CEP Lesson Plan Form

Teacher: Samantha Brewington Date: Either 4/5 or 4/10

School: Rocky Mountain High School Grade Level: 9-12 Content Area: Tech Ed.

Title: Developing our Shop Behavior Expectations Lesson #: 1 of 1

Lesson Idea/Topic and Students will beginning their manufacturing project soon and thus need a lesson developing our expectations on what that behavior
Rational/Relevance: will look like in the shop for, cooperation, responsibility, attitude, and productivity

Student Profile: All male students, two will not be participating because they are woods three, there are 3 seniors who lack motivation so hopefully
the activity will engage them a little bit more. There is one student with learning disabilities so there might need to be scaffold
instructions and more help with his team.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
ESSK.06.01.a Identify safety precautions to maintain a safe worksite
ESSK.06.0.1 Implement a safety precautions to maintain a safe worksite
ESSK .07 Demonstrate flexibility and willingness to learn new knowledge and skills
Understandings: (Big Ideas)
Students should understand what proper workplace safety and behavior looks like.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
How does workplace safety relate to other careers or occupations that aren’t wood working?
Evidence Outcomes: (Learning Targets)
Every student will be able to: explain what workplace safety looks like
I can: demonstrate and execute what shop safety looks like.
This means: I know and understand workplace safety and reasoning.
List of Assessments: (Write the number of the learning targets associated with each assessment)
Pre-Assessment will be a quick write based on distractions
Formative for the whole class will be building the rubric together and the discussion
In the small groups their demonstrations will be a formative assessment for their rubric area.
Formative assessments for the other content will be a 1-2 sentence summary written after each group or their 1-2 sentence reflection
Final Summative assessment is a reflection on what each of the criterion on the rubric means, 1 paragraph minimum for each criterion. They will address what it
looks like and what it means to them, and what the value is in the shop.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in
this lesson? Yes ___ No ___
Approx. Time and Materials
Anticipatory Set
Procedures
Colorado State University College of Health and Human Sciences
Which model(s) will be used?
There will be discussion based and cooperative learning models used
Why did you choose this model(s) and what are the teachers’ roles?
I choose this model because it allowed be to get a sense of where the students sat on the topic but also to build upon it and leave the
ownership of the class expectation on them.
Google classroom assignment
Class set of mostly black Daily time cards
Sticky notes
Time will be 1h 30 m
Video links
The strategy I intend to use is: Video and quick write
I am using this strategy here because: there is a lot of distractions with phones in the shop and class and this video should help bring the
attention to what happens when we are distracted.
Video link: https://www.youtube.com/watch?v=tm2lfv3_ELc
Assign the quick write and set up a song to listen to as they respond to the prompt.
Should get approximately 3-4 minutes to write, then do a pair share and then class discussion.
The strategy I intend to use is: Mostly discussion and then cooperative group work and demonstration
I am using this strategy here because: we can build on the information and make them think about their actions. It also is giving them
accountability and ownership in the rules because they are going to create the parameters for their actions. Mr. Weber will be co-
teaching this section hopefully because it is his room and expectations.
Teacher Actions Student Actions Data Collected
Home room Home room activity N/A
Begin class- Welcome etc…. …
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CEP Lesson Plan Form
Through this should take
approximately 10-15 minutes
This activity should take about 15-20
minutes (at the end of the activity
students can get a plate and enjoy
their snacks.
Colorado State University College of Health and Human Sciences
Quick Write: Were are going Students watch the video, then Pre-assessment. What do the students see about shop behavior
to put on a video about they get on to their Google already, what do they know about what we should be doing in class.
distractions from cell phone classroom assignment for their
while walking where people quick write. Students respond
are on their phones and walk to the prompt questions.
by a man in a gorilla suit and They’ll get approximately 3-4
don’t notice. Then There will minutes to respond..
be a quick write the timer for
the quick write will be a song
that the students choose
Facilitate class discussion on
their thoughts – try and bridge
the phone video to shop
behavior and expectations
Distribute role cards for the Students will receive a card No data collection but the thought process should be building in
activity (we will building their with a role in the lunchable what is useful when working in a whole group collaboration what
own lunchables!) Tell students creation production line. There hurts the team. etc…
to read their roles and special will be roles from plate
instructions they are allowed production, meat and cheese
to share their role, but not slicers, cracker, meat and
their special instructions— cheese placers, distribution
instruction’s will include some
things that aren’t useful to a
production line (one kid will be
wearing headphones and not
paying attention, another will
not be doing their tasks
correctly, etc…There will be 4
students will have cards that
tell them what to do off task
(one for each category for the
rubric)
Then we will discuss what
went well, what could we do
better. How could we evaluate
that
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CEP Lesson Plan Form
This step should just be a brief 5
minute conversation to bring the
idea of responsibility to flow into
building the rubric
15 minutes
Students receive 10 minutes to build
their group presentation
15 minutes max! Each group should
do a 2-3 minutes mini presentation
on good and bad examples
10 minutes
Colorado State University College of Health and Human Sciences
Mike Rowe video safety third
Write 1.2. on the board and
ask for suggestions on what
one and two should be.
Class Discussion and building
of the rubric guidelines
together
Assign groups and give
instructions for students to
work in groups to represent a
bad and good example of each
criterion on the rubric (4
groups, each one gets a
different
Circulate and aid in
clarification and scaffolding
directions as needed.
Observe students
presentations
Give instructions for the major
assessment for the lesson. Tell
students there is an
assessment in Google
classroom and give them
Watch video gather thoughts Their perspective on safety vs. responsibility and ownership
and ideas on the topic of
safety 3rd. Write questions or
ideas down
Decided what should come
first and second
Student contributes their ideas How their thoughts are developing from the through the discussion
on what would fulfill the process and how they see implementation of workplace safety and
requirements for their behavior expectations.
criterion. Students work in a
whole class to decide the
different levels of acceptable
shop behavior
Students work cooperatively in
groups to create a
presentation that
demonstrates good and bad
examples on their groups
category (either cooperation,
productivity, attitude, and
responsibility)
Student presents their Their understanding of their area as it relates to the shop and work
demonstrations for the shop place safety
behavior rubric section. After
each group the students
should write a 1-2 sentence
summary of what they
demonstrated, and what
connections they had. The
group who presented should
also write a 1-2 sentence
summary.
Student’s work independently Their knowledge of the safety rules and how they will be evaluated
on their daily time card and on them, their understanding of workplace safety and how it applies
reflection statements. to them.
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CEP Lesson Plan Form

