CEP Lesson Plan Form

In this lesson I hope that students will learn the skills to make maps of larger texts. This type of thinking is useful for
brainstorming as well as making meaningful connections across a text. After students had read Amy Dillards An
American Childhood I wanted them to work on making connections of major themes in the book including textual
evidence. The assessments of this lesson were:
Pre Assessment: Quick write and twitter headline.
- Quick write:
o On a scrap sheet of paper, list some of your first memories as a child and try to tag them with a major
theme, concept or idea. Try to think of 4 or 5. Once you have generated a list write out how you would
present these events in a body of work (essay, short story, novel). Focus on description and observation
only. We are not looking for commentary. How would you present these memories: in chronological
order, based on theme or event, based on the location in which these events happened, or someway
else?
o Now, take those same memories, and draw a significant theme that connects all of them. What is
significant about these memories? How has recalling the facts provided you with lessons, meanings,
and takeaways?
- Please see below for student examples of the pre assessment
This assessment is intended to model that student already have the skills to make a summary of a story.
Through the creation of a twitter or headline students will begin practicing the skills of mapping by taking the most
relevant pieces of information and indicating these elements in this form of short writing. This was a valid form of
assessment since it modeled an indirect form of mapping. It was also a reliable form of assessment because it could
be repeated after this lesson to ensure effective results as well could be used for another form of writing in which
students could perform the mapping aspect of this type of writing but may not have mastered the form of summary.
Post Assessment: Create a map of their section labeling their textual evidence with major themes.
- We are going to map Amy Dillards An American Childhood
- Break into 4 groups based on sections of the book:
1-69
73-135
135-204
207-255
- For 10 minutes discuss major themes and ideas that are present in your section
- What keeps reoccurring?
- What themes or ideas does Dillard allude to?
- What is the major takeaway from this section (Whats the so what?)?
- While you are discussing in your groups, find textual evidence that connects major themes and events to one
another

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CEP Lesson Plan Form

-

Once you have a general sense of the major themes and ideas that are present in your section begin to map
out your section of the book. Remember this does not have to be in any particular order fashion or drawing.
However, you should be able to explain the layout of your map to the class and move be able to move from
section to section (ideas and themes) and indicate textual evidence that support your claims.
Please see below for student examples of the post assessment

This assessment was intended to demonstrate that students had the skills to make a map of a text. In groups
students had the goal to depict major themes in An American Childhood and make connections between the themes.
Through the connections and major themes students were required to include textual evidence to demonstrate how
these themes were connected. This was a valid form of assessment as it asked for students to produce an actual
map of a section of a text. This assessment had students produce a functional map in which they were asked to
present to the class making this assessment reliable. Following this assessment students who struggled with this
could be asked to continue to work on this skill with future texts.
In preparation for this lesson I had to create a PowerPoint that had the key terms and themes that were discussed
in this lesson. Following the key terms I had to show students models of what a map of a book may look like. I had a
few images of ones that I made and also found one off the internet. This allowed me to demonstrate how a map of a
book can be made and what it may look like. Imbedded in the 8 th slide is the letter X that links to a YouTube video
which was an additional tool in this lesson to practice mapping as a class. Because this was a complex idea I wanted
to make sure that there was one more instructional piece for students in case this concept was not presented clearly.
In addition to this PowerPoint I needed large sheets of paper and markers for students to produce a final product
along with access to a projector and speakers to present the PowerPoint. Since room 307 these technology pieces I
did not need to find access to additional technology.

Teacher: Ian McCreary

School: Poudre High school

Date: 10/8/15
Grade Level: 10

Title: Mapping of An American Childhood

Colorado State University College of Health and Human Sciences

Content Area: Language Arts

Lesson #:1_ of 2__

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CEP Lesson Plan Form

Content Standard(s) addressed by this lesson:

(Write Content Standards directly from the standard)

1.1.a, 1.2.a, 2.1.a, 3.2.a.iv,

Understandings: (Big Ideas)

1. Make connections between major themes and ideas in a text using textual evidence
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
1. What are the major themes and ideas in An American Childhood?
2. How are these major themes and ideas related to one another throughout the text?
3. How can you use textual evidence to support your claims and connections?
Evidence Outcomes: (Learning Targets/Objectives)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format,
using student voice)
I can: connect major themes and ideas from Amy Dillards An American Childhood throughout the text
This means: I understand how major themes and ideas are connected through an entire text
List of Assessments: (Write the number of the learning target associated with each assessment)
1. Visual map of text connecting major themes and ideas with supporting evidence
2. Reflection of process
List of Significant Vocabulary: (List the significant vocabulary words and definitions for this lesson)
1. Mind mapping
2. Themes

3. Ideas

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Planned Lesson Activities

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/Procedures
How long do you expect the activity to last
and what materials will you need? What do
you need to collect, prepare, reserve, set-up,
etc. ahead of time?

