UITE 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 3.T.CR.1:
1) Create Develop imagination to create artistic
2) Perform/Present ideas and work.
3) Respond  Standard 3.T.CR.5:
4) Connect/Analyze Create character through imagination,
physical movement, gesture, sound
and/or speech and facial expression
based on stories or through
improvisation.
 Standard 3.T.P.2:
Demonstrate the ability to work
effectively alone and cooperatively,
with a partner or in an ensemble.
 Standard 3.T.P.3:
Observe, listen, and respond in
character to other actors.
 Standard 3.T.R.2:
Share personal responses about
classroom dramatizations and

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 performances.
SKILLS ADDRESSED IN THIS LESSON  Create
 Characterization
 Individual Work
 Group Work
 Observe
 Respond
Learning Objectives/Goals
Describe the lesson’s objectives and the learning outcomes that are appropriate for meeting
curricular/classroom needs.
CONTENT OBJECTIVES  Students will use their body and voice
to create a character as guided by their
teacher and on their own.
 I can use my body and voice to create a
character.
LEARNING OUTCOMES  By the end of this unit, students will be
able to develop their own unique
character as well as create a character
based off a story by using their voice,
body movement, and facial expressions.
Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this lesson)
 Create: Bring something to life.
 Fictional: Something or someone that has never happened or lived.
 Character: A person in a book, play, or movie.
 Characterization: The creation of a fictional character.
 Background Story: A history created for a fictional character.
 Attribute: An important part of someone or something.
 Physicality: The physical attributes of a person.
 Voice: The sound produced from a person through the mouth as a speech
or song.
 Tone: A musical or vocal sound.
 Pitch: The highness or lowness of tone.
 Movement: Changing physical location or position.
 Observe: Notice something as being important.
 Respond: Say something back to someone after listening to them.
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  During the game “Shark Attack” the
(pre-assessment via starters, warm-ups teacher will assess how the students use
and/or work done (homework, classwork,

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discussion in previous class).
ASSESSMENT DURING THE LESSON
(questioning, discussion (small group and/or
whole class) etc.)
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
(Background
information/Engagement/Opening)
1(b) INTRODUCING THE LESSON
(Setting objectives, hooking interest, building
background knowledge, establishing
relevance and purpose)
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their bodies to become the shark, to
create that character.
 After guiding the students through
creating a character, the teacher will
ask some of the following questions:
- What was something unique about the
character we made?
- How do you think this character was
feeling? Why?
 Did you like this character?
 Students will get into groups of two and
tell each other about their characters
and what choices they made. The class
will then discuss these choices together.
1(a) BEFORE THE LESSON
 Students will play the game “Shark
Attack. All students will stand in a
circle with one person on the inside as
the shark. The teacher can start as the
shark.
 The teacher will use their body to
create a shark. It can be a big shark or
little shark, any kind they would like.
 As the shark, the teacher will walk
towards one of the students in the
circle. In order to be “safe” the student
has to say a name of another student in
the circle.
 Once the student says a name, the
“shark” will walk towards that student.
If the student cannot think of another
person’s name, once the “shark” is
close to them, they will become the
“shark” and be in the middle.

2) DURING THE LESSON
(Procedures/Activities for exploration)
2(a) INTERACTING WITH NEW
KNOWLEDGE
(Teacher modeling, demonstration,
questioning, discussion, direct instruction)
2(b) PRACTICE
(Examples include exploring, class practice,
learning activity, application, inquiry
projects, presentations and/or workshops)
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FIRST ASSESSMENT: During the game
“Shark Attack” the teacher will assess how the
students use their bodies to become the shark,
to create that character.
1(b) INTRODUCING THE LESSON
 The teacher will ask the student some
of the following questions.
- What is a character?
- Who are some of your favorite
characters from movies or TV?
- How do they walk?
- How do they talk?
- Are they usually happy?
 The teacher will designate an open area
where students can walk. The teache4r
will ask the students to pretend to be
their favorite character as they walk
about the room.
 The teacher will have the students
freeze with a “freeze bell” and will
move onto the next part of the lesson.
2(a) INTERACTING WITH NEW
KNOWLEDGE
 The teacher will guide students as they
all create the same character. The
teacher will give them direct
instruction.
 The students will begin walking around
the designated space as themselves.
 The teacher will instruct them to lead
with their head when they are walking.
 After the students do this, the teacher
will instruct the students to have a sad
face. Now the students should be
walking while leading with their head
and have a sad facial expression.
 After they are doing those two things,
the teacher will instruct them to talk in

