Lesson Plan

Putting a Play Together!

Let’s put it all together! In this lesson, students will explore the different parts of a drama or play. By the end of the lesson they will be able to define terminology related to plays and give examples of the unique genre features!
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Need extra help for EL students? Try the Parts of a Drama pre-lesson.
View aligned standards
Need extra help for EL students? Try the Parts of a Drama pre-lesson.

Learning Objectives

  • Students will be able to define terminology related to the genre of plays and drama.
  • Students will be able to compare and contrast dramas with other types of literature such as chapter books and poetry.
  • Students will be able to analyze text and determine components of plays and drama.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments


(5 minutes)
Drama Vocabulary CardsWhat’s in a Play?Acting 101: Learning the Parts of a Script
  • Pass or bring around the “grab bag” of books and have each student quickly choose a book. In order to make this go faster, you might consider having them close their eyes and take a book so that it is random and moves quickly.
  • Give the students a minute to browse their book and look for characteristics or features.
  • Ask students to get up and mix and mingle with their classmates, comparing and contrasting features of their books.
  • Once students have returned to their seats remind the students that genres have unique characteristics.
  • Demonstrate with a chapter book, showing them the table of contents and chapters and compare a chapter book with a book of poetry that contains stanzas.
  • Tell the students that they will be learning about a new genre called drama, which includes plays.


  • Review the definition of the word characteristic and give examples that are unrelated to genres. For example, share characteristics of a stormy day. (wind, rain, gray sky, thunder, lightning, etc.)
  • Provide a word bank of characteristics related to the genres in the “grab bag”.


  • Make a list of genre types to display for the introduction activity.
  • Supply sentence frames for students as they discuss with partners:
    • My book has ____________, but your book has _______.
    • Both of our books have ___________.