CEP Lesson Plan Form

Teacher: Hannah Bouska Date: October 27th, 2021

School: Poudre High School Grade Level: 11 Content Area: English

Title: Monster Origins: Created or Born? Lesson #:_1_ of _8_

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

Students can:

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS:
SL.11-12.1)

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)

Understandings: (Big Ideas)

1. What are some of the most famous monsters?

2. Why are they famous?

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

What do I know about monsters and where did that information come from?

Evidence Outcomes: (Learning Targets)

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

I can: I can activate prior knowledge about famous monsters by participating in a discussion with my small group and record my ideas and
thoughts in my R/W journal. I can cooperate with my teammates to complete today's activities.

List of Assessments:

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CEP Lesson Plan Form

Group list

KWL chart

Exit ticket

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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.
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:
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Planned Lesson Activities
Monster Backgrounds
Purpose: To activate prior knowledge about monsters and examine where that
information came from. I will be introducing our first class reading for the unit, Franz
Kafka’s short story “The Metamorphosis.”
90 minutes
 Welcome students into class while everyone finds their desks and gets seated.
 Teacher will recap topics completed the class before and introduce new topic
“Yesterday, we created mind maps to increase our understanding of how our
beliefs and knowledge about monsters is connected to our individual cultural
backgrounds. We’ll open up today by taking a look at the Flipgrid from yesterday
and refreshing our memory of what we collectively know about monsters.”
Teacher Actions Student Actions
 Teacher welcomes students as  Students will enter and find their
they enter (1-2 min) seats.
 Teacher will provide anticipatory  Students will access the previous
set to help students transition into day’s Flipgrid to access previous
the lesson, recapping events from day’s brainstorming
the previous day and bridging  Individually, students will begin a
them into today’s lesson (3 min). KWL chart, completing the “Know”
 Teacher will distribute KWL graphic and “Want to Know” columns and
organizers and instruct students to reflecting on the mind map gallery
take the next 10 minutes to fill out walk from previous day and
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-whole-class practice the K and W columns and to record
-group practice at least 2 ideas from the previous
-individual practice days’ activities in the L column (10
-check for understanding min).
-other  Teacher will direct students to chat
with their small group about their
“want to learn” column so that
students can share in ideas and
understandings (to continue to
build community by speaking with
members of the class they may not
be close with and increase
community wealth of knowledge.
(10 min)
 Teacher will collect KWLs and pass
out poster materials (poster paper,
colored markers and pencils) (5
min)
 Teacher will instruct students to
create a Notable Monsters poster
using the provided materials and
anything else they think would set
their work apart from others. (3
min)
 Teacher will monitor students as
needed, and take the worktime to
decompress or complete work (35
min)
 Teacher will give a 5-minute
warning towards the end of the
workshop period. / Teacher will
instruct students to tidy their
spaces and turn in their posters
with group members’ names
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Flipgrid to record two thoughts in
the “Learned” category
 In small groups, students will share
their KWLs with special attention
to the “Want to Learn” column.
Students should share their ideas
and take inspiration from their
peers and modify their KWLs as
such.
 Students will clear their desks of
everything except a device to
access the internet.
 Students will create a poster
identifying at least four different
well-known monsters (by name),
and listing the ways they are
represented today (in books,
movies, TV shows, video games,
etc) and use their devices to
research the origins of their
monsters. Students should include
on their poster at least 2
interesting visuals and the
following information per monster:
Name, country of origin, how old
the monster story is (how many
years since its “invention”), and
two “fun facts” they didn’t know
about the monster before or think
their classmates will find
interesting.
 Students will tidy up their
workshopping materials, put away
their devices, and return to their
CEP Lesson Plan Form
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.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
Colorado State University College of Health and Human Sciences
clearly written on the back (1 seats
min/4 min)  Students will listen attentively to
 Teacher will spend the remaining the first chapter of “The
15 minutes of class introducing the Metamorphosis” read aloud by
first class text for the unit (“The teacher
Metamorphosis”) and reading the  Students will complete exit ticket
first chapter out loud while
students sit quietly and listen (15
min)
 Teacher will introduce the prompt
for the exit ticket: “what two
predictions do you have for “The
Metamorphosis” readings you’re
responsible for next class based on
the events that occurred in chapter
1?”
 Teacher will collect exit tickets as
students exit.
To close my lesson, I will ask students to take the last 5-6 minutes of class to record a
prediction for what may occur in chapters 2 and 3 of “The Metamorphosis” based on the
events of chapter 1. This exit ticket not only asks students to make predictions about the
text but may cause students to reflect to themselves on their engagement with the text
during the in class read-aloud.
This lesson has student choice and differentiation built in—students can assess their own
learning and learning goals through the creation of a KWL that I will use as a formative
assessment to direct my teaching. Students can engage with KWLs and Flipgrid responses
to their level of ability or comfort, while still being encouraged to challenge their
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To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Colorado State University College of Health and Human Sciences
thinking. All students are encouraged to engage with the text as deeply as they are able
to. Artistically-inclined students have some freedom or expression in the creation of their
Notable Monsters poster.
I will collect the KWLs at the end of class to assess my students’ needs and to ascertain
whether they have common goals. I will also collect an exit ticket asking students to
respond to the prompt: “What are your predictions for chapters 2 and 3 of “The
Metamorphosis?” to gain a better understanding of whether students were engaging in
active listening during the read-aloud and their ability to make predictions about the
story.
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