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CEP Lesson Plan Form

Teacher: Mr. Nichols Date: 09/30/2018


School: Rocky Mountain High School Grade Level: Freshmen Content Area:
English
Title: Literary Terms Review Lesson Lesson #:_1_ of _1_

Lesson Idea/Topic Students will be able to:


and See the difference between Flat/Round, Static/Dynamic characters, and
Rational/Relevance: be able to spot who is the Protagonist/Antagonist in our Novel, The
Compound, by S.A. Bodeen.
Student Profile: Freshmen at Rocky Mountain High School.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard 2, Section 1, bullets a, b, and c:
a. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text. (CCSS: RL.9-10.2)
b. 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)
c. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise. (CCSS: RL.9-10.5)

Understandings: (Big Ideas)


See the difference between Flat/Round, Static/Dynamic characters, and be able to spot who is the Protagonist/Antagonist in our Novel, The
Compound, by S.A. Bodeen.

Reading takes people’s minds to places that they may not have personally experienced.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
How does an author use a literary device to demonstrate deeper meaning for the text? Explain your thinking and cite how you came to this
conclusion.

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)


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

I can: Spot the difference between flat/round, dynamic/static characters, and tell who in a story is the protagonist and the antagonist.

This means: I can develop a deeper understanding of a story, and see the parallels in my own life.

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

3. What character traits seemed to be conflicting with one character (or more) in the text? (For example, a character started out as a generous person
and then became bitter and selfish after a disaster.)

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CEP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson Literary Terms Review Lesson

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


Will co-teaching models be utilized in this I will not be teaching for the entire class period; I will be teaching a mini-lesson to a
lesson? Yes _X__ No ___ worksheet my co-operating teacher has provided. My teacher will be teaching for the
rest of the class time.

Why did you choose this model(s) and what are the teachers’ roles?
We chose this because the first lesson I teach does not have to take up the entire class
period, so I will teach the mini-lesson, and my teacher will teach the rest of the
period, then there will be enough time for review.

Approx. Time and Materials 20-25 minutes, laptops (Rocky is a 1-to-1 school).

Anticipatory Set The strategy I intend to use is:


A Google Form to assess Prior Student Knowledge.

I am using this strategy here because:


The technology required is available to students.
Procedures The strategy I intend to use is:
Letting students fill out the worksheet in groups after teaching the review mini-
lesson

I am using this strategy here because:


I have been taught that it is good pedagogy to facilitate student work in groups.
Teacher Actions Student Actions Data Collected
Facilitate group work, walk Students will work in groups A filled-out worksheet.
around the room offering to complete a worksheet.
help where it is needed.

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CEP Lesson Plan Form

Closure The strategy I intend to use is:


Collecting the worksheet as an exit ticket at the end of class.

I am using this strategy here because:


I am required to have something to show for this lesson that I am teaching.
Differentiation Content Process Product Environment
Modifications:
Students will A mini-lesson Students will Differences Laura Druse’s
be able to work on character fill out a between classroom,
alone if labels google form Static/Dynamic, Rocky
preferred. If a to assess prior Flat/Round Mountain
laptop is dead, knowledge, characters. High School
they may use then fill out a
the smartboard worksheet
to take the
quiz.

Assessment
The provided characterization worksheet will assess student knowledge at the end of
the lesson.

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CEP Lesson Plan Form

Post Lesson Reflection


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

About ½ of the students in the class understood the objectives well enough to attempt the
worksheet. I saved worksheets from exemplary students, those who were engaged had no
trouble with the concepts, or completing the worksheet. I would say that the lesson was
about 50% successful.

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

I experimented with a student co-teaching model, because one of the students who is
normally disruptive wanted to teach alongside me. Agreeing to this was a great decision, and
was integral for student engagement. Two major things I would change: My student co-
teachers put everyone into groups (I should have prepared the groups beforehand) and there
was a substitute teacher. The last item I cannot control, but the first item is something I will
change in my next lesson. The dynamic between Mrs. Druse and the students is much
different, and would have been much more helpful than the dynamic between the students
and the substitute was. Added to this is the fact that I am only in this classroom two days a
week, and I am more of a friend to the students than a co-operating teacher. This meant that
is was challenging to manage the class with the absence of the regular authority.

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

I will continue to use the student co-teaching model, alternating between students as the
semester continues. This was such an accidental success that Mrs. Druse has agreed to let
one student each day do the vocabulary lesson in front of the class. The students are engaged
when in charge of their own learning.

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.

As mentioned before, I will absolutely be utilizing co-teaching in the coming lessons.


Students were engaged, and the students that taught alongside me were wonderful about
silencing their classmates who were being disruptive. I did not plan for any co-teaching, and
this ended up being the best part of the lesson.

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CEP Lesson Plan Form

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?

I am going to teach a lesson about flat/round, static/dynamic, and


protagonist/antagonist throughout literature and movies. This is relevant to our book, The
Compound, by S.A. Bodeen.

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

I am teaching to a freshmen-level remedial reading class called Voyager 9. These are


some of the most high-energy students I have ever encountered, and keeping up with them
is a challenge. There is a high percentage of students diagnosed with ADHD. We are
constantly redirecting student behavior.

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.

Literary Terms Review Lesson- To give review of Literary Terms.

Approx. Time and Materials: How long do you expect the activity to last and what materials
will you need?

The lesson is designed to last 30 minutes, and requires a computer, a way to project
a PowerPoint, and a worksheet for students to fill out.

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

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CEP Lesson Plan Form

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.

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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