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CEP Lesson Plan Form

Day 11
CEP Lesson Plan
Teacher: Amanda Nickless
School: Coronado High School

Date: 10/17
Grade Level: 9th Honors

Content Area: English

Title: Step Inside


*adapted from educational text Making Thinking Visible

Lesson #:11 of 15

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
Understandings: (Big Ideas)
Acknowledge and appreciate that a vast amount of differing perspectives exist.
Hypothesize what is being experienced, thought, valued and wondered about by another person or thing
(specifically a character).
Empathize with different perspectives and reflect on how these perspectives alter the experience of people
or things.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
What questions do we consider when we take the perspective of another person?
How does taking the perspective of a character help us better understand, complex ideas, concepts, and
information?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
I can:
1. Chose a character from To Kill A Mockingbird and answer questions from his or her perspective.
2. Find character evidence within the novel that supports my responses to these questions.

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CEP Lesson Plan Form


This means:

List of Assessments: (Write the number of the learning target associated with each assessment)
Work in Interactive Notebook
-

Graphic organizer with questions answered and quotes copied (outcomes 1 and 2)

Ticket out the Door


-

Quote showing ability to provide evidence (outcome 2)

Long-Term
Narrative
-

Most of the work from this lesson supports success with culminating text

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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
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.

Step Inside To Kill A Mockingbird


This lesson is intended to move students from finishing the novel in
narrative they have due in a week. This lesson plan, designed to enc
with the unit goals as well as prepares students for their work on the

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:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Teacher Actions
Unguided- 10 Minutes: Silent Reading or
Conferences
Guided Questioning- 5 Minutes: Introduce
students to anticipatory set
Modeling- 3 Minutes: Draw graphic
organizer on board and pick character (Tom
Robinson)
Graphic Organizer contains the questions:
1. What can the person or thing
perceive?
2. What might the person or thing
know about or believe?
3. What might the person or thing care
about?
Guided Group Practice- 15 Minutes:
Call on students to answer one question
at a time and summarize this response
on the board

Materials: TKM, White board, Student Interactive Notebooks


Total time: 53 Minutes

Students will see National Geograph


projector.
They will be asked to write down thr
girl in the photo is thinking or to spe

Student Actions
10 Minutes: Silent R
5 Minutes: Brainsto
photo is thinking/wh
5 Minutes: Take not
10 Minutes: Take no
organizer answering
Tom Robinson
Volunteer to write o
graphic organizer
15 Minutes: Pick a c
and begin filling ou
for this character
- Add quotes
evidence

Individual Practice- 18 Minutes: Assist


students as they fill out their own graphic
organizer on a character they each selected
Help students find quotes as evidence
Closure- 2 Minutes: Instruct students to
write one piece of character evidence (a
quote) for a ticket out the door

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2 Minutes: Writ
evidence on a sc
in to the teacher

CEP Lesson Plan Form

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, 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.
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?

Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

Closure will be the last two minutes of class and it will be a ticket
The students will need to write one piece of character evidence (a q
proves why they responded how they did to certain questions
This closure activity will prepare them for their work on their narra
need to effectively take the perspective of a character

In order to assist students that struggle with perspective taking I can


- Give students more specific and guided questions (instead o
person know about or believe ask, What religion is the pe
evident in his or her family?
- Suggest the students first answer the questions for themselv
similarities or differences that a character might have
In order to assist students that struggle with finding evidence I can:
- Put up page frames that focus on a specific character
- If it presents a problem with a large population- this is som
mini-lesson on before the due date of the narrative

Students will show development in meeting learning targets through


Interactive Notebook
- They answer all questions thoughtfully and thoroughly
- They add evidence from the novel to defend their notes abo
They are successful in finding a quote for character evidence
Their true demonstration of success will be their narratives that are
activity

Day 12
10/18- Narrative Elements and Narrative Assignment
Objectives:
I can
Explain narrative elements and how they work in literature
Explain the requirements for each element of the narrative assignment
Thoughtfully review the rubric for the narrative assignment
Common Core Standards:
CCSS.ELA-Literacy.W.9-10.3
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CEP Lesson Plan Form


Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.3.a
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.c
Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.
CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
Schedule:
10 Minutes: Silent Reading
-

Conferencing or reading with the students

3 Minutes: Hand-Out Narrative Assignment sheet and rubric **included in assessment materials
5 Minutes: Allow students to read both materials and ask questions
10 Minutes: Model annotation and review each portion of assignment with students
-

Give verbal examples


Define words
Rephrase portions to assist with understanding

5 Minutes: Watch Flocabulary on Five Main Narrative Elements


https://www.flocabulary.com/unit/fivethings/
5 Minutes: Guided Practice- identify each narrative element in TKM as a whole class on the board
15 Minutes: Brainstorming Time
-

Give students time to plan in their Interactive notebooks


What will your five elements be?

