CEP Lesson Plan Form

Teacher: Aldo Ricci (Coopera ng Teacher - Emily Pipkin) Date: 11/15/21

School: Poudre High School Grade Level: 09 Content Area: English

Title: Building Body Paragraphs Lesson #:2 of 2

Lesson Idea/Topic and Ra onal/Relevance: Over the past few weeks students have been learning
What are you going to teach and why is this about the diverse walks of life through their Humani es
lesson important to these students? What Unit. Now comes the me for them to take the ideas
has already happened in this classroom they’ve been learning and write an essay in which they
surrounding the subject you will be de ne what they think it means to be human. I will be
teaching? What do students already know? instruc ng students on how they can form the body
Why are you going to teach this topic now paragraphs of their piece to build their perspec ves on
(how does it t in the curricular sequence)? what the human experience means. They’ve completed
What teaching methods/strategy will you wri ng in this course in the past, but nothing of this
be use and why? scale, so a refresher/prepara on lesson like this is
exactly the kind of thing they need to succeed on their
summa ve. I’ll teach them through a mini lesson using
visual aids and examples before turning them loose to
being work on their project.

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

• Write arguments to support claims in an analysis of substan ve topics or texts, using valid reasoning
and relevant and su cient evidence. (CCSS: W.9-10.1)

Understandings: (Big Ideas)

• Understanding how my introduc on paves the way for the rest of my paper

• Understand how to e my introduc on into my rst body paragraph

• Understand how to structure an e ec ve body paragraph

Inquiry Ques ons: (Essen al ques ons rela ng knowledge at end of the unit of instruc on, select
applicable ques ons from standard)

• How do I plan out the en rety of my paper?

• How is a body paragraph di erent from an introductory one?

• How do I write an e ec ve body paragraph?

• How do I set myself up to con nue the ow of my wri ng in the rest of my paper?

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

I can: Write a successful body paragraph that helps me back up my claim about humanity made in my
introduc on.

Colorado State University College of Health and Human Sciences Page 1

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 CEP Lesson Plan Form

This means: I can take one of the things we learned from the humani es unit and apply it to my claim in
order to prove it’s validity and win the reader over.

List of Assessments: (Note whether the assessment is forma ve or summa ve)

• Pre Assessment - Ask some students to share out part their introductory paragraphs that they wrote
the prior day and reiterate what the objec ve of cra ing these was. (Forma ve)

• Body Paragraph - Students must submit their body paragraph by the end of class, so I will be able to
see what they’ve created and that they understood the mini lesson (A piece of their Summa ve)

• Post Assessment - A closing share out on how their papers have come along now that they’ve wri en
their rst body paragraph. (Forma ve)

Important Vocabulary:

• Thesis Statement - Relays the objec ve of a piece of wri ng

• Body Paragraph - A paragraph in your paper that conveys one of the big ideas

• Evidence - What external sources that are used to back up the claims you make

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 CEP Lesson Plan Form

Planned Lesson Ac vi es

Name and Purpose of Building Body Paragraphs

Lesson (Takes the prior lesson that laid out how to set up the
Should be a crea ve tle for you and introduc on and roadmap for the student’s pieces and shows
the students to associate with the them how their work will be furthered upon)
ac vity. Think of the purpose as the
mini-ra onale for what you are
trying to accomplish through this
lesson.

Approx. Time and Materials 80 Minutes Total

How long do you expect the ac vity • 10 Minutes for Introduc on Ac vity - (Students Need Their
to last and what materials will you Laptops for this Por on)
need? • 15 Minutes for Minilesson - (No Materials Required)
• 55 Minutes for Wri ng- (Students need their laptops to
complete their wri ng)

(I will require a computer and display for assignment prompt)

An cipatory Set I will bring up the tle of the lesson and brie y frame the work
The “hook” to grab students’ that students are going to be comple ng over the dura on of
a en on. These are ac ons and class. This will give them an idea of the importance of the
statements by the teacher to relate knowledge that they’re about to gain, while also introducing
the experiences of the students to what is to come.
the objec ves of the lesson, To put
students into a recep ve frame of I’ll also brie y e in what was completed the prior class when
mind. students were making their introduc ons in order to frame
• To focus student a en on on the work that they’re comple ng in what has already been
the lesson. done.
• To create an organizing
framework for the ideas,
principles, or informa on
that is to follow (advanced
organizers)
An an cipatory set is used any me a
di erent ac vity or new concept is to
be introduced.
How do you intend to engage your I will ask a few students to share out the claims that they
students in thinking during the made about humanity the prior class period and what
An cipatory Set? evidence they plan to use to back up their claims. This will get
everybody thinking about the upcoming task and remind them
Why are you using it at this point in where they should be direc ng their own thoughts as we
your lesson? begin our lesson and work for the day.

