Dakota State University

College of Education  

LESSON PLAN FORMAT

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Susan Jensen

Grade Level: 6
School: Lake Preston School District
Date: 11-10-2022
Time: 12:45
Reflection from prior lesson (Even if you did not teach the previous lesson, what did you observe that will
help you prepare and teach this lesson?Were prior objectives met? Were students engaged? How will you
remediate any problems?)
● Student has been able to identify the zones of regulation before.
Lesson Goal(s) / Standards 
● 4.8.1 Investigate effective verbal and nonverbal communication skills to enhance social, emotional,
physical and intellectual growth and development.

Lesson Objective(s) - (please list corresponding assessment used)

● Student will be able to identify the zones of regulation and which one he is in
● Student will be able to identify how to get back to the green zone
Materials Needed 
● Computer with PowerPoint
● Scenario sheet
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English
Language Learners), students on behavior plans, characteristics of the class such as talkative, high-poverty,
etc.)
● Uses Check-In Check-Out to monitor behavior
● Has to be escorted in the hallways so he stays on task
● Cannot bring his computer home
Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodology or assessment?)

● Behaviorism
○ I will give positive reinforcement throughout the lesson

A.  The Lesson 

 
● Introduction (1-2 min)  
○ getting attention: Hi (student name)
○ relating to past experience and/or knowledge: Today we are going to talk about the zones of
regulation, and how to get back to the green zone. What zone are you in now?
○ creating a need to know: This will help us get back to ready to work when we get upset.
○ sharing objective, in general terms: I can identify what zone of regulation I am in and get back to
the green zone when I am out of it

 
● Content Delivery (20-30 min, Explicit Instruction)  
○ I will go through the PowerPoint (linked below) with the student, asking him to come up with a
scenario for each zone as well as what we can do to get back to the green zone
 i. Show/talk about the slide
ii. Ask the student to come up with a scenario where he would be in that zone
iii. If not in green zone, ask/talk about how we can get back in green zone
○ I will ask student to identify the zone for some scenarios I have written down
i. I will show the student the sheet (linked below)
ii. I will either read or ask the Student to read the first scenario
iii. I will have him tell me what zone he would be in/how to get back in green zone (if not
already)
iv. Repeat with rest of scenarios (if time allows)
○ (If needed/time allows) Role play some situations

● Closure (1-2 min)  

○ T: What are the zones of regulation?
○ S: Respond
○ T: That’s right!
○ T: Are you still in the ______ zone?
○ S: Respond
○ T: Awesome work today!

B. Assessments Used

Formative assessment
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Instruction in social skills
● Adaptations for those exceeding expectations
○ n/a
● Language Support (IF you have ELLs (English Language Learners))
○ n/a

D.  Resources
● PowerPoint
● Senario Sheet

This lesson went well. The student was engaged in the lesson. I used the resources available in the
classroom (the zones of regulation are posted there). The student was understanding the lesson, so I
was trying to make it longer by coming up with new scenarios. If I could go back and teach the lesson
again I would have had more scenarios ready or would have concluded the lesson sooner.