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 5.T.CR.5:
1) Create Create character through physical
2) Perform/Present movement, gesture, sound and/or
3) Respond speech and facial expression with
4) Connect/Analyze age-appropriate outcomes.
 Standard 5.T.P.2:
Perform as a productive and
responsible member of an acting
ensemble in both rehearsal and
performance situations.
 Standard 5.T.P.4:
Communicate meaning using the
body through space, shape, energy,
and gesture.
 Social Studies, Standard 2: Students
will understand the chronology and
significance of key events leading to
self-government.
 Social Studies, Standard 2,
Objective 2: Evaluate the
Revolutionary War's impact on self-
rule.
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SKILLS ADDRESSED IN THIS LESSON
Learning Objectives/Goals
Describe the lesson’s objectives and the learning outcomes that are appropriate for
meeting curricular/classroom needs.
CONTENT OBJECTIVES
LEARNING OUTCOMES
 Social Studies, Standard 2,
Objective 2, B: Profile citizens who
rose to greatness as leaders.
 Create
 Perform
 Communicate
 Evaluate
During this lesson, students will learn more
about some of the founding fathers by using
their bodies to act characters from the book
“John, Paul, George, and Ben” by Lane
Smith.
By the end of the lesson, students will learn
more about some of the founding father by
using their bodies to act out characters from
the book “John, Paul, George, and Ben” by
Lane Smith.

Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this lesson)
 Ensemble: A group of actors who perform together.
 Founding Father: A person who starts, or helps to start, a movement or institution; a
member of the convention that drew up the US Constitution in 1787.
 Belfry Tower: A structure with bells inside that are used for ringing.
 Independent: Free from outside control; not depending on another’s authority.
 Revolution: A forcible overthrow of a government, in favor of a new system.
 Sons of Liberty: A loosely organized, sometimes violent, political organization active
in the Thirteen American Colonies.
 The Declaration of Independence: The founding document of the United States. It
explained that the United colonies should be “free and independent states”.
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 The teacher will begin by asking the students
(pre-assessment via starters, warm-ups if they know what a Founding Father is and
and/or work done (homework, classwork, if they know any of the Founding Fathers
discussion in previous class). names. By asking this, the teacher will be
able to see how much the students
understand.
The students will have the chance to reenact
ASSESSMENT DURING THE LESSON one of the scenes from the book. As the
(questioning, discussion (small group and/or teacher observes their scene, they will be
whole class) etc.) able to see how well they understood the
story about their Founding Father.
After the lesson, students will do a “pair
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 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)
2) DURING THE LESSON
(Procedures/Activities for exploration)
2(a) INTERACTING WITH NEW
KNOWLEDGE
share” with a classmate and share who their
favorite Founding Father was and why. Then,
we will come back together as a class and
have some of the students share with
everyone. The teacher will be able to see
how many students were paying attention
and what they learned about these five
Founding Fathers.
1(a) BEFORE THE LESSON
 The teacher will start the class by
having the students play the game
“Join In’. The teacher will start by
giving them a location. The teacher
could use: playground, bowling
alley, grocery store, swimming pool,
etc. The students will play the game
and practice creating an environment
and telling a story while using their
bodies.
1(b) INTRODUCING THE LESSON
 The teacher will begin by showing
some pictures of founding fathers in
a slideshow and see if the students
can identify who any of them are.
The teacher will introduce the book
“John, Paul, George, and Ben” by
Lane Smith and share that during the
lesson, they would get to know five
of the Founding Fathers.
FIRST ASSESSMENT: The teacher will
begin by asking the students if they know
what a Founding Father is and if they know
any of the Founding Fathers names. By
asking this, the teacher will be able to see
how much the students understand.
2(a) INTERACTING WITH NEW
KNOWLEDGE
 The teacher will begin reading the
book. The teacher will assign the
students into five different groups.
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(Teacher modeling, demonstration,
questioning, discussion, direct instruction)
2(b) PRACTICE
(Examples include exploring, class practice,
learning activity, application, inquiry
projects, presentations and/or workshops)
3) Conclusion (Debrief, review, recap, assess,
link to previous content)
Each group will take on the role as
one of the Founding Fathers. The
students will listen to all the
different sections about their
Founding Father.
2(b) PRACTICE
 Students will have a few minutes to
recreate their part of the book with
the group. For example: if they were
assigned the Founding Father,
George, some students could take on
the role of George and pretend to be
chopping down cherry trees. The
other students could pretend to be
George’s father and ask him what
happened to the cherry tree. Maybe
some students could be the cherry
tree that is chopped down by
George.
 The teacher will let them know how
much time they have once they start
practicing their scene. The teacher
will then give them a 2-minute
warning as well as a 30-second
warning.
 Once students have practiced their
short scenes, the class will come
back together and show each other
their scenes. They will perform in
the same order that is shown in the
book.
SECOND ASSESSMENT: The students
will have the chance to reenact one of the
scenes from the book. As the teacher
observes their scene, they will be able to see
how well they understood the story about
their Founding Father.
 The teacher will finish reading or
summarize the rest of the story.
When each group hears their
Founding Fathers name, they will
need to stand up and make a pose as
their Founding Father.
 Once the story is over, the students
will pair up with someone who
wasn’t in their group, and they will
discuss who their favorite Founding
Father is from the story and why.
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  The class will then come back
together as a whole group, and
students will have the opportunity to
share with the whole class who their
favorite Founding Father from the
story is and why.