Colorado State University College of Health and Human Sciences Page 3

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 CEP Lesson Plan Form

Procedures 1. Open Class with weekly scheduled Quick Write Monday

(Include a play-by-play account of Introductory Ac vity (5 Minutes - Individual Prac ce) Students
what students and teacher will do complete the ac vity on google classroom while the teacher
from the minute they arrive to the walks around, surveying the class and making sure students are
minute they leave your classroom. staying on task
Indicate the length of each segment 2. Teacher regains the a en on of the class to get the mini lesson
of the lesson. List actual minutes.) started. I begin with asking for a Share Out on what students
Indicate whether each is: completed in the prior day’s class when they working on their
-teacher input introduc ons. This will reignite thinking on their essays and get
-modeling them focused on the task at hand. (5 Minutes - Whole class
-ques oning strategies prac ce)
-guided/unguided: 3. Following the brief class discussion, I will pull up the assignment
-whole-class prac ce sheet (see to the le ) and explain the expecta ons for wri ng
-group prac ce body paragraphs. The body paragraphs are expected to follow the
-individual prac ce claim, evidence, reasoning formula that is o en used on papers
-check for understanding like this, and I will provide a few poten al examples from the unit
-other that students could use in order to give them a more concrete
idea. I will ask the class if they have any ideas as to what they
might use for evidence in their piece to help spark other student
thinking for any that may be struggling, but in general it will be a
rela vely simple and quick mini lesson. (15 Minutes - Modeling)
4. Students will be given the remaining dura on of the class to
complete their rst body paragraph while the teacher walks
around and answers ques ons and keeps them on task. (50
Minutes - Individual prac ce)
5. Close out the period with a brief share out where some students
will explain the development of their papers and what they’re
learning as they’ve con nued their work (5 Minutes - Check for
understanding)

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 CEP Lesson Plan Form

How do you intend to engage your During the procedure, I’ll be walking around the classroom
students in thinking during the and conferencing with students one on one as it’s needed. I’ll
PROCEDURE? also be checking their work on google classroom to ensure
that I keep them on the right track and on focus. It’s important
Why are you using it at this point in to do this during this segment because this is the me they’re
your lesson? expected to complete these por ons of their essays, so it’s
cri cal that they’re doing the work and doing it well at this
me.

Closure The share out at the end of the class is going to func on as
Those ac ons or statements by a the closure for the lesson. Because the essay wri ng that is
teacher that are designed to bring a taking place is an ongoing process, it isn’t going to have a
lesson presenta on to an concrete conclusion un l the students turn their work in at
appropriate conclusion. Used to help the end of the week. The share out that everybody will hear at
students bring things together in the end of class will ll this void however, and give a sense of
their own minds, to make sense out closure and cohesion come the end of the student’s work
of what has just been taught. “Any me. It will con nue their thinking on the design of their
Ques ons? No. OK, let’s move on” is essays, and get them pondering how they will con nue their
not closure. Closure is used: work the following day.
• 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 Somewhat resta ng what was said above, but asking students
students in thinking during to share out what they created in their work me is going to
CLOSURE? be engaging to them because the things that they’re wri ng
are of their own crea on and (hopefully) something that they
Why are you using it at this point in care about. Using it at this point will reinforce the work that
your lesson? they’ve done today and get them thinking about the direc on
they will be taking their work in the coming week.

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 CEP Lesson Plan Form

The mini lesson and opening ac vity aren’t really anything

that require di eren a on of extensions because they’re
Di eren a on: more meant to spark and guide thinking on student work, but
Di eren a on should be the same cannot be said for work me on the body
paragraphs. Because students are wri ng at their own pace
embedded throughout your
for this ac vity, it inherently appeals to di eren a on.
whole lesson!! Students will follow a rubric for the assignment to understand
This is to make sure you have where the quality of their work needs to be, but that being
said they’ll be able to work at their own pace during work
met the needs of your me and ask ques ons as needed. Its a very open ended
students on IEPS or 504 assignment which ul mately makes it so students aren’t
To modify: If the ac vity is too con ned and thus struggling because of a lack of
advanced for a child, how will you di eren a on. The inverse can be said for extensions, as
modify it so that they can be students who want to go further with their work are able to.
successful? Including more evidence, more analysis and other things of
To extend: If the ac vity is too easy that nature are in their control, and if they seek to increase
for a child, how will you extend it to the di culty of the assignment then they’re more than able to
develop their emerging skills? on their own terms.
Students are going to be submi ng their work on google
Assessment Re ec on:
classroom, which gives me all the explana on I could need
(data analysis)
when it comes to if they’ve successfully completed the
How will you know if students met assignment. Addi onally, the share out that students will do
the learning targets? Write a also provides me with some informa on, but not quite as
descrip on of what you were looking much as can be gained from the google classroom responses.
for in each assessment.

Colorado State University College of Health and Human Sciences Page 6

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 CEP Lesson Plan Form

Post Lesson Re ec on

1. To what extent were lesson objec ves achieved? (U lize assessment data to jus fy
your level of achievement)

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

3. What do you envision for the next lesson? (Con nued prac ce, reteach content, etc.)

THIS LESSON WILL BE TAUGHT THIS MONDAY SO I HAVEN’T COMPLETED IT AS OF YET, IT WILL BE
UPDATED THEN ONCE I HAVE THE INFORMATION TO FILL THIS OUT

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