CEP Lesson Plan Form

Teacher: Ms. Hankey Date:

2/28/2017

School: Fort Collins High School Grade Level: 10 Content

Area: English

Title: The Censors Lesson #:_1_ of _1_

Lesson Idea/Topic
and
Rational/Relevanc This lesson is part of the Discovering Crime and
e: What are you Consequences Unit in a Pre AP World Lit and Comp class. At
going to teach and the end of this unit students will be reading Shakespeares
why is this lesson of Merchant of Venice. In order to gain experience looking at
importance to your these motifs in literature, students will examine short stories
students? How is it (such as The Censors). Before I teach this lesson they will
relevant to students have practiced looking at other short stories for similar
of this age and motifs. This particular story is relevant to students in a public
background? Why high school because they experience censorship on a daily
are you teaching basis. They just might not realize it yet. It is also applicable
this lesson now within the multicultural nature of a World Literature course.
(what came The cannon in this class is diverse and Luisa Valenzuela (the
before/what will author) only adds to that. She lived in Argentina during a time
come after)? What of fear and oppression (964).
teaching
This lesson is relevant for them now in history locally and
methods/strategies
around the world. In the United States there have been many
will you use and
people actively exercising their right to free speech, press,
why?
and assembly. Public school cannons also are products of a
censorship system. The texts/literature that they are exposed
to are typically filtered and preapproved. Abroad there are
examples of censorship that students will have the
opportunity to investigate. This includes the setting in which
the author was living in when she wrote this story.

I will be using a role playing teaching activity, group posters,

a gallery walk, and reflection. I am using the role playing
activity at the beginning of class to help transition from
pervious classes into the mindset of The Censors. Then I will
put them in groups to complete an informative poster about
their topic. I did so to accomplish the same goals as a jig-saw.
Each group will specialize in one topic then after they are
complete, students will gallery walk and create a mindmap to
display their thinking about other topics and the connections
they made within them. Finally, the reflection piece gives
them a chance to answer and ask questions about
censorship, justice, crime and consequence, and irony. They
will formulate one conclusive sentence that finishes the
sentence starter, Censorship is

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CEP Lesson Plan Form

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) Common Core Writing Standard 7: Research to
Build and Present Knowledge- Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate.

Content Area: Reading, Writing, and Communicating- Standard: 1. Oral

Expression and Listening: 1. Content that is gathered carefully and organized well
successfully influences an audience

Understandings: (Big Ideas)

Conduct short term sustained research and present it to a specific audience.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

For the genre: What is applicable research? How can that research be presented in
an effective and applicable way?

For the story: What is censorship? When and how (if ever) is censorship just? How
does the irony at the end of the story reflect our topic of crime and consequences?

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

Learning Target: I can identify literary devices and motifs in short stories and use
them to inform my discussion about text.

Success Criteria: I will know I have it when my I have censored my letter and
participated in the gallery walk.

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

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CEP Lesson Plan Form

Planned Lesson Activities

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.
How do you intend to engage your
students in thinking during the The strategy I intend to use is __________________________________________
Anticipatory Set?
I am using this strategy here because:
Why are you using it at this point in
your lesson?
Teacher Actions Student Actions

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CEP Lesson Plan Form

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/actions, student actions
-modeling What is gradual release? Why is
modeling important for learning?
-questioning strategies Research and learn
about Blooms, Depth of Knowledge
(DOK), Costas levels of questioning, and
Understanding by Design Six Facets of
Understanding. Compare and contrast.
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding How will you
know that every student has met your
learning target?
-other?
-technology integration?

How do you intend to engage your

students in thinking during the The strategy I intend to use is __________________________________________
PROCEDURE?
I am using this strategy here because:

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CEP Lesson Plan Form

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, lets 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 The strategy I intend to use is __________________________________________
CLOSURE?
I am using this strategy here because:
Why are you using it at this point in
your lesson?

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
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

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CEP Lesson Plan Form

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?
Give 2 examples of ways to differentiate
content, product, or process for your
students.
Assessment Reflection: (data
analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

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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.)

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