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 TH:Pr5.1.II.
1) Create b. Apply technical elements and research to
2) Perform/Present create a design that communicates the
3) Respond
concept of a drama/theatre production.
4) Connect/Analyze
STATE STANDARDS Standard L2.T.CR.2:
1) Create Conduct research to inform the design of
2) Perform/Present sets, costumes, sound, and lighting for a
3) Respond
dramatic production.
4) Connect/Analyze

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
Standard L2.T.CR.4:
Cooperate as a creative team to make
interpretive choices for a drama/theatre work.
 Create
 Collaborate
 Research
 Design
Students will have the opportunity to
collaborate in small groups to help design the
sets, costumes, sound, and lighting for a
production that they have researched.

LEARNING OUTCOMES By the end of this unit, students will be able

to conduct research about a play to know
how to design the sets, costumes, sound, and
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 lighting, for that production while
collaborating in small groups and as a class.

Language Objectives
Provide examples of the language (key vocabulary/concepts that are used in this lesson)
 Creative Team: A team of individuals that work together to design and execute a
production.
 Collaborate: Work jointly on an activity, especially to produce or create something
 Set Design: The creation of the physical space in which the action of a performed even
takes place.
 Ground Plan: The plan of a set design at ground level as imagined seem from above.
 Costume Design: The creation of clothing for the overall appearance of a character or
performer.
 Sound Design: The art and practice of creating sound tracks for a variety of needs.
 Lighting Design: The process of delivering lighting to spaces to create the atmosphere
and the time of day for the production.
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 class will begin by watching a
(pre-assessment via starters, warm-ups and/or
video clip from the musical
work done (homework, classwork, discussion in
previous class). Footloose as a class.
 https://www.youtube.com/watch?
v=l3q6nLiovH4&ab_channel=BrieL
 The class will then have a discussion.
The teacher will ask the following
questions.
 What set pieces did you see in the
clip?
 Did the set pieces help to tell the
story?

Through this discussion, the teacher can

assess how the students view sets. The
teacher can also assess how well the students
understand what makes up a set.
 The students will be split into
ASSESSMENT DURING THE LESSON separate groups where they will begin
(questioning, discussion (small group and/or
whole class) etc.)
to design a set for Steel Magnolias.
 The students will have one blank
ground plan that they will draw on.
 The teacher will monitor these groups
and their work. The teacher can ask
some of the following questions.
 What set pieces have you added to
the scene?
 How do those set pieces help tell the
story?
2

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)
 Where did your ideas for this set
come from?
As the teacher monitors the groups, they can
assess whether the groups are working
together as a team or not. The teacher can
also assess if the students are understanding
the purpose of sets.
Once the group work is finished. Students
will present their set design ideas to the class.
They will explain what each set piece is, and
they will share why they chose to create their
set in the way that they did.
Through this presentation, the teacher can
assess if they put thought and effort into their
set design and if they collaborated well in
their group.
1(a) BEFORE THE LESSON
Students will participate in a game to get
them on their feet, encourage engagement,
and help get out some of their energy.
 Students will play the game
Medusa.
 Students will create a standing
circle.
 As a group, students (and teacher)
will look down and say, “1, 2, 3,
Look!”
 As the students look up, they will
look at another person in the circle.
 If two people are looking at each
other, they are both out.
 If a student is looking at someone,
but that person isn’t looking back
at them, then they are safe.
 The circle will continue to get
smaller as more and more students
get out.
 The winner is the last person
3

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)
standing.
 Occasionally there may be two
winners, depending on the number
of students in the class.
 Since the game moves quickly, it
can be played two or three times
before students return to their
seats.
 Students will have 10 seconds to
return to their seats.
1(b) INTRODUCING THE LESSON
The teacher will introduce the unit by
sharing the objective with the students. The
objective is, “Students will have the
opportunity to collaborate in small groups to
help design the sets, costumes, sound, and
lighting for a production that they have
researched.”
 The class will begin by watching a
video clip from the musical
Footloose as a class.
 https://www.youtube.com/watch?
v=l3q6nLiovH4&ab_channel=BrieL
 The class will then have a
discussion. The teacher will ask the
following questions.
 What set pieces did you see in the
clip?
 Did the set pieces help to tell the
story?
FIRST ASSESSMENT: Through this
discussion, the teacher can assess how the
students view sets. The teacher can also
assess how well the students understand
what makes up a set.
2(a) INTERACTING WITH NEW
KNOWLEDGE
The teacher will give direct instruction for
the “Practice” activity.
 The teacher will explain that
students will have the opportunity to
create their own set design for Steel
Magnolias by drawing a ground
plan.
 On the screen, the teacher will go
over the class rules then will show a
4
 few examples of a very basic set
designs ground plans.
https://docs.google.com/
presentation/d/
19kL1rlQN_mAjgPqhcBIsWlBw5
upVrnU6/edit?
usp=sharing&ouid=117722023523
541575966&rtpof=true&sd=true
 The teacher will explain that
students must label what everything
is in their ground plan because in the
next class, the group will use their
ground plan to create a 3-D set
design, so it is important that it can
be understood by them.
 The students may use their phones to
research how other sets have been
designed in this musical in past
productions to get ideas.

