EP Lesson Plan Form

Teacher: Jamie McLaughlin Date:3/6/17

School: Poudre HS Grade Level: College Content Area:

Title: Red Light Yellow Light Lesson #:_1_ of 1__

Lesson Idea/Topic and Rational/Relevance: Red Light, Yellow Light Model

What are you going to teach and why is this
lesson important to these students? What The red light, yellow light strategy allows students to
has already happened in this classroom voice their opinions in a less critical environment. It also
surrounding the subject you will be allows students to become more self-reflective. If
teaching? What do students already know? teachers can utilize this in the classroom than it will
Why are you going to teach this topic now create a more comfortable and reflective environment.
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?

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

I can: use the Red light, yellow light method to promote conversations, provide useful feedback, and initiate self-reflection in my classroom.

This means: I will practice the red light, yellow light method, and discuss the characteristics of this method and identify how to use it in my
classroom.

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

Planned Lesson Activities

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EP Lesson Plan Form
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.
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?
Colorado State University College of Health and Human Sciences
Red Light, Yellow Light
Purpose: This lesson will provide an additional strategy for teachers to use in their
classrooms. Together, we will discuss the qualities and benefits of using this model.
Creating ways to utilize this in various content areas and making it applicable to multiple
situations will be a focus in this lesson.
10 minutes
Materials:
Article for each student
Red, yellow, and green markers
White board markers
White board
Red light, yellow light model
Students will be handed Sounds of Change lyrics.
They will be asked to take a red marker and circle/highlight any word, phrase, sentence,
or idea that makes them stop in their tracks. This could be because they question the
highlighted fragment, they dont understand it, or they disagree with it. They will also be
asked to highlight or circle with a yellow marker anything that makes them pause or slow
down.
The strategy I intend to use is _Red Light, Yellow Light
_________________________________________
I am using this strategy here because: The red light, yellow light strategy allows students
to voice their opinions in a less critical environment. It also allows students to become
more self-reflective. If teachers can utilize this in the classroom than it will create a more
comfortable and reflective environment.
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EP Lesson Plan Form

Procedures 1. Students will be handed a paper with the lyrics of Sounds of Change.
(Include a play-by-play account of what students and 2. Students will be asked to take a red marker and circle/highlight any word, phrase,
teacher will do from the minute they arrive to the sentence, or idea that makes them stop in their tracks. This could be because they
minute they leave your classroom. Indicate the question the highlighted fragment, they dont understand it, or they disagree with it.
length of each segment of the lesson. List actual They will also be asked to highlight or circle with a yellow marker anything that makes
minutes.) them pause or slow down.
Indicate whether each is: 3. Students will discuss within their groups the red lights and yellow lights that they
-teacher input identified in the song and explain to each other why they identified something as red or
-modeling yellow. The small groups will write three of each on their worksheet.
-questioning strategies 4. The class will discuss a few points as a group. Each small group will be asked to share 1
-guided/unguided: either Red Light or one Yellow Light and explain why they chose that one.
-whole-class practice 5. Teacher will explain the red light, yellow light model to the group and point out some
-group practice key characteristics of the strategy.
-individual practice 6. Student volunteer will come to white board to record the various ways this model could
-check for understanding be used in content areas as whole class discusses them. What various ways can we use
-other this model? How can we use this model to assess and give feedback to students? How
does this model change the classroom environment?
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is __Pair Share
________________________________________
Why are you using it at this point in your lesson?
I am using this strategy here because: Pair share is an easy way to get students thinking
about what will be discussed as a class. This gives students opportunities to voice their
opinions and ideas in a low risk setting and get feedback from a peer before sharing with
everyone.

Closure The lesson will close with class discussion about the Red light, yellow light model, the
Those actions or statements by a teacher that are characteristics of the model, and uses/variations of the model.
designed to bring a lesson presentation to an Following the discussion, we will close with a quick assessment
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

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EP Lesson Plan Form

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
______Pedagogy____________________________________
Why are you using it at this point in your lesson?
I am using this strategy here because:

The lyrics can be given to students through writing, sign language, or sound.
The worksheet for groups to fill out can be modified/accommodated to fit individual
Differentiation: student needs.
Differentiation should be embedded Working in small groups and then large groups can help student who dont feel
throughout your whole lesson!! comfortable sharing in different settings.
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 Discussion: What various ways can we use this model? How can we use this model to
targets? Write a description of what you were assess and give feedback to students? How does this model change the classroom
looking for in each assessment. environment?

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EP Lesson Plan Form

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