Southern Utah University – Teacher Education
Integrated Core Applied Project (ICAP)
Explicit Integrated Lesson Plan
Grade
Name Sarah Eggleston Secondary Theatre Arts Estimated Time 50min
Level/Content Area:
Standard (Utah Core Standard(s)): Standard L1.T.CR.1, Standard L1.T.CR.2
Learning Objective(s) (*Each content area listed needs to have a learning objective): Students will be able to analyze a text; Students will be able to manipulate
line and color according to analysis. Students will analyze a text; Students will use descriptive words to inspire creations of line and color; students will create ‘designs’
of line and color. Students will know the significance of lines and color in design; students will know how to analyze a text.
Essential Question(s): How can line and color affect the meaning of a text? How can line and color be used to portray meaning? How can you use a text to influence
design?
Materials: Projector, white board + markers, sonnet, internet access, yarn, descriptive word slips, sandwich bags, paper, colored pencils, powerpoint
*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
15mins BEGINNING Intro self and topic Students will bring up Read words aloud, have Projector, phones, Pictures
briefly. Put up pictures on their words printed on Google produced and
Anticipatory descriptive words and phones using Google screen/powerpoint, participation in
Set / Warm-up have students bring up with descriptive words, internet access discussion.
/Introduction pictures that the words then have students available, able to use
*How will I remind them of. After raise hands with spare device if
“hook” the about 4 words, go pictures > words, then necessary, volunteer
students? reverse. Put up pictures lines > words as well. basis, not much
Access/build on and have students come Participate in movement for students
prior knowledge. up with words. Segway discussion. with movement
into putting up lines and limitations, students
have students come up able to get up and move
with words. later on.
Discuss what was
learned (See how words
can inspire images and
can be interpreted in
many different ways?
And how different
images can inspire
different words? How
did this translate to
coming up with words
from lines?).
25mins MIDDLE Go over line and color as Students will be Written information on Yarn, powerpoint, Yarn creations,
elements of design and listening to line/color a powerpoint, students phones participation in
Guided Practice how they can affect information. They then will get up and move, analysis of
Reinforce / design as well. will participate in a will be able to use sonnet.
Reteach Explain procedures yarn activity using that hands-on materials,
(We do it. (have students come up information and taking may need to work in
Teacher guides one at a time to grab a pictures of their mini partnerships if some
students) bag that has 3 pieces of creations. Students will students need it or
*Practice yarn in it and 3 share their creations on materials are scarce.
together descriptive words; with a volunteer basis if have Spoken aloud
*Small group the yarn, you’ll use one time. descriptive words as
*Whole group piece of yarn per word Students will read and well.
*With teacher and create a line that you analyze a sonnet as a
Independent feel relates to and class.
Practice embodies the word,
Scaffolding: including color.) Once
Practice: lines of yarn are created,
(You do it. have them take a picture
Individual of creation and put it up
student practice) using HSSC hashtag.
*Similar to Share on volunteer basis
guided if they have time.
practice Once pictures are taken,
activities put yarn and words back
*Done alone to into bags and return
show bags to front.
competency Read through sonnet
first using a reader from
the class. Go over
general meaning of
sonnet. Analyze sonnet
for descriptive words.
Let students get general
feel of sonnet.
10mins END Using paper and colored Students will be Drawing, hands on, Colored pencils, Drawings
pencils, have students drawing mini designs of individual or partner paper, powerpoint.
Closure / Revisit design and color lines (1 lines using color based work, volunteer basis.
or 2) that they feel on the analysis of the
/ Exit Ticket embody/relate to the sonnet. Students will
*Learning sonnet. Once everybody share creations on a
objectives is done, return colored volunteer basis.
*Did students pencils. Have students
answer essential share on a volunteer
questions basis.
*Did students
make a real life
connection
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
