NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT

Description of Classroom:
Title – Introduction to Theatre and Students
By – Jonathan B Wood
Primary Subject – Language Arts – Drama/Speech - Theater I
Grade Level – 9-12
Background:
This activity is the first in the unit to help students recognize how theatre impacts each person
individually and create an awareness of an ensemble. This specific activity is for just one singular day.

Content Objective(s):
This lesson plan is to introduce the students to one another and what theater is to them. Students will
learn the basic ideas of what theater is and how it applies to theater in a practical use. It is also a fun
and entertaining way for the students to get to know one another without the traditional awkward
formality of an average classroom.
Language Objective(s):
Students are expected to learn about their peers to create a stronger ensemble team. They should also
leave the class with the general knowledge of different ideas of what theater is and how it can aid them
regardless of whatever field they find themselves in.

Common Core State Standards (Math & ELA Content) and/or Nevada Power
Standards (with standard numbers referenced):
TH:Cn10.1.5 - a. Explain how drama/theatre connects oneself to a community or culture

Key Vocabulary:
Theatre, Ensemble, Community

Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping Options
■ Adaptation of content Modeling ■ Whole Class
■ Links to background Guided practice Small groups
■ Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application Assessment
■ Listening ■ Hands-on Individual
■ Speaking Authentic (Meaningful) ■ Group
Reading Linked to objectives Written
Writing ■ Promotes engagement Oral
Teaching Strategies:

Warm Up Activity:
Students will need to take out a sheet of paper and a pencil. Do a quick standing and stretching
exercise.

Lesson Sequence:
• Have Students pair up with one another and without revealing their names or ages. Have them just
discuss things that they are passionate about.
• Have Students introduce their partner based completely on what their passions/interests are.
• After the students have introduced their partner, have the students finally introduce themselves by
their first names.
• Ask the students what they think theatre is? What brought them to theatre? And what they hope to
attain.
o Make sure that this is open forum. Don’t go in any particular order.
• Reveal what you think theater is, what had brought you to theater, and your expectations of the class.
Accommodations:
Accommodations for those that need assistance in the activity will be provided from the teacher.

Supplementary Materials:
Possibly a handout discussing theatre and ensemble definitions and how they apply.

Review/Assessment:
The teacher will determine how well the students did based off of how they participated in the group.
If they had higher level of participation it will be noted whom may need a little more help feeling
comfortable with the group overall.
You will be able to assess the homework assignment on the next day based off of another open class
forum discuss what they had learned from the topic matter.
Reflection:

Form: 005
JDC 4/22/08
 NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
EXPLANATION OF LESSON PLAN COMPONENTS

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a
unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students’
stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)
Content Objective(s):
What will you teach? Include the 3 components of an objective (student, behavior/skill, and criteria).

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective
lessons integrate reading and writing.)

Common Core State Standards (Math & ELA Content) and/or Nevada Power
Standards (with standard number):

Refer to *CCSS,** CEF, ***Nevada Power Standards and Benchmarks, Syllabi

*Common Core State Standards need to be used for Math, ELA, and ELA standards within
History, Social Studies, Science, and Technical Subjects. (www.corestandards.org)

**Curriculum Essentials Framework

(http://sekids.ccsd.net/teacherresourceswebsite/curriculum/curriculumessentialframework.htm)

***Nevada Power Standards and Benchmarks can be used to support history, social studies, science,
and technical subject content (http://doe.nv.gov/standards.html).
CCSS is used to support ELA within the content area. Teachers in these areas will use one of each
standard (CCSS and Nevada Power Standards).

Key Vocabulary:
What are the powerful words that will help students understanding of content?
 EXPLANATION OF LESSON PLAN COMPONENTS (CONTINUED)
Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping Options
Adaptation of content Modeling Whole Class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application Assessment
Listening Hands-on Individual
Speaking Authentic (Meaningful) Group
Reading Linked to objectives Written
Writing Promotes engagement Oral

Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy,
questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application, informal assessments/progress monitoring.
Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students’ understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require
advanced instruction?
 EXPLANATION OF LESSON PLAN COMPONENTS (CONTINUED)

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student
response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time
How will your assessment data affect subsequent planning?

Form: 005
JDC 9/3/13