THIRD ASSESSMENT: After the lesson,

students will do a “pair share” with a
classmate and share who their favorite
Founding Father was and why. Then, we
will come back together as a class and have
some of the students share with everyone.
The teacher will be able to see how many
students were paying attention and what
they learned about these five Founding
Fathers.
Instructional Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting the
students’ needs.
 Direct Instruction
 The teacher will let the students know how much time they have to practice their scene
about their Founding Father and will give them a 2-minute warning as well as a 30-
second warning.
 The teacher will make sure to visit each group while they are practicing to make sure
they are staying on task and answer any questions they might have.
 Positive reinforcement

Learning Activities
Describe the opportunities provided for the students to develop the skills of the
objective.
 The students will first have the opportunity to see pictures of the Founding Fathers and
see if they recognize any of them.
 Students will listen to a book about five of the Founding Fathers: John Hancock, Paul
Revere, George Washington, Benjamin Franklin, and Thomas Jefferson.
 Students will be separated into five groups where they will recreate the scene about their
assigned Founding Father from the book.
 After practicing, the students will come back together and perform their short
reenactment of the scene from the book for the class.
 The students will share with another student who their favorite Founding Father was
from the book.

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Resources and Materials
List the materials used to plan and deliver the lesson.
 Computer
 Projector
 Slideshow with pictures of Founding Fathers
 Slideshow with pictures of the pages from the book “John, Paul, George, and Ben” by
Lane Smith.
Technology
Describe the instructional and/or assistive technology that you will incorporate into the
lesson to enhance instruction and student learning.
 Laptop
 Projector
 Slideshow Presentation

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  If possible, I will try to have the book
(how will you differentiate your lesson for translated into a different language if
diverse learners in your classroom?) needed.
 I will make sure that students are put
into groups where there is someone
who can help them.
 Students can have a part in the scene
that doesn’t talk.
 Students can say their line in their
own language.
ACCOMMODATION/MODIFICATION  The teacher will have groups pre-
(Keeping in mind your student with special determined to make sure students can
needs, , what will you include as be in a group where they can have
accommodations/modifications for this help from another student.
lesson?)  Students can have a part in the scene
that doesn’t talk.
 Students can pair up and have the
same part.

INCREASES IN RIGOR  Students begin by creating a small

(How will you maintain rigor in this lesson?) scene/environment by playing “Join
In”.
 Students will see pictures of
Founding Fathers and see if they can
identify any of them.
 Students will listen to a book about
five Founding Fathers.
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  Students will work in small groups to
recreate the scene from the book
about their assigned Founding Father.
 Students will present their scene to
the class.
 Students will share which Founding
Father was their favorite and why.
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 begin class by sitting in their assigned spot.
 All students will stand and play the game “Join In”.
 Once the game is finished, students will have 10 seconds to go back to their assigned
spot. The teacher will count down.
 Lockstep instructions will be utilized during the lesson. Students will receive their
instructions in steps of two or three.
 Students will be given warnings of how much time they have left to work on their short
scene.
 Call and response will be utilized to get the students attention and have them stop
talking.
 Proximity will be used as the teacher will go from group to group and supervise.
 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.
 Groups who finish their scene early can practice it one more time.
 They can also take on a different part and do the scene again and see how a different
person might play their role.
 Each person in the group can share something they learned about their assigned
Founding Father.

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.)

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  Next class, the students will play “Show Us” where the teacher will call out a name of
the Founding Father and the students have to pose or do a small action to show who that
Founding Father is.

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.