Southern Utah University – Teacher Education

Integrated Core Applied Project (ICAP)

Explicit Integrated Lesson Plan

Name Sarah Eggleston Grade Level/Content Area: Period 2 & 6: Secondary Theatre 2 Estimated Instruction Time 80min

Contextual Factors (General) Whiteboard at the front of class, steps to semi-performance area at the front of class, limited space for free-range seating in the classroom, office to the left of the seating space,
access to auditorium stage to spread out if needed.

Contextual Factors (Specific) 2nd: One student has autism, some students are introverted or like to work alone and not talk or participate, some are somewhat involved with gangs. Some students are chatty
List for individual or groups of with each other as well.
students Includes: IEP, 504, ESL,
other group needs

Utah Core Standard(s): Standard L1/2.T.CR.5: ​Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work. ​Standard L1/2.T.P.3:
Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ​Standard L1/2.T.P.4:​ Use body to communicate meaning through space, shape, energy,
and gesture. ​Standard L1/2.T.P.5: ​Use voice to communicate meaning through volume, pitch, tone, rate of speed, and vocal clarity.

Integrated Content Areas: History-ish (?)

Learning Objective(s): SWBAT… use Meisner method to create authentic and cohesive/comprehensible scenes; determine what Meisner method is and how it is different from other theorists’ acting
*Each content area listed needs to methods.
have a learning objective)

Essential Question(s): Did you like Meisner’s acting technique? Do you think it’s applicable for you going forward? How would you use it in the future? What was the point of Meisner’s method and
using repetition?

Materials: Whiteboard + markers

*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 Barriers ​ DL Recommendations

U Action Steps: ​Instructional Language/Teacher PPAT Focus Students Assessment Rationale
*​Number Components (Contextual to Overcome Barriers Script/Activities How was the lesson modified *Documentation *​Thoroughly explain your
of min. for for the two focus students? *Outcomes reasons behind your lesson
each Factors) UDL Principles, Guidelines, Scripted step by step for each lesson component. *Remember *Pre and Post choices.
component Checkpoints to add in essential questions when applicable. *Formative/
List for individual Summative
Include specific Indicate very specifically what actions students will be *Rubric, Project
or groups of
*Observation
students differentiation for identified performing. Note: “Listening” is not sufficient. *Paper/Pencil
students (i.e., IEP, 504, PPAT *Reteach concepts
Includes: Focus Students) Teacher will…
Indicate what you will
IEP Students will… look for, how will you
 504 know when you see it,
and what you will use
to measure the level
of mastery.
20mins BEGINNIN Limited space in Principle: Engagement Class will start with students doing “people of the day” highlighting N/A Authentic Students have a
G the classroom for two students with their 2 Truths and a Lie, along with mentor assessment, routine for beginning
students to spread teacher giving some announcements. Introduce teacher/self, monitor during of class already.
out for meditation,
Guideline: Recruiting questions about teacher/college/SUU/etc. Guided meditation for meditation, watch Students also have a
Anticipatory Interest
students are pretty 5mins. how students come lot of energy, and
Set /
chatty with each out of meditation through meditation it
Warm-up
/Introductio
other which can Checkpoint: Optimize somewhat hones that
elongate time. relevance, value, and energy and makes it
n
more constructive
* How will I authenticity; Minimize rather than
“hook” the threats and detracting. Although
students? distractions. meditation for too
Access/build
long is also bad, so
on prior
5mins should be good.
knowledge.

Reflection: Instead of doing meditation, I went right into the lesson because that felt right in the moment instead of doing what I originally had planned. It was also a short day because of the assembly, which
ended up working out in the end.

