CEP Lesson Plan Form

Teacher: Kate McDaniel Date: 12/1/2022

School: Rocky Mountain High School Grade Level: 10 Content Area: English

Title: Hosseini’s A Thousand Splendid Suns Part Two Discussion Lesson #: 2 of 4

Identify which part of the lesson meets 1 or more of the 4 part Mission of the National Network for
Educational Renewal (Equal Access and Excellence, Stewardship, Nurturing Pedagogy and
Enculturation.):

Lesson Idea/Topic and Rational/Relevance: This lesson is to continue conversations about concepts
What are you going to teach and why is this in Khaled Hosseni’s A Thousand Splendid Suns which
lesson important to these students? What students are reading for class. This discussion is also to
has already happened in this classroom get students to discuss more independently rather than
surrounding the subject you will be relying on the teacher to guide them in discussion.
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?

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

Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas. (CCSS: SL.11-12.1a)

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c)

Understandings: (Big Ideas)

I can find evidence in the text to support and articulate the reasoning behind my claims about the text.

I can listen with the intent to understand different viewpoints, asking questions to verify, clarify, or
respectfully challenge different points of view.

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

How can I use evidence from the text to support my perspectives on said text articulating my claim,
reasoning, and support?

How can I understand different viewpoints even if I don’t agree with them?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can:

Notice and write down trends within the text in my Circle of Viewpoints Notes and my I Used to Think,
Now I Think Worksheet and use evidence and reasoning to support claims about these trends.

Listen and respond to other perspectives taking notes in my Circle of Viewpoints Notes on the discussion
and reflecting in my I Used to Think, Now I Think Worksheet as well.

This means:

I’ve been participating and asking questions in the discussion we’ve been having as a class.

I’ve been filling out the Circle of Viewpoints Notes as well as writing up my I Used to Think, Now I Think
Worksheet.

List of Assessments: (Note whether the assessment is formative or summative)

Circle of Viewpoints Notes (formative)

I Used to Think, Now I Think Worksheet (formative)

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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.
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Hosseini’s A Thousand Splendid Suns Part Two Discussion
This discussion is to have students reflect on concepts in the book as well as a different
culture and how it is represented in literature. This discussion will focus on part two of
the book (chapters 16-26 or pages 107-195) and will be referencing part one as well.
Warmup: I Used to Think, Now I Think Worksheet, pens/pencils, A Thousand Splendid
Suns by Khaled Hossieni, A Thousand Splendid Suns Part Two Slideshow (20min)
Procedures/Discussion: Circle of Viewpoints Notes, pens/pencils, A Thousand Splendid
Suns by Khaled Hossieni, whiteboard and markers, Book Summary Notes, A Thousand
Splendid Suns Part Two Slideshow (62min)
Closure: I Used to Think, Now I Think Worksheet, pens/pencils, A Thousand Splendid Suns
by Khaled Hossieni, A Thousand Splendid Suns Part Two Slideshow (8min)
Welcome students and check in about their day, done by both myself and Ms. Ottoman,
and Rocky Mountain High School announcements, done by Ms. Otteman (5min)
Have students take out notes and activity sheets on A Thousand Splendid Suns part two,
briefly review what happened in part two of A Thousand Splendid Suns as class (5min)
Explain how the I Used to Think, Now I Think Worksheet works:
● Students will write what they think about certain topics in the first part of the I
Used to Think, Now I Think Worksheet before the discussion to get their thoughts
down on paper before we begin the class discussion
● Students will use Circle of Viewpoints Notes to fill out the second portion of the I
Used to Think, Now I Think Worksheet after the class discussion, within the
closure
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How do you intend to engage your students in
thinking during the Anticipatory Set?
Have students write what they currently think about government, disabilities and ableism
(focusing on Tariq), and education in the book, teacher should be walking around and
checking in with students (10min)
The strategy I intend to use is I Used to Think, Now I Think Worksheet

Why are you using it at this point in your lesson? I am using this strategy here because: It’s a great way for students to write down and
organize their thoughts and ideas before joining in the class discussion and be able to
reference and reflect on their initial thoughts when we get to the end of the discussion.

