CEP Lesson Plan Form

Teacher: Rashele Delin Date:10/4/2017

School: Poudre High School Grade Level: 9th Content Area: English

Title: Guess Who? Lesson #:__ of __

Lesson Idea/Topic and Rational/Relevance:
What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
I will be teaching students how time, place, and
perspective shape a story and events in their life. I have
already discussed how people can be misrepresented
and how that can affect identity. Students know that they
should not judge a situation of person based on their
cover. They also know that stories need to have a time,
place, and variety of perspectives to make a good story. I
am teaching this topic now because I want students to
get more practice with perspectives after examining
identities. It is the deeper why aspect to identity and
misrepresentation.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 2.1. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or
develop the theme. (CCSS: RL.9-10.3)

Standard: 3.1.a. i. Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events. (CCSS: W.910.3a)

Understandings: (Big Ideas)

Students will be able to examine how time, place, and perspectives shape a story by
participating in a whodunnit mystery activity.

Students will be able to create a photo story of their own life that focuses on time, place, and
perspectives.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

How do time, place, and perspectives shape a story?

What happens when one or more specific details such as time. place, and perspectives are taken
out of the story or are replaced?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: I can describe the importance of time, place, and perspective in a story by completing the
whodunnit mystery activity.

I can create a photo story about my life and how its shaped based on time, place, and perspective.

This means: This means I will complete a Detective Chart in small groups and plan my own photo
story.

List of Assessments: (Note whether the assessment is formative or summative)

Formative:

Students will work in small groups to complete the Detective Chart that breaks down
the importance of time, place, and perspectives of a story.

Students will describe the importance of time, place, and perspective of a story on an
exit slip.

Summative:

Students will be create a photo story based on their lives and how time, place, and
perspective effects it.

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
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Planned Lesson Activities
This lesson is called What happened?, because students will be examining a factitious
event to solve a mystery by focusing on the times, places, and perspectives that are
describes. They will also be asking themselves, what happened?, to an event in their life
that was affected by time, place, and perspective.
I expect the activity to last 30 minutes to complete. The materials I will need are a script
for each student, a copy of the Detective Chart for each students, investigative photos,
and name tags for each character in the whodunnit mystery activity.
Hook: Students will do a quick write about a time they were at an event and consider
who else was there and consider the different perspectives of others that were there.
By doing this, students will:
Examine time, place, and perspective in their own lives
Understand the importance different points of view
Consider an event that their photo story can be about
The strategy I intend to use is quick writing and self-reflection.
I am using this strategy here because it allows students to relate classwork to their own
life making it more meaningful.
7:40- Students will silent read and participate in book talks.
8:00- Students will complete their Dictado, which is their daily grammar practice.
8:20- Opening: Students will quick write reflecting on an event that has happened in their
life and consider the perspective of others at the event.
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CEP Lesson Plan Form

length of each segment of the lesson. List actual 8:23- Teacher input: I will inform the students on a project that they will be completing
minutes.) that focuses on the importance of time, place, and perspective effect how a story unfolds.
Indicate whether each is: I will then describe the whodunnit mystery activity and pick five volunteers.
-teacher input 8:25- Whole-class practice: Student volunteers will read aloud an assigned characters
-modeling script. While the student volunteers are reading the scripts for their characters the rest of
-questioning strategies the class will be writing notes on the detective chart. The notes should focus on the
-guided/unguided: time, place, and perspectives.
-whole-class practice 8:32- Group Practice: Students will be given the full scripts of each characters and images
-group practice that correspond to the characters. They will finish filling out the detective chart with
-individual practice more detail. Students will then guess who did it and why.
-check for understanding 8:42- Whole- class: Each group will discuss their questions and answers that they came
-other up with and they guess on who did it.
8:47- Group practice: Students will answer the final questions on the Detective Chart,
they will discuss the importance of time, place, and perspective.
8:52- Whole-class: Students will discuss the answers they gave and give reasons to their
thinking.
8:55- Questioning Strategies/ Teacher input: I will ask a series of questions such as, was
there any right way to see what happened to the face and why, what assumptions did we
make, and what if it was set in a different time. This makes students think of other people
interpret situations or information given to them.
9:05- I will reintroduce the final project.
9:07- Individual practice: students will work on brain storming events that they can
capture in a digital photo story.
9:12- Closure: I will review the objective and have the students write me a quick two
sentence exit note describing their idea and how time, place, and perspective will affect
their story.
How do you intend to engage your students in The strategy I intend to use is a mixture of group work and a hypothetical scenario.
thinking during the PROCEDURE?
I am using this strategy here because it gets kids talking through difficult concepts and
Why are you using it at this point in your lesson? shows more perspectives while they are talking about perspectives.

Closure We have discovered the importance of time, place, and perspective and how it shapes a
Those actions or statements by a teacher that are story, how does it it shape your life?
designed to bring a lesson presentation to an Students will be prepared to work on their digital photo story.

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CEP Lesson Plan Form
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
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Formative Assesment:
Students will write their idea for their photo story and explain how time, place and
perspective are represented in their story. They will also why it is important for those
things to be represented.
I will look at the exit notes and see who understands how a story is shaped and how it
can be applied to their own life.
The strategy I intend to use is reflection with an exit slip.
I am using this strategy here because it allows me to see if there is any confusion and if
they are thinking in the right direction for their project.
To Modify: While in group work I would assign each student a role; group facilitator, lead
investigator, and recorder. This allows students to focus on each area by its self and then
slowly look at all the pieces together.
To Extend: I would have the students begin working on their project. I would also have
the students describe how misrepresentations (information from the previous unit) affect
the different perspectives, times, and places.
I will know students have met the learning target if they are able to describe the
importance of time, place, and perspectives on their exit slip. I will also be looking at their
project plan to see if they were able to identify each concept into their own lives, which
would go in their project.
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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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