CEP Lesson Plan Form

Teacher: Robert Laurie Date: October 2, 2017

School: Rocky Mountain High School Grade Level: 9th Grade

Content Area: English

Title: Evaluating the importance of learning about and from past events.

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? Why are you
teaching this lesson now (what
came before/what will come
after)? What teaching
methods/strategies will you use
and why?
For this lesson, I am going to give context to the book To Kill A
Mockingbird to students by making the book relevant to students. By
discussing how events have shaped America, students will reflect
upon the relevance of To Kill A Mockingbird. I am also connecting this
lesson to a broader theme which is how events shape and affect who
we are. In order for students to identify and relate to the content in
the book, it is crucial to introduce the book by relating it to the world
today. Therefore, they need to see how the past shapes our
perspective, and understand how major, personal events affect who
we are. This lesson comes after a week of students working on
remix projects, and will lead into a unit with the themes of empathy
and perspective.

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

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively. (CCSS: SL.9-10.1)

Explain how variables such as background knowledge, experiences, values, and beliefs can affect communication.

Understandings: (Big Ideas)

Students will engage in thoughtful dialogue and analyze how major events shape our perspectives.

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

How can we learn from the past? Why is it important to learn about past events? How do events shape our perspective?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: I can participate thoughtfully in a discussion with my classmates while analyzing how events have shaped
individuals and society as a whole.

This means: Through class discussion, I will be able to form my own opinion on how past events have shaped who I have
become and transfer them into a vignette.

List of Assessments: (Note whether the assessment is formative or summative)

Formative assessment: The learned part of the KWL chart, and their overall participation in the discussion.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Should be a creative title - Think of the purpose as
the mini-rationale
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. 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.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
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Understanding the effects of past events on ones own life.
Silent Gallery Walk, and explanation: 15 minutes
Need four printed images and tape
KWL Chart: 5 minutes
Big notecards
Turn and Talk: 3 minutes
9/11 Video: 5 minutes
Arrange Desks: 2 minutes
Fishbowl Discussion: 20 minutes
My Life in Vignettes: last remaining time in class
Closure: Learned part of the KWL chart: 3 minutes
Gallery walk with pictures from the 1930s depicting that time period.
The strategy I intend to use is a Gallery Walk.
I am using this strategy here because:
It will focus students by allowing them to visualize the time period of To Kill A
Mockingbird. The images are various major events from the 1930s that significantly
impacted America. The idea is to prompt students thinking about major events in order
for them to contribute to the later discussion.
Teacher Actions Student Actions
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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 in minutes.
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice, group
practice, individual practice, check for
understanding, other
*Come in early and hang pictures around
the room
*handout students a number so they know
what station to start at during the gallery
walk
*Explain the instructions of gallery walk to
students
*Instruct students when to switch to the
next picture
*While students are walking around, I will
place a big notecard on each of their desks
for the KWL chart
*Invite students to be seated, and explain
KWL chart
*Tell students to talk with a neighbor while
I set up the video
*Watch video with students
*Explain Fishbowl discussion, then ask
students to rearrange the room
*During discussion: pose questions,
encourage students to go to the center,
and just monitor behavior
*Wrap up discussion and have them work
on their vignettes
*Ask them to share what they have
learned, and then instruct them to hand
me the notecard
*Homeroom announcementsstudents sit
at their desks and hear about Rocky events.
*Participate in Gallery Walkstudents will
silently visit each picture, until they hear
the cue to switch to the next picture. They
are only observing.
*KWL chartwrite what they already know
about the pictures they saw, and what they
want to know
*Turn to a neighbor and briefly talk about
what they already know
*Watch 9/11 video
*Take a couple more minutes to write
down questions or just think about the
video
*Arrange room with six desks in the middle
and all other desks circled around the
desks.
*Fishbowl discussion: six students are in
the center talking with one another
*Arrange desks back and begin working on
vignette
*Wrap up lesson by filling out learned part
of the KWL chart

How do you intend to engage your students in
thinking during the PROCEDURE?
Why are you using it at this point in your lesson?
Closure
Those actions or statements by a teacher that are
The strategy I intend to use is inquiry learning.
I am using this strategy here because:
Students will discuss questions as a class about how past events have shaped their
communities. Through student-centered model of discussion, student will be the ones
doing the investigating and the thinking.
Students will fill out the learned part of their KWL chart about one major take-away
from the lesson. I am not being too specific with this section because I want students to

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CEP Lesson Plan Form

designed to bring a lesson presentation to an write honestly about what they learned. I will ask if anyone would like to share out loud
appropriate conclusion. Used to help students bring with the class, and if not I will wrap up the lesson.
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.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is: reflecting upon ones own learning
Why are you using it at this point in your lesson? I am using this strategy here because:
I want students to engage with themselves and honestly consider what they have learned
for the day.

Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
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 Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
Differentiation is embedded throughout this lesson in each activity. The KWL chart is an
activity to engage prior knowledge, and no answer is right or wrong. Every student can
answer the questions posed during the discussion. The questions are approachable, and
knowing each students, I confident each one will have something meaningful to
contribute to the conversation. Finally, the vignette is about a personal experience of the
students choosing.
I am looking for thoughtfulness in their responses during the discussion, so that I can see
if they are meeting the standards for oral communication. In the learned part of their
KWL chart, I am looking for analysis of major events paired with introspection of how
events have shaped who they are. If they responded with 2-3 sentences I will consider
that the average for proficient. However, a couple words or one sentence will be
classified as below average.

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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)

Students filled out the learned part of their KWL chart by expressing how they engaged with conversations about how events shape our
perspectives. About 80% of the responses showed students grasped the overall objective of the lesson. The other 20% either did not fill out
the chart, or wrote a response clearly indicating they did not engage. However, each and every student engaged in the discussion during the
lesson which shows they were participating and interacting with the content. Therefore, the objective to engage each student in thoughtful
dialogue was achieved.

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

I would change the fish bowl discussion format in order to engage the students sitting on the outside of the circle. Having the inside circle
being the only place where student could discuss made it easy for the outer circle to check out. Therefore, with such a big classroom, I
should have altered the fishbowl format to include various ways for the outer circle to continue to engage with discussion. Also, I would have
used the Blooms Taxonomy levels of questioning for the discussion questions. I would change this because it would ensure students are
being challenged in different ways to approach thinking about the topic. Another aspect I would have changed is my classroom
management. Students had phones out occasionally, or were conversing with a neighbor. I wish I would have been more proactive to stop
this behavior more quickly. I should have walked around and tapped on desks to signal to students to pay attention to the inner circle.

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

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CEP Lesson Plan Form

For the next lesson, students will continue to write their vignettes about an event that shaped their character. The goal for the next lesson is
to shift from a broad, worldly perspective of impactful events to a more personal, intimate perspective of an impactful event. Also, I would
out the pictures I used for the gallery walk on a PowerPoint in order to remind them of what we discussed in the prior lesson.

Additions

Gallery Walk Images:

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CEP Lesson Plan Form

Youtube Video

Fishbowl Discussion Questions:

Do you think 9/11 has changed America? Or the segregation laws the pictures portrayed?
How do past events shape who we are?
How can we learn from the past?
Think of another example of how the past has shaped society or you personally?
Do life events shape your own personal identity? How so?

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