CEP Lesson Plan Form

Teacher: Mitch McFall

School:
Poudre High
Grade Level:
Content Area: Teen Choices
Title: Goals and Decision Making

Date: 1/25/16
Mixed
Lesson #: 1 of 5

Understandings:
The students will begin to understand goal setting and how to achieve the goals
they set.
Inquiry Questions:
What are the aspects of a proper goal?
What type of goals are being set, what are the different type of goals?
Evidence Outcomes:
Every student will be able to: create a realistic goal, and identify which
type of goal it is, being personal, material or professional.
I can: create a goal for myself, and align it with a specific type of goal.
This means: I know which types of goals are which, and I can build goals
knowing which steps to take towards each.
List of Assessments:
The first assessment is an ungraded one, going only off of effort and participation,
where students draw a foot (doesnt matter what the creativity or artistic quality is)
and they fill this foot drawing with their goals, and the steps in the goal making
process.
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)
Goals, goal setting, process, personal,
material, professional

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Planned Lesson Activities

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.
Approx. Time and Materials/Procedures
How long do you expect the activity to last and
what materials will you need? What do you need
to collect, prepare, reserve, set-up, etc. ahead of
time?
Pre-Assessment
How will you pre-assess students knowledge of
the topic to be covered? Describe both formal
and informal ways you will assess their knowledge
Anticipatory
Set/Focus/Hook/Engagement/Motivation/Intr
oduction
The hook grabs students attention and
engages them from the start. These are actions
and statements by the teacher to relate the
experiences of the students to the objectives of
the lesson and 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/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students

Goals and Decision Making

The first lesson is to get students to think about the goals they
may have, and what steps they need to take to achieve them.
This first lesson will take the entire class, and will need a
computer and projector to display the goal setting presentation,
and the students will need paper, and a writing utensil.
The pre-assessment will be a warm up on google classroom.
The students will then have a class wide discussion about the
warm up.
The introduction will come after the warm up, and lead into the
presentation and lecture. This will involve asking the students if
they have any goals, then perhaps talking about your own
personal goals you have set, or even completed, and explain
how even the smallest goal can be set and achieved.

The main chunk of this lesson will be lecturing about goal

setting, and during the lecture students will be taking notes,
and examples of each stage should be given to the students.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)
Differentiation/Modifications/Adaptations/Ac
commodations 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?
Assessment/Pre-Post/On-going
How will you know if students met the learning
targets? Review each learning target and
determine the assessment that met that target.
Can the students answer your inquiry questions?
Write a description of what you were looking for in
each assessment.

After the lecture is presented, the students will be given the

Goal Foot assignment, where they draw a foot and fill it out with
goals and the goal setting steps. Students should be
encouraged to work together for this assignment, and will be
graded on participation only.

For differentiation, students who need more help can take time
while they are working on their own, and students who dont
need as much time can be given more work regarding goal
setting.

The ongoing, is that the students will take the goals they write
on the foot, and use them for the goals and decisions worksheet
in the next class.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

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