SCHOOL OF EDUCATION

Lesson Plan
Instructional Model: Adapted Concept Development
Name(s): Nicole Marriott
length: 1 day

Lesson

Grade Level: 7/8

Subject:

I.
Standards :
Common Core Standard (http://www.corestandards.org/ )
CCSS.ELA-LITERACY.WHST.6-8.1
Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Utah State Core Curriculum Standard(s)
(http://schools.utah.gov/arc/curr/CORE/CoreBinder2013/index.html or
http://www.uen.org/core/ )
Standard 7-8.T.Create.3: Define roles, identify responsibilities, and participate in group decision making.
Standard 7-8.T.Perform.5: Communicate meaning using the voice through volume, pitch, tone, rate, and
clarity.
Standard 7-8.T.Respond.3: Formulate a deeper understanding and appreciation of a drama/theatre work
by considering its specific purpose or intention.
Standard 7-8.T.Respond.5: Apply appropriate theatre terminology to describe and analyze the strengths
and weaknesses of their own or the groups work.
Standard 7-8.T.Connect.1: Examine a community issue through multiple perspectives in a drama/theatre
work.
ISTE*S Standards
1.a. Apply existing knowledge to generate new ideas, products, or processes.
2.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
3.b. Locate, organize, analyze, evaluate, synthesize and ethically use information from a
variety of sources and media
5.b. Exhibit a positive attitude toward using technology that supports collaboration, learning
and productivity
5.c. Demonstrate personal responsibility for lifelong learning.
6.a.Understand and use technology systems
Utah Educational Technology Standards

Use digital media and tools to communicate and work collaboratively, including at a
distance, to support individual learning and to contribute to the learning of others.

II.
Intended Learning Outcomes
The students will come up with criteria for the definition of performance. They will
choose a non-traditional type of performance and use the criteria to justify why it is
a performance.
Objective
What do you want students to know? At the end of the lesson, students will
know different types of performance, including that digital media can be a
performance.
Indicator
What will students do to show what they know? The students will
create a paper/presentation, compiled in digital format, defending a nontraditional form of performance as performance
III.
Assessment of Student Progress
Pre-assessment. Brainstorm on Padlet about what is performance
Formative assessment(s). Group discussion on performance
In class assessment. GRASPS Project on how a piece of digital media
is a performance.
You are a theorist at a prestigious university and you are trying to
convince your colleagues that performance is not just what is seen on a
stage. Using the criteria we have come up with as a class, argue how a
non-traditional type of performance is really a performance and share on
your blog.
Criteria: You must address every item we have listed as criteria and
give an explanation how your performance fits the definition of performance. (or
why your performance doesnt fit all criteria, but it still fits as performance). Also
include an introduction and conclusion. Your argument should be roughly 3
paragraphs.
Summative assessment. This lesson will prepare students to
participate in this unit by setting the stage for what performance is. It will help
them understand that their final project is a performance and help them structure it
as such.
IV.
Preparation
Teacher preparation.
- Materials Padlet site for brainstorm. Log set up for recording of media
interaction.
- Target vocabulary Performance
- Technology Use Padlet via 1-to-1 ipads. Some form of presentation or paper
application
Student preparation. None. This is the first lesson of the unit. They will need to
be prepared with every day school supplies, including their iPad.
V.
Instructional Procedures:

Media as Performance [Anytime you are giving instruction, have the students put
their iPads FACE down. They may pick them back up as soon as you say go]
Listing: Instruct students to get onto a Padlet site (listed on board or
emailed/LMS link) and have them brainstorm types of performance (theater,
ballet, sporting events, etc) (5 min).
Break them into 3-4 small groups (by location) and discuss if there are
any performances that they missed (iPads down during instruction) and add
them to the Padlet site(2 min).
Labeling: In those same small groups, have them come up with
criteria for what makes a performance (Looking at the performances weve
listed, come up with some similarities that we could use to decide if
something new fits into performance) (10 min), using the Padlet site to
keep in mind different performances.
Have students place iPads face down on their desks and discuss their
criteria as a large group, writing the criteria on the board (or via technology
in visible location ie. Promethean board or tv). The teacher will need to
streamline the criteria (5 min). Have each small group volunteer one item for
criteria and go around until all the criteria are listed. Have students see if
they can combine any of the items or restate them in a clearer way, or
remove if they are unnecessary. Rewrite list as needed. Teacher will need to
guide some of the criteria to fit the direction of the lesson.
(Re-listing?) Ask the students to brainstorm other things that may fit
that criteria (on iPads or in small groups) Based on our criteria, what other
things might fit into performance? (5 min). [Ask Joe, who likes sports and is
on several sports teams, to discuss how sports may fit into performance]. Ask
students if there is a kind of performance in their culture that we might be
able to add to our list.
iPads down. Have the students volunteer some examples of other
performances and list them on board/tv/smartboard. [Make sure film is
included. Incorporate rituals, other things and media. Discuss YouTube,
commercials, lead into Facebook posts and tweets/instagram and snapchats.]
Hand out graphic organizer. Have the students fill out the different
bubbles with the criteria they have come up with for performance. Students
can then refer back to the GO when completing their synthesis.
Synthesize: Tell the students to pick one form of digital media to write
about. Explain criteria and give the students time to work on their paper on
the iPad, describing how one of those things fits the description of
performance. They can also put this argumentative paper into a presentation,
as long as all the requirements are met. Suggested modification is that each
criteria that the class comes up with makes up one slide, plus introduction
and conclusion. (15 min). Students can finish at home if there is not enough
time in class.
Ask students to record all of social media interaction for the next week.
Have students record the messages they send for the next week
(worksheet/log). If student does not have a social media account, have them

keep a journal of things they would post if they did have an account. Keep
track of text messages sent. Pass out worksheet and explain how to fill it out
(the worksheet can be done either on paper or as a pdf). (3 min). This lesson
will prepare the students to thoughtfully create a piece of media at the end of
the unit.
Administer survey on marketing techniques.

VI.
Meeting Student Needs
Accommodations.
Visual Impairment - Allow students with Visual Impairment to work with a partner to
read the directions (teacher also explains directions before assignment) and write
the brainstorm the student has onto Padlet and other writing the students share.
One student struggles with writing voice to text.
ESL technical writing clearly explain all difficult/academic words in description.
Extended time to finish.
Have noise cancelling headphones for students who struggle with distractions to
use when writing blog posts and reflections.
Differentiation. Advanced: hold to higher standard of presentation
Struggling: Group activity allows more advanced students to fill in gaps of struggling
students. (combine knowledge)
VII.
Technology Backup Plans
Padlet on white board, Argumentative paper on paper