UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student: Courtney Lichtenwalner PSMT Name: Lessenberry
Lesson Plan Title: Escape Rooms Lesson Plan Topic: SBAC Preparation
Date: 03/18/19 Estimated Time: 50 Minutes
Grade Level: 6 School Site: Kenny Guinn Middle School
1. State Standard(s):
L.6.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
RI.6.7 Integrate information presented in different media or formats as well as in words
to develop a coherent understanding of a topic of issue
2. Teaching Model(s):
Whole group instruction
Small group instruction
Individual work
3. Objective(s)
SWBAT solve an Escape Room by properly answering 12 puzzles using Grammar
knowledge (Blooms Level: Analyze)
SWBAT discuss their answer choices with their small groups to determine the best
answer for each puzzle (Blooms Level: Application)
4. Materials and Technology Resources:
Paper
Pencil
iPads
Google Forms
5. Instructional Procedures (50 min.):
a. Motivation/Engagement (5 min.) TW assign the students a table number and
group when they walk into the room. SW be assigned randomly to a group and
will not be allowed to change groups
b. Developmental Activities or Learning Experiences (45 min):
Stick a fork in it! Thesis statements (40 min.)
TW give directions to the students
SW be required to open a Google Form previously created by the T
SW agree on a team name for their groups and enter that agreed upon name
into the Google Form
SW be randomly assigned a puzzle number (#1-#12)
SW come grab a paper puzzle with the corresponding number on their Google
Form
SW complete the puzzle to get the code to enter on their Google Form in order
to get to the next puzzle
SW need to complete all 12 puzzles to “win” the Escape Room
Closure (5 min.):
TW review the importance of the information studied during the Escape
Room game to review for SBAC
c. Extension:
If the time runs short, TW allow more time in another class period to
complete their Escape Rooms
6. Accommodations, Modifications and Differentiations for Diverse Learners:
IEP students: Students with IEPs will participate with the rest of the
class, however if they need help with the puzzles TW place them in a good
heterogeneous group.
Behavioral students: TW emphasize before the discussions that students
are to be on their best behavior and display good behavior. In the event
that a student misbehaves, they may be told they will no longer be allowed
to participate in group activities or projects.
Modifications: SW be placed in random groupings; however, when
necessary, TW move students into more appropriate groupings.
Differentiations: TW allow students that prefer to work in a different way
to complete assignments on No Red Ink or Quill that cover the same type
of grammar instruction that the Escape Room provides.
7. Assessment and Evaluation of Learning:
Formative: TW observe during the class when students complete
different puzzles and/or if they need assistance completing them
Summative: SW complete the state’s SBAC exam over the next week
8. Homework Assignment: None
9. Reflection:
a. Strengths- This was the first Escape Room that our classes have done, and they really
enjoyed the activity. The puzzles were difficult, but for the most part the students continued to
work hard and did not give up. The content in the puzzles was meant to assist the students during
the SBAC exam during the coming week and I think it was able to accomplish that, but the
results remain to be seen. The engagement was very good though and even though some of the
puzzles were complicated, even for me, we all had a good time playing them. In the end, we did
not finish the puzzles, and no one “won” so even though SBAC exams will be over, we will
finish the puzzles next week to allow the students to find the code and “escape” the room.
b. Concerns- These puzzles ranged between grades 5-8, but there was some information
that even 8th graders had not been taught yet. Some terms were very foreign to the students, as
well as myself, so there was some “cheating” required by Googling the definitions of some
words to complete the puzzles. I think if we decide to do an Escape Room again, I want to find
something more grade-level appropriate than this. To be fair, this was supplied by my mentor
teacher and I simply skimmed over the game to plan the lesson. It was not very well vetted by
me before the lesson came to be. (Lesson learned on this.)
c. Insights- This was my first Escape Room as well. I always wondered how they worked
and what needed to be done to complete them. I liked the way this one worked, but it was not
very easy. I would say my students needed something a grade or so younger and it wouldn’t have
been too easy, but it wouldn’t have been as hard. I look forward to doing more of these and
maybe even make a trip to the dollar store to try and find actual lockboxes and lock codes to take
it up to the next level. I think it increases the intrigue and the skill level.
