Southern Utah University – Teacher Education

Integrated Core Applied Project (ICAP)

Explicit Integrated Lesson Plan

Gwen Elison, Sarah Eggleston, Makayla Grade 45

Name Theater Arts 6th Grade Estimated Time
Orton Level/Content Area: Min

Standard: (Utah Core Standard(s): Standard 6.T.P.1

Learning Objective(s): (*Each content area listed needs to have a learning objective): Analyze the character, setting, and essential events (plot) in a
story that make up the dramatic structure, and use choices to enhance the story in a drama/theatre work.
Essential Question(s): What helps you discover the entire context of a scene?

Materials: Scenes

*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

*Number Components Language/Teacher Describe what students Contextual Factors Integration *Documentation *How did the
of min. for *How will I accommodate *How will I *Outcomes students
Script/Activities will be DOING.
each lesson/activities for all MEANINGFULLY integrate *Pre and Post respond
*Scripted step by step for each
component learning styles: ESL, gifted, technology? *Formative/ *What do I need
lesson component. *Remember
special needs, culturally Summative to change
to add in essential questions
diverse, etc. *Rubric, Project *New ideas to
when applicable.
*Observation improve this
*Paper/Pencil section
*Reteach concepts
10 min BEGINNING Welcome! Students will be Movement is NA Visual
discovering how to individualized. This Assessment
Anticipatory Set Explain Ducks and portray the allows student to
/ Warm-up Cows: animals/characters perform to their own
/Introduction they are assigned. level/comfort.
*How will I Like Mafia but you have
“hook” the to segregate yourself
students? based off animal.
Access/build on
prior knowledge.
15 Min MIDDLE Now that we are learning Students will be Movement is NA Visual
how to create characters portraying characters individualized. This Assessment
Guided Practice we are going to play a through voice and allows student to
Reinforce / game called Party Guest. movement. They will be perform to their own
Reteach I need 5 volunteers. ______ using the given location level/comfort.
(We do it. Is hosting a party! What as a means for further
Teacher guides party do you want to character development.
students) host? Great! These are
*Practice your four guests. You are
together going to leave and we are
*Small group going to assign them a
*Whole group character. Your job is to
*With teacher host your party and guess
Independent who all your guests are.
Practice Alright party host leave
Scaffolding: the room! Students, what
Practice: should the guest be?
(You do it. Switch spots with party
Individual host and guests and play!
student practice)
*Similar to
guided
practice
activities
*Done alone to
show
competency

15 Min END Last game we gave you Students will be working Movement is NA Visual
your characters and a together to create a individualized. This Assessment
Closure / Revisit location. For this next scene with specific allows student to
/ Exit Ticket game you have to come characters, conflict and perform to their own
*Learning up with all of it. I am place. level/comfort.
objectives going to hand each group
*Did students a scene and you need to
answer essential decide on characters,
questions location, and conflict. We
*Did students will then perform these
make a real life for one another and try to
connection guess what all those
things were.

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