CEP Lesson Plan Form

Teacher: Tricia Newman Date: Feb. 24

School: Blevins Middle School Grade Level: 8 Content Area: Language Arts

Title: Character Charts for Speak Lesson #:3 of 15

Lesson Idea/Topic and As a class, we will continue reading Speak aloud. After we have finished
Rationale/Relevance: reading the planned section, students will work on character charts. I want
students to think critically about characters’ words and actions.

Student Profile: 29 students total in this 8th grade level language arts class. Several of my
students identify as gifted and talented and a few students are on an IEP.
Majority of students are white.

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

 8.2.1.c.ii Reading for All Purposes

o Use graphic organizers and note-taking formats while reading to map relationships among implied or explicit ideas or viewpoints.

Understandings: (Big Ideas)

 Students will consider how their words and actions affect their peers and communities.

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

Evidence Outcomes: (Learning Targets)

Every student will be able to: think critically about the characters in Speak and analyze their interactions with one another.

I can: use a graphic organizer to explore the relationships among characters in Speak and analyze their words and actions.

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CEP Lesson Plan Form

This means: I will complete the character chart and summarize in class discussion how characters interact in Speak.

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

 Formative: Character Chart

 Formative: Teacher collects charts and keeps track of participation in discussions.

 Summative: Research Essay

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Planned Lesson Activities

Name and Purpose of Lesson Character Charts for Speak

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

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 90 minutes

Character Charts
Speak

Anticipatory Set The strategy I intend to use is: Drawing from Memory
I am using this strategy here because: Students will draw from memory one event they
recall from last night’s reading of the ‘First Marking Period.’ This will help students to
remember the previous section of reading to help prepare them for the next section that we
will be reading aloud together.
Procedures The strategy I intend to use is: Graphic Organizer
I am using this strategy here because: Students will organize their knowledge of the
characters in Speak and analyze their relation to and impact on Melinda.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

-Instruct students to draw -Recalling the ‘First Marking

from memory one event
they recall from the ‘First
Marking Period’ they
finished reading for
homework the previous
night. (5 minutes)
Period’ that they finished
reading for homework,
students will draw from
memory one event they
remember happening from
their reading. (5 minutes)

-Read the next section of -Follow along as I read aloud

Speak aloud (20 minutes) Speak. (20 minutes)

-Walk around the room -By filling out the character

while students are filling
out the character charts.
(50 minutes)
chart, students will
interrogate Melinda’s words -Students will turn in their
and actions and question her graphic organizers when
personality traits. They will completed.
look closely at her tone,
responses, reactions, body
language, etc. (50 minutes.)

-Students will share aloud

-I will invite students to
share aloud their answers
from their graphic
organizer. I will record some
of their responses on the
board. (15 minutes)
their responses to each of the
boxes in the graphic organizer
with their classmate. (15
minutes)

Closure The strategy I intend to use is: Review

I am using this strategy here because: As a class, students will share aloud their responses to
each of the boxes in the graphic organizer. I am using this strategy so students can think
about their own answers while also hearing what their classmates may have answered
differently and why.

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Differentiation Content Process Product Environment

Modifications: -For students that
need extra
assistance, I will
provide them with
page numbers of
where to find
different
answers/character
descriptions
Extensions: -If the graphic
organizer does not
challenge a
student enough, I
will invite them to
draw an additional
box and ask that
they come up with
their own idea for
analyzing each
character.
Assessment

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

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

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

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.

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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?

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

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.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

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.

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

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:
 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.

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CEP Lesson Plan Form

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?

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?

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