Urban Institute for Teacher Education – College of Education, University

of Utah Lesson Plan Template

Purpose:

--This lesson plan format is a template provided for students to use as they develop well-
planned and structured lessons.

--This resource can also help a student better understand and design meaningful lessons
(daily and for formative observations) that will positively enhance instructional practice and
student learning.

--This lesson plan format is intended for use in conjunction with the mission and goals of
the teacher preparation program at the University of Utah and aligns with PPAT Tasks 2, 3,
and 4.
Date: ___________________________ Day of the Week and Class Period: ____________________

Time: ______________ Content: _____________ Total Number of Students: ______________

# of IEPs’: ______# of Children with Special Needs: _______# of Identified LLs’: _________

Standards/Performance Indicators/Skills
Identify the state and national standards, performance indicators, and skills
addressed by the lesson.

NATIONAL STANDARDS
1) Create
2) Perform/Present
3) Respond
4) Connect/Analyze
STATE STANDARDS Standard L1.T.P.8:
1) Create Identify and use appropriate vocabulary
2) Perform/Present to describe kinds of stage spaces, stage
3) Respond
directions, areas of the stage, and
4) Connect/Analyze
blocking techniques.
SKILLS ADDRESSED IN THIS LESSON Areas of the stage

Learning Objectives/Goals
Describe the lesson’s objectives and the learning outcomes that are appropriate
for meeting curricular/classroom needs.

CONTENT OBJECTIVES At the end of the unit, Students will be able

to Identify and use the appropriate vocab to
describe stage spaces, stage directions, areas
of the stage and basic blocking techniques.

LEARNING OUTCOMES I can identify areas of the stage

 Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this
lesson)
Downstage
Downstage left
Down stage right
Upstage
Upstage left
Upstage right
Center
Center right
Center left
Apron
Audience

Assessment (the type[s] of assessment used throughout the lesson)

Identify the assessment that occurred before, during, and after the lesson.

ASSESSMENT BEFORE THE LESSON “How many areas of the stage are there?”
(pre-assessment via starters, warm-ups and/or
work done (homework, classwork, discussion in
previous class).
areas of the stage worksheet
ASSESSMENT DURING THE LESSON
(questioning, discussion (small group and/or
whole class) etc.)
areas of the stage review game
ASSESSMENT AFTER THE LESSON
(independent practice, homework, exit ticket,
reflection, discussion (small group and/or whole
class) etc.)
Lesson Structure and Procedures
Describe the sequence of events of the lesson elements, including the before,
during, and after of the lesson (i.e., the engagement/opening, the procedures
used, the activities for guided practice, and the conclusion).
Examples for 1 through 3 below include launch/explore/debrief, I do/We do/You do,
Hook/verification/learning activity/assessment etc.

1(a) BEFORE THE LESSON Teacher will lead students through body
(Background information/Engagement/Opening) warm up to get all the wiggles out.

1(b) INTRODUCING THE LESSON Teacher will ask the assessment question,
(Setting objectives, hooking interest, building pass out the worksheet.
background knowledge, establishing relevance
and purpose)

2) DURING THE LESSON Teacher will pull up a slideshow that

(Procedures/Activities for exploration) follows the areas of the stage.
 Students will follow along with the
2(a) INTERACTING WITH NEW KNOWLEDGE worksheet.
(Teacher modeling, demonstration, questioning,
discussion, direct instruction)
Teacher will take the students to the
2(b) PRACTICE auditorium and show them the areas of
(Examples include exploring, class practice, the stage.
learning activity, application, inquiry projects,
presentations and/or workshops)
3) Conclusion (Debrief, review, recap, assess, Teacher will lead the students in a review
link to previous content) game where the teacher calls out a space
on the stage and students have to run to
it. If the student(s) go to the wrong area
they are out and sit back down.
Instructional Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting
the students’ needs.

using a slide show

proximity
change in voice
students are in assigned seats

Learning Activities
Describe the opportunities provided for the students to develop the skills of
the objective.
areas of the stage review game
Worksheet

Resources and Materials

List the materials used to plan and deliver the lesson.
areas of the stage worksheet, computer/slideshow
Technology
Describe the instructional and/or assistive technology that you will incorporate
into the lesson to enhance instruction and student learning.
areas of the stage slideshow
computer

Differentiation/Accommodations/Modifications/Increases in Rigor
Describe the modifications made to meet the needs of all learners and to
accommodate differences in students’ learning, culture, language, etc.

DIFFERENTIATION/INTEGRATION can use a partner for the review game

(how will you differentiate your lesson for
diverse learners in your classroom?)

ACCOMMODATION/MODIFICATION can be given a worksheet with the answers

(Keeping in mind your student with special already on it
needs, , what will you include as
accommodations/modifications for this lesson?)
can be given a hard copy of the slideshow

can sit out of game if need

INCREASES IN RIGOR make the review game more of a competition

(How will you maintain rigor in this lesson?)

Classroom Management
Identify the strategies that are consistent with the learning objectives of the lesson and
that meet student behavior needs to keep students on task and actively engaged.
Strategies include but are not limited to positive reinforcement, contingencies for
redirections, and ongoing evaluation of student behavior.

Proximity, assigned seats, clear and concise instructions

 Extensions
Describe the activities for early finishers that extended the students’ understanding
of and thinking about the learning objectives/goals by having them apply their new
knowledge in a different way.
In class activity no extensions

Follow-Up Activity to the Lesson

Describe a quick activity for review or for building on the lesson that will deepen
student understanding and interconnect concepts. (The activity may be incorporated
in class the next day or throughout the unit.)
a quick game of kahoot at the beginning of next class.

Additional Information
Identify any area or lesson component that was not covered by this lesson plan
format but that you feel is vital to include in a description of the lesson.