instructions to write their

personal statement and
connection to each of the
criterion
Closure The closure for the lesson is filling out their personal statements on the daily time card rubric.

Differentiation Content Process Product Environment

Modifications: The Students who As needed During work time students can work in any location
modifications for need students who including the shop, classroom and computer lab.
the content of accommodations need more time
Extensions: this lesson is that or more help
for the computer
it its presented in could write less ** This is also a modification that is case by case for
could write on
several different to convey their students who need them at the time.**
forms, from the paper instead message or they
videos, could give it to
discussions, and me orally.
then the group Students who
work. need extensions
could be asked to
elaborate more

Assessment The assessment plan for this lesson has several formative checks beginning with the class discussions and their quick writes. Then the
activity of building their expectations together builds on their knowledge, The final assessment is a written reflection done at the end of
the class

** Adjustments that were made to the lesson as it was delivered**

 Mike Rowe video not played Out of time

 We didn’t play a song during the warm up because no one suggested one

 The rubric activity was adjusted so instead the class was into four groups by counting off and each group defined and filled in their assigned
section on the rubric and then they meet with the class. Students received a hard copy instead of doing it on Google docs as well because of
the time constraints their exit ticket was on the back.

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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)

The lesson objective was for students to understand their shop behavior expectations and what
it looks like in a manufacturing set up. I would say the majority of the students of the class
showed that they could explain the main principles of the expected behavior and could explain
what each category is. I also think that most of the students could easily say what good or high
scores in each category of the rubric looks like for them. The one aspect that I think I struggled
to convey accurately was what productivity truly meant. We put the time constraint on the
activity so there were several answers from students that discussed completing tasks fast or
quickly so that would need a conversation about quality versus quantity and the balance of the
two.

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

If I were to teach this again I would change how I delivered instructions for the main activity, I
wasn’t completely clear and there was some confusion that I had to clarify. I also would have
shortened the time they had to do it and set up more parameters for what the plates should
look like to set the scene as more as a manufacturing process. That would have made the
students who were intentionally not doing their tasks more noticeable and the point more clear
I think. The other adjustments I would have made is foregoing doing the second half as a group
work because time was short. I would have put a 2 minute time in between the activity and the
second half, for clean up of the room, and then done the rubric building as a whole class. I
adjusted to keep the group work with the rubric activities but instead should have adjusted to
keep the classwork and build the rubric together. Then have them do their activity as a warm-up
the next day.

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

For the next lesson I would do the group activity acting out the categories as a warm-up
and then have them practice evaluating practice student behaviors on the rubric. Then
there would be shop time and evaluating themselves on the rubric.

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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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