to use is verse. Now with a
show of fingers which column should it go in?"
"Okay good job!"
" Now, I'm going to pass out your set of cards and you can either work at your table or find a spot on the floor. When your
group is done raise your hand and I will come around and check your work.( ten minutes)
"Ok 4th grade return to your seat and open up your chrome books and go to quizlet. I have put the code on the board for
you to access my quizlet. You will student the vocabulary for 5 minutes and then we will play a round or two of quizlet
live."
" Time out fourth grade. Now that the round is over I need you to return to your desk and close your chrome books and
get out a pencil. I am going to be passing around a matching worksheet that you will complete independently. Raise your
hand when you are done."

4. "Alright 4th grade who can tell me what drama in writing is? Who can tell me what prose is? Lastly, who can tell me what
poetry or poems are?"
"Stand up if you like to read drama. Sit down. Stand up if you like to read prose. Sit down. Stand up if you like to read
poetry."
*7.2. Input:
The teacher will define each drama, prose, and poetry for the students. The teacher will also give examples of features that
are found in each particular writing. This will be displayed on a PowerPoint for the students to follow along as the teacher is
speaking. The first informative slide will have the definition of drama and vocabulary words: dialogue, act, and stage
directions. The next slide will have prose and its definition and the vocabulary words : setting, chapter and paragraph. The
last slide will contain the definition of poetry and the vocabulary words: rhyme, verse, and stanza.
*7.3 Modeling:
I will model the sorting activity for the students. I will model for them how to set up the headings for each column and I will
add one word and definition to the column. The word I will add is lines. I will add this to the drama column. I will select the
definition for lines and also add it to the drama column.
*7.4 Guided Practice:
I will have the students as a class place a vocabulary word (verse) into a column (poetry) by show of fingers which column to
put it in. One finger, two fingers, or three fingers.
*7.5 Checks for Understanding:
I will ask questions after each reading pertaining to what type of writing we just examined.
I will also go around the room during the sorting activity and ask the students to define a word that they have placed into a
column without looking at the definition. I can also have some students place a word down that has not been put into a
column.
7.6 Independent Practice/Assignment:
Students will complete a matching worksheet based on the vocabulary terms studied during class. This will be completed
after the sorting activity and the quizlet activity. I will grade the worksheets out side of lesson time.
7.7. Closure, wrap-up:
I will have three students define what drama, prose, and poetry is. Next, I will have students stand up if they like drama.
Then, I will have students stand if they like prose. Lastly, I will have students stand up if they like poetry.