Mapping of An American Childhood

90 minutes
- 4 minutes check in and attendance
- 10 minute quick write and think pair share
- 20 minute introduction to mapping of a text
- 30 minute group activity mapping out sections of text
- 25 minute class activity discussing individual maps
Materials
- You tube and speakers
- https://www.youtube.com/watch?
v=hYak5jxS1iA&list=PLYrueY_jd4JW06HxwEM1wHYtusWsDJLA&index=2
- https://www.youtube.com/watch?v=5Y7ZZsOS4O4
- PowerPoint on Mapping of An American Childhood
- Sticky notes
- 4 large sheets of paper
- 1 box of colored markers

Pre-Assessment
How will you pre-assess students knowledge
of the topic to be covered? Describe both
formal and informal ways you will assess
their knowledge

Quick write:
On a scrap sheet of paper, list some of your first memories as
a child and try to tag them with a major theme, concept or idea. Try
to think of 4 or 5. Once you have generated a list write out how you
would present these events in a body of work (essay, short story,
novel). Focus on description and observation only. We are not
looking for commentary. How would you present these memories: in
chronological order, based on theme or event, based on the location

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CEP Lesson Plan Form

in which these events happened, or someway else?
Now, take those same memories, and draw a significant theme that
connects all of them. What is significant about these memories?
How has recalling the facts provided you with lessons, meanings,
and takeaways?
Anticipatory
Set/Focus/Hook/Engagement/Motivation/
Introduction
The hook grabs students attention and
engages them from the start. These are
actions and statements by the teacher to
relate the experiences of the students to the
objectives of the lesson and 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/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is
the largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students
arrive to the minute they leave your
classroom. Indicate the length of each
segment of the lesson. List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture

1. Start class with music by Sharkey Bonano

(https://www.youtube.com/watch?
v=hYak5jxS1iA&list=PLYrueY_jd4JW06HxwEM1wHYtusWsDJLA&index=2) as textual connection from book
(This should play while students come in to class.
2. Check in and attendance (4 minutes)
3. Quick write (4 minutes)
4. Present to a partner (3 minutes)
5. Come up with a twitter headline and or # for the body of work
that your partner has presented to you (2 minutes)
6. Present a few to the class (1 minute)
-

Purpose of twitter headline activity: pre assessment tool and

data collection, introduce skillset of mapping out information
and ideas.

Check in and attendance (4 minutes)

Quick write (4 minutes)
Present to a partner (3 minutes)
Come up with a twitter headline and or # for the body of work
that your partner has presented to you (2 minutes)
Present a few to the class (1 minute)

Introduction to mapping of a text (10 minutes, guided whole

class activity)
- Instructor will define what a map is (1 minute)
- Instructor will define what mind mapping is (2 minutes)

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outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories,
examples, etc.)
-questioning strategies (what questions will
you ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)

Instructor will model how to make connections between

major themes and events with textual evidence using the
video: https://www.youtube.com/watch?v=5Y7ZZsOS4O4 (10
minutes)

Group activity mapping out sections of text (30 minutes,

group activity)
- Students will break into 4 groups based on sections of
the book: 1-69, 73-135, 135-204, 207-255 (2 minutes)
- Students will discuss major themes and ideas that are
present in section (5 minutes)
- Students will find evidence that connects major themes
and events to one another (8 minutes)
- Students will map the conversation onto large paper
using markers (5 minutes)

Discussion of individual maps (20 minutes, whole class

activity)
- Groups present their maps (4 minutes each, 16 minutes
total)
Class discussion (6 minutes): What themes, ideas and
concepts do you see that connect your map to others in the
class? What textual evidence can you use?
1 minute conclusion

Closure/Conclusion/Summary/Adjustmen
ts/
Wrap-up/Clean-up
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.