3) Conclusion (Debrief, review, recap, assess,
link to previous content)
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a low voice. Students will do those
three things at the same time while
interacting with each other.
 The teacher will use the “freeze bell” to
have everyone freeze where they are
and then sit where they are.
SECOND ASSESSMENT: After guiding the
students through creating a character, the
teacher will ask some of the following
questions:
- What was something unique about the
character we made?
- How do you think this character was
feeling? Why?
- Did you like this character?
2(b) PRACTICE
 Students will have the opportunity to
create their own character. They will
begin walking in the designated space
again as themselves.
 First, the teacher will instruct them to
pick a different way this new character
may move.
 Once the teacher sees all students doing
that, the teacher will instruct the
students to pick how their character is
feeling and show it on their face.
 When the teacher sees those two steps
being completed by the students, the
teacher will instruct them to decide how
their character talks. Students will then
be instructed to talk with each other.
 The teacher will use the “freeze bell” to
make them freeze where they are.
THIRD ASSESSMENT: Students will get into
groups of two and tell each other about their
characters and what choices they made. The
class will then come back together, and
 students can share the choices they made for
their character with everyone. They can also
share what choices their partner made.
Instructional Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting the
students’ needs.
 Direct Instruction/Lockstep
 Modeling
 Group and Individual work
 Class Discussion
 Positive Reinforcement

Learning Activities
Describe the opportunities provided for the students to develop the skills of the objective.
 Students will start by playing “Shark Attack” where they will start practicing using their
bodies to become a different character.
 Students will discuss what a character is and who some of their favorite characters are
from movies or TV shows.
 Students will act out their favorite character.
 Students will use their body, facial expressions, and voice to become a character guided
by the teacher.
 Students will discuss as a group about what made that character unique.
 Students will create their own characters by choosing a specific movement, emotion,
and tone of voice.
 Students will share what choices they made with a partner and then with the whole class.
Resources and Materials
List the materials used to plan and deliver the lesson.
 Computer/Laptop
 Projector
 Projector Screen
 Slideshow
 Music
 Portable Speaker

Technology

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Describe the instructional and/or assistive technology that you will incorporate into the lesson
to enhance instruction and student learning.
 Computer/Laptop
 Projector
 Slideshow
 Music
 Portable Speaker

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
(how will you differentiate your lesson for
diverse learners in your classroom?)
ACCOMMODATION/MODIFICATION
(Keeping in mind your student with special
needs, , what will you include as
accommodations/modifications for this
lesson?)
INCREASES IN RIGOR
(How will you maintain rigor in this lesson?)
 A visual organizer will be created and
shown on the slides, so the students
know what they are supposed to be
doing if they maybe don’t understand
English very well.
 Students may partner-up and make the
same choices for their character.
 If students don’t feel comfortable using
their body and/or voice to show their
character choices, they can write down
what choices they would make and give
it to the teacher. Or they can do some
things with their body and/or voice and
write down other things.
 Students may partner-up and make the
same choices for their character.
 Students will begin by playing a low-
stakes game to help them start
becoming a different character.
 Students will discuss what a character
is and who some of their favorite
characters are from movies or TV
shows.
 Students can practice being their
favorite character.
 Students will follow the teacher
instructions, and all create the same
character.

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  Students will make choice for their own
character.
 Students will share their choices with
one other student and then with the
whole class.
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.
 Students will enter the classroom and will go sit in their assigned spots.
 The students will be given a designated space they can walk around in.
 A “freeze bell” will be used to let the students know when they need to freeze and stop
moving.
 Call and response will be utilized.
 Proximity
 Pitch
 Positive Reinforcement

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.
 Student who finish early can come up with a list of other qualities that can make up a
character.
 They can also show the teacher their character choices.
 Students who finish early can come the character they chose to make with their favorite
movie or TV character.

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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.)
 In the next lesson, students will think about characters more in depth. The teacher will
review what a character is with the student.

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.
 N/A