Procedures
(Include a play-by-play account of what students and Introduce Circle of Viewpoints Notes through the A Thousand Splendid Suns Part Two
teacher will do from the minute they arrive to the Slideshow, Modeling:
minute they leave your classroom. Indicate the ● Each topic is represented by a circle
length of each segment of the lesson. List actual ● Each slice of the circle represents a viewpoint on a topic
minutes.) ○ The outer circle is the point of view
Indicate whether each is: ○ The middle circle is the reasoning and evidence
-teacher input ○ The inner circle is for questions students wonder or want to ask during
-modeling discussion
-questioning strategies Have students fill out one viewpoint for each of the three topics, government, disabilities
-guided/unguided: and ableism, and education, in the book and write down one perspective in the Circle of
-whole-class practice Viewpoints Notes:
-group practice 1. What takeaway did you have of the view of the government in Afghanistan during
-individual practice the time this novel was written?
-check for understanding 2. What takeaway did you have of disabilities and/or ableism in the novel?
-other 3. What takeaway did you have of education in the novel?
Teacher should model example for students (10min)

Have students turn and talk in groups of three about what they wrote down, teacher
walks around to check in with groups, group practice. check for understanding (10min)

Come together as class and have a larger discussion on some of the topics students talked
about in groups having students get back in groups as needed to transition between
topics or if whole-class discussion is at a stand-still, whole-class practice, group practice

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CEP Lesson Plan Form
How do you intend to engage your students in
thinking during the PROCEDURE?
Why are you using it at this point in your lesson?
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.
How do you intend to engage your students in
thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation:
Colorado State University College of Health and Human Sciences
● Remind students to write in notes when they hear different perspectives, teacher
should model these notes on whiteboard
● Take a moment during discussion to look at maps of Afghanistan and the USSR on
A Thousand Splendid Suns Part Two Slideshow and discuss how these visuals help
us understand the plot and politics within the book (46min)
The strategy I intend to use is Circle of Viewpoints Notes
I am using this strategy here because: This is a great way for students to show their
thinking and reflections during discussions as well as to organize their thoughts before
speaking.
Have students view the A Thousand Splendid Suns Part Two Slideshow and revisit their I
Used to Think, Now I Think Worksheet and fill out the second half with what they think
after the discussion, teacher should be walking around and asking students questions and
checking in with students (8min)
● Collect papers to review after class
The strategy I intend to use is I Used to Think, Now I Think Worksheet
I am using this strategy here because: This will allow students to reflect on the class and
group discussions we had and visually show their growth in how their perspectives have
changed.
● Scaffolding with conversation in groups before having whole-class discussion and
have group discussions throughout if needed
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Differentiation should be embedded ● Students can use notes and activities on part two done previously in class
● Have students write down and organize thoughts before discussing with
throughout your whole lesson!! classmates
This is to make sure you have met the
needs of your students on IEPS or 504
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?
Assessment Reflection: (data analysis)
How will you know if students met the learning Students have Circle of Viewpoints Notes filled out with evidence from the text and
targets? Write a description of what you were reasoning used in discussions.
looking for in each assessment.
Students have I Used to Think, Now I Think Worksheet filled out reflecting on what they
learned and other viewpoints brought up during discussion.

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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)

I think for my objective about finding evidence I should’ve been more clear what I meant by
that. Ms. Otteman also asked me to clarify my objectives and check in to see if there are any
questions about the objectives for the class which I should’ve done with the class. However,
students did very well generally mentioning events and characters within the book to support
their claims. I also felt that I forgot my objectives and just became wrapped up in the subjects I
chose to start a discussion with. I could’ve been more flexible and met the objectives using the
cultural pieces they wanted to discuss as the class went on. Students also did really great adding
to what others said, asking questions, and stating disagreements, although there was one time I
could’ve stepped in more firmly to stop students from talking over one student when they
disagreed.

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

I would’ve clarified more at the beginning of the class period. I also should’ve had more of a
presence in the classroom whether I was more firm with students talking over others or being
more energetic when leading the discussion which is something I continuously struggle with. I
also would’ve done something to gather my mind a little more after the hectic morning I had
trying to get copies of our worksheets and make alternative ways to access those documents
when I couldn’t get copies. I felt like I did well adapting to that change although someone had
made copies for me anyways in the end. I wish I would’ve allowed the conversation to be about
what students were interested in more rather than being concerned about them filling out the
sheet I gave them whether I allowed them to control the conversation more or gave them ways
to connect the conversation to the present day and/or their lives.

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

When I lead a class discussion again I would like to scaffold it more, especially as I’ll be teaching
middle schoolers next. I would also like to allow students more choice in what they talk about
rather than try to force them to fill out a worksheet. I would also like to connect the text and
conversation more with them to engage more students. I also would’ve liked to have more of a
presence in the room when leading the class.

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