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CEP Lesson Plan Form


Day 13
10/19- Anticipation Guide Part II
Objectives:
I can...
Think critically about literary perspectives on philosophical issues
Express my critical opinion in a thoughtful and respectful manner
Note how literature may have shifted my thinking

Common Core Standards:


CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
Schedule:
10 Minutes: Students silent read text of their choice
I use this time to conference with individual students or to read
3 Minutes: Hand out second anticipation guide and ask students to place this in their Interactive Notebook

Anticipation Guide:
For each statement, rank the extent that you Agree or Disagree

People are inherently good.

Agree

Somewhat Agree

Somewhat Disagree

Disagree

People are inherently evil.

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CEP Lesson Plan Form

Agree

Somewhat Agree

Somewhat Disagree

Disagree

Somewhat Disagree

Disagree

Somewhat Disagree

Disagree

Our personalities are formed from birth.

Agree

Somewhat Agree

Experiences form our personalities.

Agree

Somewhat Agree

5 Minutes: Students are instructed to fill out guide and note any differences in responses from your first
guide

10 Minutes: Now that the students have finished the novel, they will need to use textual evidence to
defend their points. The students will have ten minutes to find textual evidence which supports one of
their stances

5 Minutes: Students raise hands to show which statement they wrote about and discussed-- the prompt
with the most students writing about with become the basis for a class discussion
The students will stand in the corner of the room in accordance to which stance they took (Agree,
Somewhat Agree, Somewhat Disagree and Disagree will be labeled around the room)

10 Minutes: Students discuss their evidence in small groups and work on finding more

12 Minutes: Each group gets three minutes to defend their stance but they must use at least one quote
from the novel

Day 14
10/20- Writing Together; Class Workshop!
Objectives:
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CEP Lesson Plan Form


I can
Utilize class time meaningfully to create my narrative
Reflect on my use of semicolons through a mini-lesson
Common Core Standards:
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.3.a
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
CCSS.ELA-Literacy.W.9-10.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.c
Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.
CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
Schedule:
10 Minutes: Silent Reading
-

Conferencing or reading with students

15 Minutes: Workshop Time


** the students are not peer editing at this time, they are only working on their draftsI believe that is it
valuable to set aside some class time to work on the assignment, so that they can receive help and ask
questions earlier in the process
10 Minutes: Grammar Mini Lesson
Avoiding Comma Splices

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CEP Lesson Plan Form

Mini Lesson Topic:

Avoiding comma splices in writing.


Materials:
Short stories that the students are working on
List of example mentor sentences
Connection:
Last writing workshop, the students turned in a draft of their short story and practiced peer editing to
avoid sentence fragments. This is one of the next steps in editing.

Explicit Instruction: (3 Minutes)


Short presentation with:

Definition

Example sentence when we can add a comma and when we cannot

How to fix a comma splice

Guided Practice: (3 Minutes)


In partners, have students sort sentences into a pile based off whether the sentence is correct or
incorrect.
Independent Practice: (3 Minutes)
Each student picks two of the incorrect sentences from the pile and corrects them each in a different
way. Once the sentences have been corrected, the students will teach their partners how they
corrected each sentence.

Group Wrap-Up: (1 Minute)


This is where this will be connected to the students independent writing. We will add comma splices
to a rubric for peer editing.
Check for understanding.

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CEP Lesson Plan Form

Example Sentences:
Correct
Shoot all the blue jays you want, if you can hit 'em, but remember it's a sin to kill a mockingbird."
Until I feared I would lose it, I never loved to read.
People generally see what they look for, and hear what they listen for.
With him, life was routine; without him, life was unbearable.
Real courage is when you know you're licked before you begin, but you begin anyway and see it through
no matter what.
Incorrect
Its never an insult to be called what somebody thinks is a bad name. It just shows you how poor that
person is, it doesnt hurt you.
We trust him to do right, it's that simple.
We never put back into the tree what we took out of it, we had given him nothing, and it made me sad.
Before I can live with other folks Ive got to live with myself, the one thing that doesnt abide by
majority rule is a persons conscience.
There's a lot of ugly things in this world, son. I wish I could keep 'em all away from you, that's never
possible.
15 Minutes: Workshop Time
3 Minutes: Remind students of due date and that next class period will be time for peer editing

Day 15
10/21- Peer Editing and End of Unit!
Objectives:

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CEP Lesson Plan Form


I can
Give a peer meaningful constructive feedback on his or her work
Reflect on the Unit and my work with empathy
Common Core Standards:
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
Schedule:
10 Minutes: Silent Reading
-

Conferencing or reading with students

23 Minutes: Peer Editing


** since this is unit three, I would have already established peer editing routines for my students
-

The students grade two narratives in 23 minutes


The students use copies of the rubric to give feedback

10 Minutes: Reviewing Empathy


Watch video on empathy: https://www.youtube.com/watch?v=AZ-pU7ozt3g
Brief Class discussion (if students are eagerotherwise move forward to written reflection)
10 Minutes: Reflection in Interactive Notebook:
-

What could empathy teach you?


When have you shown empathy?
What does empathy mean to you now?

You never really understand a person until you consider things from his point of view until you climb
inside of his skin and walk around in it. Atticus Finch

End of Unit

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