Southern Utah University – Teacher Education

Integrated Core Applied Project (ICAP)

Explicit Integrated Lesson Plan

Name Thunder Theatre Grade Level/Content Elementary Theatre Outreach Estimated Time 1 Hr
Area:
3rd Grade

Standard (Utah Core Standard(s)): Language Standard 5: Demonstrate understanding of word relationships and nuances in word meanings.

Language Standard 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Learning Objective(s) (*Each content area listed needs to have a learning objective) : Creative Thinking, working as a team, Follow and interpret
instructions.

Essential Question(s): How can we use storytelling in everyday life? In what ways can the same instruction be understood differently? Can theatre
be used in everyday life?

Materials: pictures of the animals, sound clips of the animals, Device to show the animals and hear their sound, storybook for “Shivers” story for
activity.

*Complete the following sections of the lesson plan using: red or bold type – to script what teacher says, blue or regular type – to script what
students will do, green or italic type - for what is to be written on the board or a chart
 LESSON PLAN SHOULD INCLUDE ENOUGH DETAIL THAT SOMEONE ELSE WOULD BE ABLE TO TEACH IT.

Time Lesson Instructional Engagement Differentiation Technology Assessment Reflection

Components Language/Teacher Integration
*Number Script/Activities Describe what Contextual Factors *Documentation *How did the
students will be *How will I
of min. for *Scripted step by step for *How will I accommodate MEANINGFULLY *Outcomes students
DOING. lesson/activities for all
each each lesson component. integrate technology? respond
component *Remember to add in learning styles: ESL, *Pre and Post
essential questions when gifted, special needs,
*What do I need
applicable. culturally diverse, etc. *Formative/
to change
Summative
*New ideas to
*Rubric, Project
improve this
*Observation
section
*Paper/Pencil

*Reteach concepts
17 mins BEGINNING Introduce yourself and Students will listen
your organization, to instructions of
(Thunder Theater) to animal tag while they Computer will be Animal Tag Did students
the class. are given. used to participate?
Anticipatory Set demonstrate Did they
/ Warm-up Talk about frog and Students will play different animals appear to
/Introduction toad to get everyone animal tag, one available to portray enjoy
excited and let students student will start out in animal tag, and themselves?
Establish Silent know what is going to as one of the give examples of
Snail be worked on. animals from “Frog sounds for more
and Toad” ie: frog, complex animals.
*How will I “hook” Have students gather toad, owl, mouse,
the students? together out of their lizard, bird, snail.
seats and sit on the Once tagged,
Access/build on floor students change into
prior knowledge. a new animal and try
Go over students to tag, and continue
ANIMAL TAG! favorite animal and the the game.
sounds they make

Go over animals that

they may find in a
swamp and the sounds
that they make

Go over the animals

that we brought

Give instructions and

demonstrate how to
play Animal tag.

Let students explore

and have fun with
Animal tag themselves,
intervene if there is any
confusion
When time is up, gather
them all up and have
them sit on the floor
again
13 mins MIDDLE Calm students down Students will walk N/A
after animal tag around awaiting
instruction, then Did students
Go over the ideas of when the leader says participate?
TOAD IS teamwork to make “Toad is Coming” all Did they
COMING sure everyone is ready turn to leader and appear to
to work with others ribbit. enjoy
themselves?
Go over the Students then follow
instructions of how the instructed activity
“Toad is Coming” in the manner
explained, ie slowly,
Break down each quickly, on the moon,
command for better etc.
clarification. Toad is
coming, Rake the
leaves, fly the kite, go
sledding, play in the
river, and eat the
cookies

Now they know the

instructions go over all
the animals we used in
animal tag and go over
how they would do
each activity

EX Be a snail… Rake
the leaves… Be a
frog… Toad is coming

Lead the first few

games

Allow the teacher to

lead Toad is coming
and connect to the
students

When the activity is

over gather everyone
back and have them sit
on the floor
25 END Read the Story of Students will listen Copy of the Story
“Shivers” from “Frog carefully to the story
“Shivers” and Toad.” Once of Shivers Did students
without participation. participate?
Closure / Revisit Allow any questions Did they
/ Exit Ticket Then tell short story about the story appear to
and give examples of enjoy
*Learning how to act out the Watch carefully on themselves?
objectives story’s actions. how to play out the
story
*Did students Assign a frog, mom,
answer essential and dad, and big dark Participate in the
questions frog. Shivers stories

*Did students Read story again this

make a real life time with characters
connection and actions.

Close by re-introducing
“Frog and Toad” and
questions, and get
them excited about the
show and theatre.
Overall Reflection:

Reflect:

*Were the learning

objectives met in
each content area

*Did the lesson

answer essential
questions

*Did students reach

competency

*Did I adjust lesson

to meet the need of
all types of learners

*How was my timing

and “withitness”

*Did I enjoy
teaching and did
students enjoy
learning