CEP Lesson Plan Form

Teacher: Laura Druse Date: February 7, 2020

School: Rocky Mountain High School Grade Level: 12 Content Area: English

Title: The Yellow Paper Lesson #:1__ of _2_

Lesson Idea/Topic and The Yellow Wallpaper, addressing and detecting personal and social biases.
Rational/Relevance:

Student Profile:
The class has over 20 students, so classroom management and engagement
is key. There is a large group of boys clustered together toward the front, so
keeping them focused on the task at hand and on task will require
consistent monitoring. There is also a group of girls toward the back on the
opposite side of the classroom that tend to be quiet and don’t particularly
like to participate. I intend on calling on one of them every so often during
discussion to keep them in and give them reassuring feedback when they
respond so they want to participate.

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

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain. (CCSS: RI.11-12.1)

Understandings: (Big Ideas)

Understanding bias, recognizing prejudice and privilege, understanding how prejudice operates in society. Bias is harmful and always has negative impacts.
Recognizing and combating bias is how we propel change forward.

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

 What is prejudice and what impact does it have on individuals, communities, and the world?

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 How can we recognize and combat our own bias?

 What role does privilege play in prejudice?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Students will use textual evidence to detect biases and prejudice

I can: recognize prejudice and bias based on textual evidence and context of the piece.

This means: I will use specific textual evidence to identify potential biases of the author

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

 Graphic organizer notes

 Conversations between students as they collaborate

 Textual annotations

 Reflection to conclude

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Planned Lesson Activities

Name and Purpose of Lesson

The Yellow Wallpaper To exam potential bias in a work of fiction.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? One teacher
Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?
I am using the one teacher model to build relationships and connections with students

Approx. Time and Materials Approximately an hour

Materials:

 The Yellow Wallpaper by Charlotte Perkins- Gilman

 Student survey

 Graphic Organizer

 History on Charlotte Perkins-Gilman

Anticipatory Set The strategy I intend to use is: Story Time
I am using this strategy here because: students love being read to and it will ease them
into thinking about the reading

Procedures The strategy I intend to use is: Graphic organizer

I am using this strategy here because: It helps guide student thinking and allows them to
organize their thoughts.

Teacher Actions Student Actions Data Collected

Filling out a graphic Student thoughts and
Guiding notes and helping organizer and potentially attitude toward The Yellow
students that are stuck collaborating with other Wallpaper
students.
Closure The strategy I intend to use is: A metacognitive reflection
I am using this strategy here because:

Differentiation Content Process Product Environment

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Modifications: Choice of how Choice of how Choice of

they organize they want to where to sit in
their notes. organize their the room,
notes and collaborating
choice to with others
collaborate
with others.
Extensions:

Assessment
Students will write a metacognitive reflection to wrap up the lesson. Their reflection will
be centered around tracking their thinking and how it changed throughout the lesson.

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Post Lesson Reflection

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

I think the objectives for the lessons were pretty much achieved. I would have liked more
time to be able to assess again at the end and give students more time to write their
reflections. Students were engaged with the lesson and were able to track both how the
historical context influenced and how it painted the societal biases in the story. They were also
able to tease out some of their biases based on their attitudes toward the narrator and her
husband.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
If I could go back and change anything about the lesson, I would readjust my timing and
the pacing of the lesson. Ideally, I would have been able to spread the lesson across
maybe a class and a half to unpack everything a little bit better. I think if I were to do
the lesson again, I would have students read the story before-hand so that they could
have had time to delve deeper into the text and more time to reflect.

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

For the next lesson, I envision further practicing and engaging with the same critical
reading skills and applying them to a work of nonfiction. I think it’s incredibly important
to use critical thinking skills across all genres.

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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If I were to use co-teaching for this lesson, I would have had my teaching partner read
the story while I preface and scaffold the graphic organizer. Having two people to
tackle so much material and unpacking would make things move quicker and more
smoothly.

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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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