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CEP Lesson Plan Form

Teacher: Mr. Nichols Date:


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

Title: Speak paragraph lesson. Lesson #:_2_ of _2_

Lesson Idea/Topic The students in Laura Druse’s voyager 9 reading class have been
and having trouble with formatting paragraphs. We’ve designed a
Rational/Relevance: lesson based on Speak by Laurie Halse Anderson to try to lay
things out in a coherent manner.
Student Profile: 9th grade remedial reading class, called “voyager 9.”

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard 3:2: .
Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support:
i. a: i-iii:
ii. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence. (CCSS: W.9-10.1a)
iii. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level and concerns. (CCSS: W.9-10.1b)
iv. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W.9-10.1c)

Understandings: (Big Ideas)

It is important to be able to communicate effectively and intelligently, especially in today’s world. Students will be asked to organize their
thoughts in a coherent manner. We will use content from the assigned reading, Speak, by Laurie Halse Anderson, to develop an understanding of our
own surrounding environment.

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

Why is it important to be able to communicate effectively and intelligently?


Why is a high level of literacy the “language of power?”
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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)


Every student will be able to:

Understand traditional paragraph structure and the power of being able to communicate effectively. We will re-evaluate student understanding
of: Topic sentences, claims within a paragraph, and backing up claims with evidence.

I can:

See the relevance of effective communication in my own life. I understand that a high level of literacy and the ability to write an academic
essay reflect me as a person and a professional.

This means:

As I continue in life, I can use the knowledge I have gained to communicate effectively with adults and authority figures.

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

Using an outlined worksheet, students will create a paragraph based on the cliques that they see and interact with in their own school, in day-
to-day life.

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CEP Lesson Plan Form

Planned Lesson Activities


Name and Name: Speak paragraph lesson.
Purpose of
Lesson Purpose:

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


Will co-
teaching We will not be co-teaching.
models be
utilized in this Why did you choose this model(s) and what are the teachers’ roles?
lesson? Yes
___ No _X__ N/A

Approx. Time 1 hour, paper, writing utensil, computer.


and Materials
Anticipatory The strategy I intend to use is: Instruction followed by supervised writing time.
Set
I am using this strategy here because: It made more sense to have students discuss their own school, context, etc.
before filling out a worksheet.

Procedures The strategy I intend to use is: Using a paragraph structure worksheet to help students write an effective paragraph.

I am using this strategy here because: My students are not ready to fly on their own with paragraph structure.

Teacher Actions Student Actions Data Collected

Introduce assignment, asking the question “What is power?” Students will be asked A completed paragraph.
Teacher writes student answers on the board, and asks “Why is through call-and-response
it important to communicate at a high level?” Class will discuss to talk about why it is
why communication is important. Afterwards, students will be important to communicate
asked to start using the worksheet to write a paragraph. effectively.

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CEP Lesson Plan Form

Closure The strategy I intend to use is:

Students will be asked to transfer their outlined paragraph from paper to computer.

I am using this strategy here because:

It challenges students to work in different mediums.


Differentiation Content Process Product Environment
Modifications: There are two Students who
students in finish the
this class paragraph
reading a early may
different book move on to
than the rest the peer
of the class. editing phase
while Mr.
Nichols assists
those students
who are not
done.
Extensions:

Assessment
Here is the rubric I intend to use:

Paragraph #2
Cliques Paragraph Rubric

Needs
Excellent Good Acceptable Improving
Organization: Paragraph focuses on a single main aspect as
portrayed through a clear topic sentence There are three clear
main ideas with supporting details. The paragraph finishes with

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CEP Lesson Plan Form

a concluding statement that restates the topic sentence. 10-9 8 7 6-0

Flow/Style: The paragraph has an original topic that is


represented with an original “voice.” Ideas are expressed in a
variety of sentence structures, with vivid and precise word
choices. The writing is clear and stays away from fragments, 10-9 8 7 6-0
run-ons, and contractions.

Mechanics: The finished product is typed and double-spaced. It


is well-edited and demonstrates advanced punctuation. It has
few errors in spelling, usage, punctuation, and capitalization.
10-9 8 7 6-0

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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)

Objectives were not achieved to a reasonable level. I went in to this lesson assuming that
students possessed a level of knowledge on paragraph writing that they did not possess. I
also went into this lesson underprepared. This has been a learning experience for me. I
misunderstood and overestimated my readiness to teach paragraph structure.

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

I would go in with a better understanding of paragraph structure, and I would ask more
questions about assessment up front to my mentor teacher. I came up with the beginning
mini-lesson about power on the fly, and I would be better prepared to make

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

I’m going to write a paragraph of my own as an example, and go through it piece


by piece to make sure that these concepts are clear to my students.

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.

Co-Teaching was not utilized in this instance.

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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?

I’m teaching a paragraph lesson. It’s relevant to these students because they are
having a tough time effectively and coherently laying out information.

Student Profile: Write a narrative about your learners. What are their special needs?
Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

I am teaching to a freshmen-level remedial reading class called Voyager 9. These are


some of the most high-energy students I have ever encountered, and keeping up with them
is a challenge. There is a high percentage of students diagnosed with ADHD. We are
constantly redirecting student behavior.

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.

Speak paragraph lesson. The Purpose is to illustrate the importance of


communicating at a high level.

Approx. Time and Materials: How long do you expect the activity to last and what materials
will you need?

This lesson is designed to last an hour, and students need pencil, paper, and then a
computer for the final draft.

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.

The anticipatory lesson was performed last class period, students were asked to fill
out a worksheet about cliques in the book, what cliques they see in their own school, and
what cliques they themselves belong to.

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:

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CEP Lesson Plan Form

 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.

Students will be asked to transfer their outlined paragraph from paper to computer.

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?

Some of the students are reading a different book, catered to their learning
preferences.

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?

Students will have written a coherent, five-sentence paragraph laying out


information effectively.

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