The teacher will have groups pre-assigned

and will announce those groups. Once
everyone has gathered into their group, the
teacher will pass out the ground plans.

2(b) PRACTICE
In these groups students will begin to
collaborate to design a set for Steel
Magnolias. The students will have most of
the time left to complete their ground plan.
 The students will have one blank
ground plan that they will draw on.
 The teacher will monitor these
groups and their work. The teacher
can ask some of the following
questions.
 What set pieces have you added to
the scene?
 How do those set pieces help tell the
story?
 Where did your ideas for this set
come from?

SECOND ASSESSMENT: As the teacher

monitors the groups, they can assess
whether the groups are working together as
a team or not. The teacher can also assess if
the students are understanding the purpose
of sets.
3) Conclusion (Debrief, review, recap, assess,  The teacher will warn the students
5
link to previous content) when they have two minutes left and
30 seconds left.
 Once there is 5-7 minutes left in
class, the teacher will utilize a call
and response. The teacher will say,
“1, 2, 3, Eyes on me!” In which the
students will respond,”1, 2, Eyes on
you!”
 The students will have 10 seconds to
return to their seats.
 Each group will then take their turn
coming to the front of the class,
showing their ground plan, and
explaining their set design.
 They will explain what each set
piece is, and they will share why
they chose to create their set in the
way that they did.

THIRD ASSESSMENT: Through this

presentation, the teacher can assess if they
put thought and effort into their set design
and if they collaborated well in their group.
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 for their practice
activity and will give them a 2-minute warning as well as a 30-second warning.
 The teacher will visit each group to ask questions as well as answer any questions they
might have.
 Positive reinforcement

Learning Activities
Describe the opportunities provided for the students to develop the skills of the
objective.
 Students will first have the opportunity to watch a short video clip from the musical
Footloose. In this clip, they will observe the set design and discuss how the set design
6
 helped to tell the story of the show.
 Students will be able to see examples of ground plans to understand how they need to
complete the assignment and draw their own ground plan.
 Students will work in small groups to create their own set design and draw a ground
plan showing their ideas.
 Students will be able to use their phones to research previous set designs to be able to
get some ideas.

Resources and Materials

List the materials used to plan and deliver the lesson.
 Computer
 Projector
 YouTube Video: https://www.youtube.com/watch?v=l3q6nLiovH4&ab_channel=BrieL
 Blank Ground Plans
 Steel Magnolia Scripts
 Ground Plans Powerpoint

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 their same groups, students will use their ground plan to create a 3-D set design in the next
class. Students will use cardboard, foamboard, construction paper, among other materials to
complete the assignment.

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.

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 Technology
Describe the instructional and/or assistive technology that you will incorporate into
the lesson to enhance instruction and student learning.
 Laptop
 Projector
 Video: https://www.youtube.com/watch?v=l3q6nLiovH4&ab_channel=BrieL
 PowerPoint Presentation:
https://docs.google.com/presentation/d/19kL1rlQN_mAjgPqhcBIsWlBw5upVrnU6/
edit?usp=sharing&ouid=117722023523541575966&rtpof=true&sd=true
 Students may use their phones when instructed in order to do research.

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  Subtitles will be used when playing
(how will you differentiate your lesson for
the video clip.
diverse learners in your classroom?)
 I will look into obtaining scripts in
different languages if possible.

ACCOMMODATION/MODIFICATION  Teacher can pre-determine groups so

(Keeping in mind your student with special
needs, , what will you include as
accommodations/modifications for this lesson?)
that students who may need extra
support are spread out between the
groups.

INCREASES IN RIGOR  Students will begin by first observing

(How will you maintain rigor in this lesson?)
a set design from a different show.
 They will then be given examples of a
ground plan and what it should look
like.
 Students will collaborate in small
groups to create their own ground
plan.
 Students will research what they want
to do for their set design.
 Students will present their ground
plans to the 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 begin class by being in their seats.
 All students will come to the front of the class to play the game “Medusa”.
 They will have ten seconds to return to their seats once the class has finished playing the
game. The teacher will count down.
 Lockstep instructions will be utilized. Students will receive their instruction in steps of
two or three.
 Students will be given warnings of how much time they have left to work on their
ground plan with their group.
 Call and response will be utilized. (1, 2, 3, Eyes on me! 1, 2, Eyes on you!) 8
 Proximity will be used as the teacher will visit each group as they are working on their