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CEP Lesson Plan Form

Teacher: Katelin Mills Date: 9/1/17

School: Poudre High School-EDUC 450 Grade Level: college Content Area: all

Title: Connect-Extend-Challenge (CEC)

Lesson #:_1 of _1

Understandings: (Big Ideas)

Understand what it means to connect, extend, and challenge (respectively)

Identify how to Connect-Extend-Challenge builds on prior knowledge

How this can be applied to content area

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

How can you use CEC in your classroom? How would you assess Connect-Extend-Challenge?

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

I can:

1. Make connections between the Making Thinking Visible Strategies.

2. Formulate questions or wonderings I may still have about Making Thinking Visible Strategies.

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

1. Student discussion

2. The Extend section of CEC

List of Significant Vocabulary:

KWL chart: a graphic organizer designed to help learning. The letters KWL are an acronym, for what
students, in the course of a lesson, already know, want to know, and ultimately learn.

Prior knowledge: knowledge from previous experience.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Connect-Extend-Challenge
Should be a creative title for you and the students to This teaching strategy is a great way to synthesize information and make connections
associate with the activity. Think of the purpose as between what we already knew going into content, how the new content built on these
the mini-rationale for what you are trying to understandings, and then things we may still be confused about. This strategy
accomplish through this lesson. encourages looking at information in a comprehensive way and allows for students to
develop questions that will be potentially answered by upcoming content.

Approx. Time and Materials 10-15 minutes

How long do you expect the activity to last and what Handouts, document cam, white board, white board marker, projector
materials will you need?

Pre-Assessment Ask students what a connection, extention, and challenge might look like/sound like
before telling them. Take suggestions during model. As I do walk through on the
document cam using KWL to fill in CEC, ask students for input.
Anticipatory Set Emphasize the utility of CEC in their content area. Focus on the cohesive approach to CEC
The hook to grab students attention. These are that builds on content. Also, help students synthesize other strategies and information
actions and statements by the teacher to relate the theyve been given just today.
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
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 10-15 minutes total
(Include a play-by-play account of what students and Introduction: *white board* with learning targets (1-2 minutes)
teacher will do from the minute they arrive to the Today we have two learning targets:
minute they leave your classroom. Indicate the SWBAT:
length of each segment of the lesson. List actual 1. Make connections between the Making Thinking Visible Strategies.

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CEP Lesson Plan Form

minutes.) 2. Formulate questions or wonderings I may still have about Making Thinking Visible
Indicate whether each is: Strategies.
-teacher input
-modeling To begin to understand the targets it is important to point out the CEC stands for
-questioning strategies Connect-Extend-Challenge. A three-part way of synthesizing new information.
-guided/unguided: Instruction: A CEC is a great tool for an end-of-unit way of reflecting on and synthesizing
-whole-class practice information. So I decided to use the CEC to help us synthesize some of the strategies that
-group practice have been presented to us today. I am going to hand out a graphic organizer with a
-individual practice column for connect, extend, and challenge respectively and have you fill out the
-check for understanding organizer using the strategies weve talked about today. (1-2 minutes)
Guided practice: *document camera* So I am going to use the strategy of a KWL chart.
Who remembers what a KWL chart is? So making connections between a KWL chart and
a CEC, I would say:
Both a KWL chart and a CEC serve as great three-part graphic organizers of
Both a KWL chart and a CEC help students denote prior knowledge
A CEC has students address challenges and/or questions while a KWL only has
students address what they learned
What are other ways to prompt student metacognition? (3 minutes)

You do: hand outs

Now pick a strategy from earlier today and work on your CEC (4-5 minutes)

Did anyone pick the same strategies? Similar or different from CEC? Where or when
would you use CEC in your room? (1-3 minutes)
Closure Share out big ideas
Those actions or statements by a teacher that are Where/when would you use this in your content area?
designed to bring a lesson presentation to an How did it help you synthesize information from today (other strategies)?
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense

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CEP Lesson Plan Form

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.
If students are having a hard time filling out CEC with strategies from earlier in the day,
they could instead, fill it out using information from their content area. And/or I could
Differentiation: give students prompts to help them to begin to fill out the organizer.
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 for a child,
how will you modify it so that they can be
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) I will walk around during student work time and I will collect the challenges from the
How will you know if students met the learning day to see what needs to be addressed next class.
targets? Write a description of what you were
looking for in each assessment.

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CEP Lesson Plan Form

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