CEP Lesson Plan Form

Teacher: Mrs. Rice and Mrs. Latuda Date: 10/2/18

School: Beattie Elementary Grade Level: 2 Content Area: Literacy

Title: The Day the Crayons Came Home Read Aloud Lesson #:1__ of _1_

Lesson Idea/Topic and We are currently learning how to describe characters in a story. I will do a
Rational/Relevance: read aloud of the book “The Day the Crayons Came Home.” After the book,
we will discuss the different characteristics of the crayons. I will write what
the children say into a chart detailing our thoughts.

Student Profile: 2nd grade class of various reading abilities. Some emergent readers, some
ELL students, some reading on grade level and some reading above grade
level.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 3: Writing and Composition

1. Exploring the writing process helps to plan and draft a variety of literary genres

e. Write with precise nouns, active verbs, and descriptive adjectives

g. Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing)

Understandings: (Big Ideas)

 Students can identify and tell about the characters in a story

 Students can use descriptive words to write and narrative about a character

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

 Who were the characters in the book?

 What were they asking for?

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CEP Lesson Plan Form

 What were the crayons doing in the book?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

Identify the characters in the book and describe a few characteristics of them

Create their own post card about a crayon in the story or a new crayon they make up

List of Assessments: (Write the number of the learning targets associated with each assessment)

1. Class will create their own postcards narrating a story about a crayon

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Planned Lesson Activities

Name and Purpose of Lesson The Day the Crayons Came Home Read Aloud

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this
lesson? Yes ___ No _X__ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 30 min

Anticipatory Set The strategy I intend to use is:

I am using this strategy here because:

Procedures The strategy I intend to use is: read aloud

I am using this strategy here because: there are many benefits of reading aloud to students,
especially for fluency and reading comprehension.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form
1. Get focus of class, remind
them to sit flat, facing
forward
2. Announce we will be
reading the sequel to The
Day The Crayons Quit.
3. Tell the class to be paying
attention to how the
crayons wrote their
postcards, because after we
will get to write our own
postcards
4. Read the book
5. Ask why were the crayons
writing postcards to
Duncan? What were they
asking for in the post cards?
6. Show and read an example
of a post card
7. Do a quick partner talk
about what you are going
to write your card about,
which crayon, how and
where did you get lost
8. Give 30sec-1min per person
to talk in the partner share
9. If there is time, have the
class start writing. If not,
tell them we will write the
post cards later
10. If there is time:
11. Ask if there are any
questions and say you can
draw a picture of your
crayon if you finish writing
early, but only if you finish
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1. Sit flat, facing
forward on the Writing sample
carpet
2. Listen to the book
3. Raise hand to
answer questions
about the postcards
in the book
4. Look at writing
example
5. Think about what
you want to write
about in your post
card
6. Share with and
listen to a partner
what you will write.
Including which
crayon and how
you got lost
7. Wait for post card
template to be
handed to you
8. Return to seat and
begin writing
9. Draw picture of
crayon if you finish
early
10. Stop writing when
asked to stop
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Closure The strategy I intend to use is: creative writing

I am using this strategy here because: I give the students a chance to think like the characters in
the book and write a creative narrative about the crayon on a post card

Differentiation Content Process Product Environment

Modifications: Students
choose what
they want to
write
Extensions: Students can
draw a picture
of their crayon
if they finish
writing early
Assessment
Writing sample and comprehension discussion after reading

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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.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

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.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

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.

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 length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
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, let’s 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.

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Differentiation: 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? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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