edTPA Lesson

Grade Level: 9th grade

Subject / Content area: ELA
Unit of Study: Elements Drama
Lesson Title: Peer review workshops
Central Focus for the learning segment:
Content Standard(s): CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.

Learning Objectives associated with the content standards: Students will use their
knowledge of the elements of drama to critique and workshop each others pieces
Instructional Resources and Materials to engage students in learning: A play written by
Ms. Akinde and a rubric for that play
Instructional Strategies and Learning Tasks that support diverse student needs. (Include
what you and students will be doing.): I will be showing students how to use a rubric and
what they know about the elements of drama to do workshops on their work. I will first
model how to look for certain elements in plays, how to ask questions, how to make
comments and how to make suggestions while reading a work of art. I will then ask the
students to break into groups and continue the workshop process
Differentiation and planned universal supports: Video and modeling will be done to help
students who learn through modeling and through visuals
Language Function students will develop. Additional language demands and
language supports: Students will be analyzing dramas and therefore will be using words
associated with analyzing and drama, such as clear plot, complex characters, dialogue,
confusing or unclear, setting, stage directions etc.
Type of Student Assessments and what is being assessed:
Informal Assessment: As student work on their workshops I will be walking from
group to group collecting data pertaining what students are having difficulty with and
what students are excelling in

Students will be asked to go on the class website and post on the discussion
board about their first experience doing peer reviews, what was difficult
(possibly hurting the authors feelings)? What made it enjoyable?

Formal Assessment: At the end of the unit scripts and the performance of the play
will be graded against a rubric

Modifications to the Assessments: As I collect data during my walk arounds and

observation I will address either the group or the class as a whole if the mistake or
success are occurring in almost every group in order to guide them further

Evaluation Criteria: Rubric attached

Relevant theories and/or research best practices: Peer reviews/ workshops make the
writing process more collaborative through peer review gives students
opportunities to learn from one another and to think carefully about the
role of writing in the course at hand. The goals of the assignment are
clarified. By assessing whether or not individual student examples meet the
requirements, students are forced to focus on goals
Studies have shown that even strong writers benefit from the process of peer
review: students report that they learn as much or more from identifying and
articulating weaknesses in a peers paper as from incorporating peers feedback
into their own work.
Graff, Nelson. Approaching Authentic Peer Review. The English Journal 95.5 (2009): 81-89.
Nilson, Linda B. Improving Student Peer Feedback. College Teaching 51.1 (2003): 34-38.

Lesson Timeline:
Do now: Quote of the day Teaching is the highest form of understanding. Take 5 minutes to
write down what you think this quote might be saying
Mini lesson: Show peer review video https://www.youtube.com/watch?v=RBKqgOvmJ8w
ask questions such as what did we notice the two students do?
Activities: I do: On the projector I will begin reading a play I wrote and starting critiquing it
myself following the rubric and peer review questions
We do: after a while I will ask the students to help me compliment what is good, comment
on what they feel should be added, removed or moved and talk about any confusions they
may have had while reading it
They do: for the remainder of the period students will work in groups and continue the peer
review process

Reflection: In this lesson plan students are already familiar with the elements of drama
and have worked on characterization, dialogue, plot and setting. In todays lesson we
will be seeing how these elements come together by looking at other dramas from a
critical stand point. By doing this, students will be prepared to not only create their own
dramas/plays they will be able to create them knowledgably. Students will have an
understanding that writing is a process and not just a onetime shot, they will also
understand that writing is not only an individual process where they write their own
pieces but a collaborative process where peers give and advice and help make their
pieces stronger. In this lesson plan students also use contemporary technologies (the
computer) to talk to one another and me on the classroom discussion board.
This lesson plan also relates to element 2 of this standard. The assessment used for
this lesson plan is creative but it also ensures that students are knowledgeable in not
only the genre of drama but in the writing process as well. Students will be assessed on
creativity and will also be assessed against a rubric. Students will be given substantial
feedback from not only me but from their peers through their peer reviews encouraging
their growth as writers over time.

Play rubric
Poor
Plot

The play lacks a clear beginning,

middle, and end.
There is no apparent problem or goal
or there is no resolution

Fair

The play contains a clear beginning,

middle, and end.

There is a problem or goal, but it is

unclear at times.

There is a clear problem or goal.

The problem or goal is only partially

resolved.

Character

The protagonist is not believable or

sympathetic.
The protagonist does not appear to
have any characteristics.

Good

The play contains a clear beginning,

middle, or end, but not all three.

The protagonist is either believable or

sympathetic, but not both.
The protagonist's character is only
mildly clear.

There is no definite antagonist.

There is a clear resolution of the

problem or goal.
The protagonist is both believable and
sympathetic.
The protagonist has at least one clear
characteristic.
The antagonist is a strong opponent.

There is an antagonist, but he is not a

strong opponent.

Setting

Dialogue

Theme
Story structure

The play's setting is not discernible.

None of the scenes are well described.

The play has a specific setting, but it is

not immediately well defined.

The play's setting is well defined at the

beginning of the play.

Scene changes do not occur at the

right time.

Some of the scenes are well described,

but not all of them.

All of the play's scenes are well

described.

Scene changes are rough or not timed

well.

Scene changes occur smoothly and at

the right time.
Dialogue sounds natural and realistic.

Dialogue does not sound natural or

realistic.

Dialogue sounds either unnatural or

unrealistic.

Dialogue is not individual to each

character.

Dialogue is mildly individual to each

character.

Dialogue is often used for exposition.

Dialogue is sometimes used for

exposition.
The play's has a theme, but it is
unclear at times.

The play has no apparent theme.

Neither the characters nor the conflict
are well introduced in Act One.
The play does not capture or keep the
attention of the audience.

Play structure

Stage directions are not correctly

formatted.

The characters and/or the conflict are

introduced in Act One, but not both or
only vaguely.
The play captures but does not keep
the attention of the audience.

Dialogue is individual to each

character.

Dialogue is used for exposition

The play's theme is clear throughout
the script.
The characters and the conflict are
well introduced in Act One.
The play captures and keeps the
attention of the audience.

Some stage directions are correctly

formatted.

All or most stage directions are

correctly formatted.

Some dialogue is correctly formatted.

All or most dialogue is correctly

formatted.

Dialogue is not correctly formatted.

Heading doe new scenes are
incorrectly formatted or missing.

Headings for new scenes are not

always clear.

Headings for new scenes are clear.

Peer Review Worksheet

What are some questions you have for the author after reading the play?

What is one of the strongest parts of this play?

What would you like to learn more about?

What do you think the author should change or add?