CEP Lesson Plan Template

Teacher/s: Amy Joy Lashmet

Level: A5 Date/time: 11am-12pm
Goal: To read about a topic applicable to students lives in New York City and help
them develop writing and editing skills
Objectives (SWBAT):
Students Will Be Able To
1. read for specific details and relate their story to the group
2. peer review one anothers essays and receive feedback on their own writing
Theme: sleep and scheudles
Extensions: mole people/ homelessness/ work

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview
(if applicable)

Linking & Transitioning to rest of lesson:

(for
example:
SS-T)

5-10
min

T-S

25-35
min

Debbis presentation
Activity 1: reading
Transition to #2:
writing and peer
review

1.1 Pre-Stage: We discuss the following

questions as a class:
1. how many homeless people do you think
live in new York?
2. are there more or less homeless people
here than in your home country?
3. what do you think a mole person is?/ do
you know what mole means?

1.2. During Stage: students are given

S
portions of the introduction of the mole
people book. Each group of 3-4 are given
the same portion. Students are also given
questions to answer regarding their portion.
When finished, students compare their
answers and fill in any missing gaps.
Students then are re-grouped so that there is
one person from each portion in a group (14).
Once grouped, students must share their
portion of the story with the others (in order)
so that everyone understands the whole
intro. By the end, students will have all the
questions answered.

1.3 Post-Stage:
We discuss in our groups:
S-S
1. why do you think the government wants to
keep the mole people a secret?
2. Do you think some action should be taken
against the mole people? (ex. Taken to jail)
3. is it a problem that people live
underground?
Tangible Outcome & T. feedback/peer
feedback: completed worksheet that
sequences the story
Activity 2:
Transition to WrapUp: exit tickets

Wrap-up: exit ticket

2.1 Pre-Stage: now, in order not to end up

T-S
homeless, we need to have really great jobs
right? And we will get really great jobs by
having amazing cover letters.
students are given a rubric to check off that
their partner has met all the requirements for
their essay. Rubric is discusses. There is
room for students to edit and discuss.
2.2. During Stage: students read one
S
anothers essays and provide feedback
2.3 Post-Stage: students discuss each
S-S
others work and make changes
**Those who have not turned in their work,
may work on it in the meantime
Tangible Outcome & T. feedback/peer
feedback: a peer reviewd draft of their cover
letter/essay

5 min

Lesson Evaluation Procedures:

3 min

exit ticket 2 things they learned

Materials:
book pages, worksheets, rubrics for peer review

20
min
5-10
min