Instructor will bridge the two definitions to define what a

book map (3 minutes)
Instructor will share previously mapped texts (5
minutes)

At the beginning of the class you made some tweet headlines of a

partners quick write. The purpose of that activity was to utilize
mapping and summary skills, which you all did an excellent job of.
You took your partners information and created an outline or map of
their thoughts in another form of words. Lets read a few before

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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 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.
Differentiation/Modifications/Adaptation
s/Accommodations 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/Pre-Post/On-going
How will you know if students met the
learning targets? Review each learning target
and determine the assessment that met that
target. Can the students answer your inquiry
questions? Write a description of what you
were looking for in each assessment.

class ends.

Modification:
- Give students specific passages, themes, and ideas to map.
- Work on individual sections at a time
Extend:
- Assign students to make individual maps
- Ask students to connect map to external texts
Pre Assessment: Quick write and twitter headline.
Post Assessment: In groups students should have created a map of
their section labeling their textual evidence with major themes.
On-going: Students should have a good understanding of themes,
ideas and concepts of the book and should be able to articulate
knowledge learned from this lesson in their own writing.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Though there was not enough time to make larger connections across the
book students did reach the targeted goals for their individual sections.
Students were able to create a book map and connect major themes and
ideas using textual evidence.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
I would include more time for the whole class instruction with the mapping of
a video. This was a great way to model for the entire class which helped
students grasp the concept and was necessary to the instruction. I would
also make this lesson extend to 2 days or a day and a half. As the students
did not get long enough time to make their mind maps they did not get to
present during this lesson. I think that the expectation was set high which
students were capable of achieving, however there was not enough time for
them to present to the class which would have allowed for the students to
draw a larger book map or make connections across the book.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
For next lesson I envision this taking two days. This will allow for students to
work longer on their group book maps and for the class to make broader
connections across the entire book rather than individual sections. To extend
this lesson into two days without extending this lesson too far it would be
smart to have students write out themes and ideas that they are seeing/saw
throughout the book so that they would have some process work completed
before entering into the mapping process. This process work may lead to
requiring a different introduction that asks students to create a twitter
headline for the themes they have created rather than listing out their own
memories and sharing them with a partner.
From this lesson I was able to determine that it was an effective form
of assessment since all students were able to demonstrate the skills
required. The assessment was based on the Common Core Scoring
Standards: Students who scored a 1 did not model any knowledge or
comprehension of the skill, students who scored a 2 modeled that they were
approaching the understanding of concept mapping of a book, students who
scored a 3 modeled understanding and production of a concept map, and
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students who scored a 4 exceled in their understanding of creating a concept

map and modeled new and innovative ways in creating a concept map.
Students who scored a 1 on the pre assessment showed the largest growth in
gain score while students who scored a 3 did not show improvement but
stayed at the level, meeting the required skills. Students did not score a 4 in
this assessment since none of them demonstrated skills moving beyond the
creation and understanding level.

Based on these results students modeled that they understood the

information and could create a map but did not excel the requirements of the
task. This shows that students had learned the skill but did not move beyond
modeling the skill at a highly advanced level. In a future assessment it would
be wise to return to this assessment and have students reproduce another
map to ensure that the skill had been retained and with the additional
practice to see if students could move beyond the basic production skill.
At the individual level most students were approaching the
understanding of mapping of a text. Students who were assessed at a 1 did
not model any of the mapping skills in their pre assessment. For example
Student 11 only wrote oppositions or connections or childs play in the preassessment modeling that they could only identify themes in their headline
without any tangible connections, however in their post assessment they
were able to connect major themes with elements from the text. Similarly,
Student 23 wrote Food and Family identifying major themes without
identifying the connections between the themes, but modeled how they
could make connections in the post assessment with textual evidence.
Alternatively Student 21 modeled an understanding to the skill of mapping in
the pre assessment, however they did not improve because they only

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replicated the skillset and did not move towards an innovative use of the skill
learned.

Because this data assessment was so small no cluster assessment was

made. For future analysis this lesson would need to be taught across multiple
courses or age groups to make quantifiable assessments based on clusters.
Comparing the average gain score between male and females only
demonstrates a difference in the male to female ratio in this course and
grade level clustering is the class average as this was only taught to 11th
grade students.

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