Time Lesson Barriers ​ DL Recommendations

U Action Steps: ​Instructional Language/Teacher PPAT Focus Students Assessment(s) Rationale
Components (Contextual to Overcome Barriers Script/Activities
Factors) UDL Principles, Guidelines,
Checkpoints
50mins MIDDLE Students are Principle: Go over Meisner method - who Meisner was, what his method was, N/A Authentic Meisner method is a
chatty, may Representation how the past class’s activities may have led into Meisner method, assessment, useful acting tool, it
Modeling ​(I elongate time. May the practicalities and usefulness of Meisner method going forward, gauging student relates to what
do it. Show not hold interest if questions about Meisner method. Relationships - establishing a understanding of students had just
go too long w/o Guideline: Perception relationship, how that relationship functions, playing the the method, done in class and can
and tell.
Demonstrate, having them do relationship desired of the existing relationship. “Choices, student be carried on to next
describe, something. Checkpoint: Offer ways inspirations, and provocations must be inspired by a relationship participation project. It’s a step up
involve of customizing the to another person—which not only deepen an actor’s awareness and a bit more
students.​) but also necessitates that every actor make definitive choices that challenging, but also
display of information provoke creative reactions” more real world.
 Not many students Principle: Action and Have teacher demonstrate, then have a volunteer student pair N/A Student Giving students an
Guided will like to Expression demonstrate. Talk about student demonstration briefly, then have understanding of example, something
Practice demonstrate, so students split into groups of two (possibly numbered off or have what they are to base their work off
Reinforce / may be difficult to teacher pair them). supposed to be of, and something for
Reteach get a pair. Having Guideline: Expression doing, and how the them to look out for
(We do it. students pair off by and Communication method can apply before they go
Teacher guides themselves may be forward using the
students and ‘dangerous’, but it Checkpoint: Use method in the next
models will get them to part of the lesson.
instruction.) work on their own.
multiple tools for
*Practice construction and
together composition
*Small group
*Whole group
*With teacher

Independent Limited space in Principle: Action and With students in groups, have them choose between three options N/A Authentic Let the students have
Practice the classroom for Expression of two-liners, and work with those two lines. Have students switch assessment, hands-on practice
Scaffolding: students to split up who says which lines, and then if still need them to work for longer, watching students with the method,
Unprompted and work, will need have them choose a different two-liner scene. After about work and making experience it and see
Practice: them to go into Guideline: Expression 15-20mins, bring students back together. sure on-task and what they like/dislike
(You do it. hallway or and Communication working about it, and see if
Individual auditorium to appropriately. they like it in a
student work; some Checkpoint: Use practical sense.
practice) students may not
*Similar to want to stay on
multiple tools for
guided task or can’t be construction and
practice trusted w/o composition
activities supervision.
*Done alone to
show
competency
Reflection: The discussion about Meisner in the beginning didn’t go as I would have liked or as in-depth, but after observing the students’ reactions decided to just hop into it and get students going a little bit, and
using demonstrations little by little after adding on a new idea each time. In the end, it worked out really well and the students got the content that I wanted them to get.

Time Lesson Barriers ​ DL Recommendations

U Action Steps: ​Instructional Language/Teacher PPAT Focus Students Assessments Rationale
Components (Contextual to Overcome Barriers Script/Activities
Factors) UDL Principles, Guidelines,
Checkpoints
10mins END Students when Principle: Engagement Sit down and talk with students about activities/workshop and N/A Authentic Sitting down and
being sat down and what they noticed about themselves and observed in general. assessment, talking to the
Closure / talked to may not Possibly have one pair perform for a few minutes if they really participation in students makes the
volunteer
Guideline: Sustaining want or need to fill time. Talk about how this will apply to the next discussion, student lesson a bit more
Revisit / Exit Effort and Persistence
Ticket comments as much lesson. understanding. personal, applicable,
*Learning as they would and real life-like. It
objectives rather talk to each Checkpoint: Increase also has more of a
 *Did students other. mastery-oriented segway into the next
answer feedback. lesson, something for
essential them to look forward
questions to and prepare for.
*Did students
make a real
life connection

Overall Reflection:

Note: This reflection section is only for lessons that are actually taught.

Reflect​:
*Were the learning objectives met in each content area
*How did the lesson answer essential questions
*What evidence do I have that students reach competency?
*How 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?

Overall, this lesson went well and the students got the content that I wanted them to get, even if it wasn’t in the exact way that I thought it would get to them. It was very similar to how I planned, but it went differently than I thought and planned. Although it
didn’t go according to plan, that is okay. I was flexible and able to change my plan for the students. I thought this was a good lesson, but for me it was a good experience to see how a lesson can go off track but still be good for the students.