CEP Lesson Plan Form

Teacher: Kim Brooks Date: 1/15/2020

School: Sterling Middle school Grade Level: 6 Content Area: Language arts

Title: Characterization of Walk Two Moons Lesson #: 6

Lesson Idea/Topic and This lesson is going to be focused on Walk Two Moons and the main
Rational/Relevance: characters: Salamanca Tree Hiddle and Phoebe Winterbottom. They then get
to compare or contrast the two characters. This lesson is relevant because
they are learning skills on how to write a paragraph and how to describe
characters from a novel.

Student Profile: This class is really engaged most of the time, but by the end of class they do
become a little unfocused. There are multiple 504’s and IEP’s in this class
though, so I am going to make sure I give them enough time to read and
write. They do seem to get distracted when they work on the same thing for
too long though, so I am going to try and keep it interesting, so everyone
stays focused for most of the class.

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

 Quality Standard 2: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
o Element c: Teachers engage students as individuals. Including those with diverse needs and interests, across a range of ability levels
by adapting their teaching for the benefit of all students

 Quality Standard 3: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

o Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform
planning and instruction.
o Element D: Teachers establish and communicate high expectations and use processes, such as questioning, to support the
development of critical thinking and problem-solving skills.
o Element E: Teachers provide students with opportunities to work in teams and develop leadership qualities .
o Element F: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.

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CEP Lesson Plan Form

Understandings: (Big Ideas)

o Being able to write an eight sentence compare or contrast paragraph using the green/yellow/red strategy.

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

o Can you write an eight sentence paragraph comparing or contrasting the two main characters in Walk Two Moons.

Evidence Outcomes: (Learning Targets)

Every student will be able to: write a compare or contrast paragraph of the two main characters characteristics from Walk Two Moons.

I can: guide students on the correct way to write an eight-sentence paragraph using comparing and contrasting words.

This means: They will be ready to start thinking about writing an essay using this eight-sentence paragraph.

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

 Sharing aloud their paragraph

 Also, the teacher walking around and checking their progress.
 Turning in their paragraphs
 Turning in their tables

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Characterization of the Main Characters from Walk Two Moons.
Purpose: Learn to write a compare or contrast paragraph.

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

Will co-teaching models be utilized in this lesson?  Student teacher will teach the class and mentor will observe and take notes.
Yes __ No X_ Why did you choose this model(s) and what are the teachers’ roles?
 I chose this model so that my mentor can give me constructive criticism on my
lesson.

Approx. Time and Materials
 20 minutes: random writing time (laptop) https://www.literacyshed.com/pigeon-
impossible.html
 5-10 minutes: brain break
 25 minutes: work on the table that’s on google classroom (laptop, and they can
work with a partner)
 5 minutes: share out some of their answers from the table
 30 minutes: start writing their compare or contrast paragraph (laptop)
 5 minutes: share out some of their paragraphs

Set Anticipatory :The strategy I intend to use is: get the students to formulate a paragraph
while collaborating with other students.
I am using this strategy here because: the end goal is trying to get them ready to write an
essay independently.

Procedures The strategy I intend to use is: Having them use both their peers and individual time.
I am using this strategy here because: It will help them deepen their understanding of the
characterization of the two characters.
Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

 Walk around and  Share out their  Turn in their table

answer any paragraphs and their
questions.  Continue working paragraphs.
 Explain how the on their  Also having them
table works and paragraphs. share out their
explain their  Work with partners progress.
paragraphs. to figure out
characteristics of
the two main
characters from
Walk Two Moons
Closure The strategy I intend to use is: Have the students share their work with the class and
people around them.

I am using this strategy here because: It is a good way to show that most of the class has
finished their paragraph.

Differentiation Content Process Product Environment

Modifications: They can do They can have 5 sentence There is a room
the first two more one on paragraph in the back
chapters of the one time with where Ms.
novel instead Ms. Silvers to Silvers can take
of chapter 4. help them get a the students
better struggling and
understanding work more one
of the content. on one with
them.

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CEP Lesson Plan Form

Extensions: They can do 6 They can go 11 sentence There is an area

Chapters around and paragraph in front of the
instead of 4 help other classroom
chapters. students who where they can
are having go and work on
trouble writing individual work
their if they finish
paragraph. early.
Assessment  Sharing aloud their paragraph
 Also, the teacher walking around and checking their progress.
 Turning in their paragraphs
 Turning in their tables

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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)

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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CEP Lesson Plan Form

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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CEP Lesson Plan Form

Paragraph:

Although Sal and Pheobe are best friends they have many differences. The first difference that I
noticed is that Pheobe is a lot shyer than Sal. Sal Goes up and talks to Mrs. Partridge even though
Pheobe is very timid. The second difference is that Sal is bravery than Pheobe. This is seen when Sal
picks up a spider and Pheobe is very inpressed by how brave she is. The last difference is that Pheobe
is more realistic than Sal is. I see this when Pheobe didn’t believe Mrs. Partridge was telling the truth
about knowing their age. In conclusion Pheobe and Sal are very different because one is more timid,
shy, and realistic than the other.

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