CEP Lesson Plan Form

Teacher: Xander Collins Date: 11/02/2023

School: Fort Collins High School Grade Level: 10th Content Area: World Geography and Culture

Title: Día de los Muertos Lesson #: 1 of 1

Lesson Idea/Topic and
Rational/Relevance:
To wrap up our world religions unit we will be looking at the celebration of
Día de los Muertos. Nov 2nd is the last day it is practiced/celebrated globally
and is relevant to many of our high school students. This will give our class
the opportunity to learn about the celebration in more detail and connect it
to themselves/our community.

Student Profile: Students are all sophomores. Mixed genders and ethnicities. Varied energy
levels and engagement. Mixed learning styles.

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

SS. HS. S2. GEO. 4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Understandings: (Big Ideas)

Religion diversifies due to geographic placements.

Religious celebrations diversify with geographic placement.

Cultural practices diversify with geographic placement.

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

How does geography play a role in a community’s religion?

How does geography impact religious celebrations?

How does geography impact religious practices?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: understand and describe how geography impacts religion and its cultural practices.

I can: describe how religious celebrations in one place can look different in other places due to geography.

This means: I can connect geography’s impact on world religions.

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

- Class Starter: Christian Denominations Analysis (1 learning target)

- Celebration Comparison Worksheet (2 learning targets)

- Exit Ticket (1 learning target)

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Planned Lesson Activities

Name and Purpose of Lesson Día de los Muertos – The purpose of this lesson is to connect geography to different religious
celebrations/cultural practices and how they shift depending on where they are. This is also to
help students to connect to the community around them and in their own personal lives.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? One Teach, One Assist Model.
Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?
I chose this model because my co-teacher will be present throughout the lesson but will not be
aiding me in teaching the lesson/content. My co-teacher will instead be assisting and observing,
offering support to students during worktimes and that is all.
Approx. Time and Materials 90 minutes.
Access to computers.
Access to online learning tools (google classroom, worksheets, educational websites)
Paper and writing utensils
Anticipatory Set The strategy I intend to use is: Class starter - Christian Denomination Analysis (article/website
analysis).
I am using this strategy here because: I am hoping to begin the lesson tying geography to religion
by analyzing how many different sects of Christianity there are in the United States. This will also
offer opportunity for students to analyze and work with maps/percentages connecting math
skills to understanding content.
Procedures The strategy I intend to use is: Celebration Comparison Worksheet (analysis and of religious
celebrations in different areas of the world)
I am using this strategy here because: We will cover Día de los Muertos as a class and then
research/analysis other similar celebrations from around the world. With a worksheet the
students can put into writing the similarities and differences between celebrations like Día de los
Muertos.
Teacher Actions Student Actions Data Collected
0-3min – Teacher welcomes 0-3min – Are seated to begin the 0-15min – Data can be
in class, goes over the lesson. Offer collected on student
agenda/objectives, and attention/participation towards behavior, energy levels, and
begins the starter. agenda and objectives. Then participation with
3-4min – Teacher takes begin working on class starter. completing the starter.
attendance if co-teacher has 3-15min – Students work through 16-30min – Formative
not taken attendance. the class starter individually. assessment can be

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CEP Lesson Plan Form
5-15min – Teacher walks the
class aiding students and
correcting behavior if
required.
16-25min – Teacher
transitions students into table
discussions about the
question on the starter. Going
table to table to check in and
offer correction.
26-30min – Teacher opens
the discussion to the class.
Connecting starter to
objectives and transitioning
into mini lecture.
31-45min – Teacher lectures
on Día de los Muertos,
connecting the celebration to
history, geography, and
cultural practices/vocab.
46-48min – Teacher
transitions introducing the
comparison activity and how
to complete it/begin.
49-69min- Teacher walks the
classroom checking
individually with students,
offering correction if needed.
70-80min – Teacher
transitions students into
group discussions. Checking in
with each table for
understanding and offering
correction when needed.
81-85min – Teacher opens
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Using analysis to complete the
questions.
16-25min – Students discuss the
questions with their table,
checking for understanding.
26-30min – Students offer
participation to the class
discussion from their small
groups and then transition into
taking notes on
paper/computers.
31-45min – Students give the
teacher their attention. Taking
notes highlighted by the teacher
and offering participation when
questioned.
46-48min – Students transition
out of notetaking and into the
activity. Giving the teacher their
attention for
instructions/questions.
49-69min – Students will
complete the comparison
assignment chart individually.
Analyzing websites to find
information about other
celebrations.
70-80min – Students will discuss
the worksheet with their
table/partners and teach one
another about what they learned.
Students will discuss with teacher
when prompted.
71-85min – Students will
participate in a larger discussion
collected from student
discussions and class wide
discussions.
31-48min – Formative
assessment can be
collected during mini-
lecture/activity set up in
the form of questioning and
observation of student
attention.
49-85min – Formative
assessment can be
collected when interacting
with students and through
discussions (group wide and
class wide).
85-90min – Summative
assessment can be
collected from completed
exit tickets and
conversations with students
before the end of the
lesson.
CEP Lesson Plan Form

the discussion to the class as with the class, connecting their

a whole. Relating/questioning work to the objectives.
students towards the 86-90min – Students will
objective. complete the exit ticket before
86-90min – Teacher opens packing up for the end of the
exit ticket till the end of class. lesson.
Closure The strategy I intend to use is: Exit Ticket
I am using this strategy here because: After completing the main lesson I want to hear
individually from each student if they understood the core learning targets. The exit ticket will
allow them to answer in 1-2 sentences demonstrating understanding of the day’s lesson and
objective.
Differentiation Content Process Product Environment
Modifications: Students will be Students will follow Students will Students will be
introduced to Dia along with the not be required limited to their
de los Muertos as teacher exploring to fill out the immediate
well as the other websites/information worksheet and surroundings
celebrations from on the other instead will be and
around the world celebrations. This will required to encouraged to
prior to ever require less focus on discuss each work closely
beginning the their own and more section to then with those
process/content. on directing the bring to the around them.
This will frontload teacher to where rest of the class
the content to information can be in discussion.
ensure student found.
success in finding
the
requirements.
Extensions: Instead of Instead of student Instead of Students will be
students learning relying on each other students filling able to move
about Día de los to fill in information out a pre- around the
Muertos from me they will be required crafted room to spots
in a mini-lecture to first find all the worksheet most suitable
format they will information by analyzing other and with
instead research themselves. Then celebrations people they
about it share about that they will create hope to work

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CEP Lesson Plan Form

themselves to information a google with to

add to the afterward all have slideshow compare and
worksheet. completed the researching a contrast the
worksheet. chosen different
celebration. celebrations.
This will further
the process of
comparison by
offering
student choice.
Assessment Class starter: The starter will involve answering questions about percentages, maps, and
information on sects of Christianity. This will be done through writing and discussion among
themselves/the class. Assessment will be gathered through conversations with each table of
students as well as covering the questions together as a class. Providing multiple opportunities
for correction if needed.

Comparison activity: The main activity will involve students working to fill out a comparison
worksheet. This will be done individually before being turned into a partner pair up to teach the
other about their specific celebration. Eventually this will also be turned class wide to discuss the
similarities and differences between celebrations. This provides opportunity for the teacher to
check in with pairs of students during solo, pair, and class wide discussion to offer correction if
needed.

Exit ticket: The closure activity will be a summative assessment of the student’s understandings
of the lesson. The teacher will be able to assess class understanding after the lesson has finished
and allows for correction the next day/lesson if the learning goal was not efficiently met.

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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)

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

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

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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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?

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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CEP Lesson Plan Form

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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