CEP Lesson Plan Form

Teacher: Ms. Johnson Date: 22 March 2018

School: Thompson Valley High School Grade Level: 11 Content Area: English

Title: I Dream, You Dream Lesson #2

Lesson Idea/Topic and We will be finishing A Raisin in the Sun Scene 1 as well as analyzing the poem
Rational/Relevance: “A Dream Deferred” found in the text. This text is tied into the class’ Civil
Rights movement, and we will use this class time to look at the individual
characters and how they are affected by the prejudices they may face.

Student Profile: A classroom of mixed abilities. Some seem to struggle with motivation, while
others get very engaged with the text.
Some students need a little more guidance than others, but usually finish
their work and try their best.

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

 2.1.a

o iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are introduced and developed).

 2.2. a. Use Key Ideas and Details to:

o i. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain. (CCSS: RI.11-12.1)

Understandings: (Big Ideas)

 Students will understand the complexities of characters in a play and the importance that has on the play itself. Students will also understand the
meaning of “A Dream Deferred” and its relevance to the play, A Raisin in the Sun.

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

 Why is it important that the author included the poem in the beginning of the novel?

 What are the dreams of the individual characters? What do the character’s dreams say about their personalities? What can you predict will happen,
based on what the characters want?

Evidence Outcomes: (Learning Targets)

I can: understand a character’s motivations by their actions and words and make predictions using the information I have about that character from the text .

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

 TWIST analysis

 Dream Organizer

 Character Page

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Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No _X__ Why did you choose this model(s) and what are the teachers’ roles?
Mrs. Goldberg will not be in class this Thursday, if the sub that day wants to help out with
the lesson, she is more than welcome to help answer questions and explain the process.

Approx. Time and Materials 90 min.

A Raisin in the Sun & Langston Hughes poem
Dream Organizer and Character Page
Nike Commercial (https://youtu.be/QrfLQpN2gZs)
Anticipatory Set The strategy I intend to use is: Technology/Pop Culture
I am using this strategy here because: Nike used the poem we are reading in an ad, this is
an interesting use of the poem and a good way to gain student interest in analyzing it.

Procedures The strategy I intend to use is: TWIST and Character Page Graphic Organizers
I am using this strategy here because: TWIST is a familiar way for the students to analyze
a poem
The graphic organizer is a way for all students to focus on the characters and what we
know about them so far. It also allows students who may struggle remembering who’s
make more sense of the text, the characters, and their actions throughout scene one.

Teacher Actions Student Actions Data Collected

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20 min.
I will play the Nike ad. We
will discuss student’s
findings in their TWIST
analysis of the poem.
Students will participate in Student papers with their
our class discussion of “A TWIST analysis
Dream Deferred”

25 min.
We will read the rest of Students will participate in
Scene 1 class reading and answer
questions about the text

10 min.
I will hand out the Dream Students will fill out the Dream Organizer is filled
Organizer Dream Organizer alone out accurately and
completely

30 min.
I will give directions for the Students will fill out the Character Page provides an
Character Page Character page in pairs in depth understanding of
one character from the play
Closure The strategy I intend to use is: Work Time
I am using this strategy here because: I want students to have the whole period to work
on the assignment

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Differentiation Content Process Product Environment

Modifications: An aide will be Students are If needed,
available to asked to students may
help students complete the work alone or
with the worksheet to with the aide in
worksheets the best of the hall
their ability—if
a student
struggles with
text
comprehension
I ask they try to
find at least
one spot in the
text where a
character is
described, and
use that
information
Extensions: Students are
asked to
complete the
worksheet to
the best of
their ability
Assessment Students will be assessed on their completion of both the Dream Organizer and the
Character Page. If both are filled out with accurate information regarding the character
they chose, the student has completed the objective.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
a. Students did wonderfully while reading and answering my questions about the
text, however the Dream Worksheet was about 50/50. I wouldn’t hold that
against them, because they really did understand the main points of what we
read, my worksheet was a bit abstract I think.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
a. I would redo the worksheet. I’m not sure I was clear enough on the instructions,
and I could have asked better questions. Since the kids were engaged while
reading, I wish I had done something to better record that participation instead
because they did great and I was really excited about how well they were
responding. They did get stickers for participating, but I think next time I would
like to try to make a game out of talking in class, something to get the quiet kids
a little more motivated to speak.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
a. For my next lesson, I want to give the students an exciting way to show me what
they’ve learned. My first lesson I think I did a good job creating an assignment
that they could be creative with (a fill in the blank poem), and I would like to
recreate that open-endedness that still allowed me to see where they were at.

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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.

a. The sub that day helped out with reading and individually helped students with
questions, which was nice but I’m not sure if it counts as co teaching, although I
did appreciate having an extra hand to help out with questions.

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