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CEP Lesson Plan Form

Teacher: Ms. Burns Date: November 2nd 2017

School: Rocky Mountain High School Grade Level: 9th Content Area: English

Title: What is Fear?

Lesson Idea/Topic and For this lesson, I will teaching students the abstract concept of fear in
Rational/Relevance: What are order to help them formulate a deeper understanding to the question,
you going to teach and why is what does it mean to be human? This question is the essential
this lesson of importance to question to the entire unit students are currently in; therefore,
your students? How is it questioning the concept of fear will be relevant to students. After this
relevant to students of this age lesson, students will be preparing for a Socratic seminar where they
and background? Why are you will analyze various scenes from Lord of The Flies and relate them
teaching this lesson now (what back to the question of what it mean to be human. Fear is a driving
came before/what will come force in this book, and by studying the concept students will be able to
after)? What teaching analyze certain scenes better. The teaching strategies I will be using
methods/strategies will you use will be a combination of modeling, independent work, and whole class
and why? discussion.

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

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS: RL.9-10.2)

Understandings: (Big Ideas)

Students will understand the concept of fear and formulate their own opinion on how fear relates to what it means to be
human.

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

What is fear? Can we be human without experiencing fear? Is fear a choice? How does the authors use of metaphor
enhance the meaning of fear?

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

I can: Draw upon my prior knowledge and critical analysis of the reading in order to formulate my own opinion of how
fear contributes to the experience of being human.

This means: Through an in-depth reading and critical analysis of the article on fear, I will be able to find a sentence,
phrase, and word that stand out to me and explain why I found it powerful. I will show this by circling the sentence,
phrase, and word while also including reasoning for how they connect to the overall theme of fear in the passage.

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CEP Lesson Plan Form

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

Formative assessment: I will collect their individual packets and assess them based on the level of completeness. I will
be looking to make sure they engaged in their own learning, and how they changed or added to their initial perception of
fear.

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CEP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson What is Fear, Really?
Should be a creative title - Think of the purpose as The purpose of this lesson is for students to heavily study the concept of fear, and
the mini-rationale critically investigate what role fear plays in being human.

Approx. Time and Materials Get into POGIL groups 1 minute


How long do you expect the activity to last and what Writing prompt: How would you define fear? 5 minutes
materials will you need? Paper and pens
Read article together as a class 2 minutes
Copies of the article
Sentence, Phrase, Word activity 15 minutes
Pens
Share with group 10 minutes
Collaborate with group to post a Padlet response 5 minutes
Group Discussion on responses 5 minutes
Closure activity 2 minutes
Total time: 45 minutes
Anticipatory Set Students will write their own definition of fear. I will allow for a couple of students to
The hook to grab students attention. To put share their definitions aloud with the class before moving on.
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 Anticipatory Set? The strategy I intend to use is a writing prompt.
Why are you using it at this point in your lesson? I am using this strategy here because: Students need time to stop and think before
engaging deeper in content. Before students begin to study fear, I want them to know
their own interpretation of fear so that they can assess, by the end of the lesson, how
their knowledge of fear grew.

Teacher Actions Student Actions

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CEP Lesson Plan Form

Procedures Greet students as they walk in, and instruct Students walk in and rearrange desks so
(Include a play-by-play account of what students and them to assemble into their POGIL groups. that they can be in their POGIL groups.
teacher will do from the minute they arrive to the (1 minute)
minute they leave your classroom. Indicate the Students begin to respond to the writing
length of each segment of the lesson in minutes. Pass out packets and instruct students to prompt.
Indicate whether each is: begin answering the question on the first
-teacher input page. (5 minutes)
-modeling
-questioning strategies Begin reading article aloud to the class. (2 Students read along.
-guided/unguided:-whole-class practice, group minutes)
practice, individual practice, check for
understanding, other
Instruct students to pick a sentence, Reading through the article again on their
phrase, and word that stands out to them own, students will choose a sentence,
in the article. (30 seconds) phrase, or word which stood out to them.

Walk around and assess individual learning.


(15 minutes) Students fill out the packet. (15 minutes)

Once I see students are wrapping up, I will Begin discussing commonalities between
introduce the group activity and explain the sentences, phrases, and words they
the directions. (2 minutes) chose.

Instruct them to open Padlet. Open Padlet and begin posting responses.
(5-7 minutes)

Walk around and help students. Post responses.

Bring class together so that we can hear Engage in discussion.


each groups responses. (2 minutes) 5 minutes)

Bring lesson to a close by pointing to Write new, or revised perception of fear. (2


students back to the beginning of their minutes)
packer to write new, or revised perception
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CEP Lesson Plan Form

How do you intend to engage your students in


thinking during the PROCEDURE? The strategy I intend to use is the Making Thinking Visible strategy, sentence-phrase-
Why are you using it at this point in your lesson? word.
I am using this strategy here because:
This strategy allows students to engage with specific language that enhances the overall
meaning of a text. Textual analysis heavily relies on the students ability to dissect the
language used in a specific text. Therefore, by carefully choosing a sentence, phrase, and
word, students are guided to create a deeper meaning of the text.

Closure The closure activity will be having students respond again to the question they were
Those actions or statements by a teacher that are asked in the beginning of the lesson: what is fear?
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 CLOSURE? The strategy I intend to use is re-visiting the writing prompt.
Why are you using it at this point in your lesson? I am using this strategy here because:
This is a form of self-assessment and reflection where students can visually see how their
perception of fear may have changed.

Differentiation: The packet I have given students will guide students along in their learning. The activities
within the packet give students choice to determine how they would like to illustrate
Differentiation should be embedded specific things. If I walk around and see students have finished early, I will ask them to
throughout your whole lesson!! add more elements to their responses. Also, I will ask them to read the article again and
This is to make sure you have met the circle other sentences, phrases, and words that stand out to them.
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,

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CEP Lesson Plan Form

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 I will know by 100% completion of the packet. If students have engaged with the article
targets? Write a description of what you were and filled out the packet, I will know students have thoughtfully considered the concept
looking for in each assessment. of fear and how it related to the human experience. They will need to show this through
a strategy from Making Thinking Visible called sentence phrase word. In order to be in
the proficient category, students must include how their sentence, phrase, or word
related to overall theme of fear according to the passage.

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