English materials for
​Secondary school in México

Second Grade

Unit 2

Lesson plan

Lesson plan | Videos | Worksheets & Handouts
​Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Introduction (10 mins.)
T writes a few discussion points on the board:
  • Do you like theater?
  • What plays have you seen?
  • Have you ever participated in a play? How?
  • What genres of plays do you know?
  • Have you read the script of a play?
  • What equipment do you need to make a play?
T motivates Ss to share their ideas with their classmates.
T asks Ss to talk about their favorite play, scene or writer.
Development (15 mins.)
Ss classify a list of vocabulary into the following categories: famous plays, people, places, equipment and parts of the story.
Consolidation (20 mins.)
T asks Ss what different kinds of entertainment are put on at the theater and the intended audience. Then, T writes on the board the types of entertainment: plays, musicals, opera, ballet, and pantomime. Next, T reads aloud the characteristics of each type and encourages Ss to guess which type is.
  1. It’s a theatrical dance with a formal academic dance technique. (Ballet)
  2. It shows conversation between characters, intended for theatrical performance. (Play)
  3. It tells the story using a mixture of dialogues, songs and dance routines. (Musicals)
  4. It’s a dramatic entertainment in which performers express meaning through gestures accompanied by music. (Pantomime)
  5. It’s a mixture of music, singing, drama, costumes, and poetry combined into a coordinated theatrical performance. (Opera)
T invites Ss to have a class discussion to identify similarities and differences between the types of entertainment. Ss have to use a graphic organizer.
Ss illustrate each type of entertainment on their notebooks.
Closure (5 mins.)
Then, T reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit.
Time filler: "Vocabulary of theater plays" - Complete a crossword with vocabulary related to theater plays. 
Homework: Bring information about theater plays: the name of the play, actors, actresses, genres, elements in a theater, and photos. 
Introduction (10 mins.)
T introduces theatrical genres by showing Ss 4 images. T encourages Ss to classify the images into which ones make them cry or make them laugh. Ss explain their feelings. Then, T label each image with theatrical genres (comedy, melodrama, horror, and romance).
Development (25 mins.)
Ss match the genres with their descriptions.  
T asks Ss to classify characteristics of each genre (comedy, horror, musical, romance).
Here are some characteristics:
  1. _____ It makes people laugh.
  2. _____ The relationship is the main focus of the play.
  3. _____ The production includes songs and instrumental interludes in the story.
  4. _____ There are characters like vampires and ghosts in the play.
  5. _____ It makes people get scared.
  6. _____ It has a happy ending.
  7. _____ The characters do funny and silly things.
  8. _____ Two people fall in love.
  9. _____ The dance routines are very important for the play.
  10. _____ The hero kills fictional and spooky characters.
Consolidation (10 mins.)
Ss read synopsis of famous plays and identify the genres.
T asks Ss to read aloud 4 excerpts from play scenes and they have to identify the genre of each excerpt.
Closure (5 mins.)
Ss summarize the characteristics of each genre that they saw.
Introduction (5 mins.)
T asks Ss about their favorite play. Ss answer the following questions:
  • What’s your favorite play?
  • Who are the main characters?
  • Who wrote the play?
  • What’s it about?
Development (20 mins.)
T hands out jumbled texts of a play script, and Ss to put them in order.
T invites Ss to discuss what information is in the play script.
T explains to Ss the main parts of the play script (Title, author/playwright, characters, cast, setting, stage directions, dialogues).
  • Title: It’s the name of the play.
  • Playwright: It’s the author of the play.
  • Characters: They are different people that take part in the story.
  • Cast: The actors and actresses in a play.
  • Setting: It tells the time and place where the play happens in.
  • Stage directions: They tell actors/actresses what to do and where to go on stage, how to move and how to say their dialogues.
  • Dialogues: They are the lines the characters speak in the play.
Consolidation (15 mins.)
T asks Ss to label the parts of a play script.
Closure (10 mins.)
T writes true/false statements of key points from the session and asks Ss to raise their thumbs (for true) or down (for false) for each one:
  1. The stage directions are instructions for the actors. T/F
  2. The dialogues go before the character’s name. T/F
  3. The playwright is the person who wrote the play. T/F
  4. Romeo and Juliet are examples of characters. T/F
Introduction (5 mins.)
In pairs, T handouts a worksheet for each S and asks them to label emotions.
Development (25 mins.)
T reads aloud a list of descriptions of emotions and encourages Ss to guess which emotion is.
  1. It occurs when someone is blocked or interrupted from an important goal by improper action of an external agent. It associated with a strong feeling of displeasure.
  2. This emotion is often associated with things that are unsanitary, inedible, infectious, or offending.
  3. It’s an emotional response to a potentially threatening or dangerous stimulus. It’s related to the behaviors of escape and avoidance.
  4. This emotion is often associated with a state of mind that reflects contentment, satisfaction, and pleasure.
  5. It’s the opposite of happiness and indicates a depressive state. It’s associated with feelings of disadvantage, loss, and helplessness.
  6. It occurs when things are not expected. 
  7. This emotion is often associated with strong and deep feelings of affection, protectiveness, warmth, and respect for another person.
Answers:
  1. Anger.
  2. Disgust.
  3. Fear.
  4. Joy.
  5. Sadness.
  6. Surprise.
  7. Love.
T shows Ss pictures of emotions and asks Ss to identify them.
Consolidation (15 mins.)
Ss watch a clip (short scene) of a play and encourages Ss to match key events with emotions. For example:
Play: Romeo and Juliet
Key events:
  1. Romeo sees Juliet leaning on her balcony. He speaks of her beauty and compares her to the sun.  
  2. Juliet thinks she is alone, so she talks freely about her love for Romeo.
  3. Romeo declares himself.
Possible answers:
  1. Romeo is in love with Juliet. He looks happy and excited.
  2. Juliet speaks about her feelings of love out loud. She looks happy and in love.
  3. Romeo is smart enough to keep his mouth shut and listen. Finally, he can’t resist anymore, and he calls out to her. He looks excited. Juliet is embarrassed until she realizes that it's Romeo hiding in the bushes. Juliet is worried because if her family finds Romeo, they’ll kill him.
Closure (5 mins.)
Ss have a class discussion about how important feelings and emotions are during play scenes.
Introduction (5 mins.)
A
Development (20 mins.)
A
Consolidation (20 mins.)
A
Closure (5 mins.)
A
Introduction (5 mins.)
A
Development (30 mins.)
A
Consolidation (10 mins.)
A
Closure (5 mins.)
A