CEP Lesson Plan Form

Teacher: Laura Stadele

2016
School:
Blevins Middle School
Content Area: English
Title: Introducing Barriers

Date: February 24,

Grade Level: 7th Grade

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #: 1 of 9

(Write Content Standards

Standard 1: Oral Expression and Listening

2.A Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others ideas and expressing their own clearly. (CCSS: SL.7.1)
2.A.ii. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed. (CCSS: SL.7.1b)
2.A.iii. Pose questions that elicit elaboration and respond to others questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed. (CCSS: SL.7.1c)
2.A.iv. Acknowledge new information expressed by others and, when warranted,
modify their own views. (CCSS: SL.7.1d)
Standard 2: Reading for All Purposes
1.A. Use Key Ideas and Details to:
i.
ii.
iii.
iv.

Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1)
Determine a theme or central idea of a text and analyze its development over
the course of the text; provide an objective summary of the text. (CCSS:
RL.7.2)
Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot). (CCSS: RL.7.3)
Recognize the influence of setting on other narrative elements

2.A. Use Key Ideas and Details to:

i.
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)
ii.
Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text. (CCSS:
RI.7.2)
iii.
Analyze the interactions between individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events, or how individuals influence ideas or
events). (CCSS: RI.7.3)
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. What is a barrier? What barrier did Jackie Robinson overcome? Why is it
significant?
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2. What types of barriers do people have today? How do they overcome
them?
3. What is the dictionary definition of a barrier?
Concepts and skills students master: (Understandings, Big Ideas, Unit
objectives)
A) Define, analyze and communicate what barrier Jackie Robinson overcame and
how he did it.
B) Identify, interpret and explain what barriers are and how people overcome them.
C) Define what a barrier is and describe the different types of barriers that people
face.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Every student will be able to:
-Define, analyze and communicate what Jackie Robinsons barrier was and how he
overcame it
-Identify, interpret and explain the different barriers people face and how they can
overcome them
-Define what a barrier is
-Demonstrate understanding through critical thinking, class discussion, and written
work
Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
Informal Formative Assessment: during student worktime and lecture I will be
informally assessing students on how well they are able to follow directions, take
notes, follow along with the Jackie Robinson article, and participate in whole-class
discussion and individual work. They will be held accountable for how well they can
recall the information said during lecture and apply it to their own writing.
Formal Formative Assessment: students will complete an in-class activity where
they follow along with the article, About My Father, by Sharon Robinson, as I read
it aloud and discuss it. Students will take notes on the article page and highlight or
underline important words or phrases as we read along. After we finish the article,
students will be asked to come up with their own definition of a barrier and will write
it on the bottom of their article. They will be assessed over the completion of this
activity and how well they participate in class. Their Exit Ticket for the day is to
write down the class definition of what a barrier is.

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Planned Lesson Activities
Activity Name
Approx. Time
Anticipatory
Set
Teaching/
Presentation:
-direct
instruction
-presentation
model
-cooperative
learning
-inquiry

Teaching
Strategy:
Guided Practice
&

Introducing Barriers; Breaking Barriers

I expect the activity to last at least 65 minutes out of the 80 minute class period
Students complete a Login every day on Google Classroom. Todays Google Classroom asks
them to interpret the quote, People judge you by your actions, words and appearance, by
Jackie Robinson. The Login also asks students what they think barriers are and what two
possible barriers theyve had to overcome could be.
Agenda for February 24, 2016:
Learning Targets:
I can read and understand an article
I can define what a barrier is
I can identify which barrier Jackie Robinson overcame
-Logins on Google Classroom
-Read aloud About my Father, by Sharon Robinson and complete reading activity
-Define what a barrier is as a whole-class
1) Students will spend the first 10-15 minutes of class completing their Google Classroom
Login and participating in class discussion over the login.
2) Students will each receive a copy of the article, About my Father, by Sharon Robinson, and
will be instructed on what they should do as we read the article aloud and talk about it.
Students should be taking notes on the article, defining words that I go over with them, and
highlighting or underlining important words or phrases in the article. We will spend about 2530 minutes completing this activity.
3) After completing the read aloud, students will engage in an in-class discussion for about 1015 minutes, over the important pieces of that article. They will also share out what barrier they
heard Jackie Robinson overcome and how they think he did so.
4) Once we are done with the article, the class will decide together on a definition for what a
barrier is. All students must write this definition down at the bottom of their article. For the rest
of the class period, students will brainstorm some ideas of barriers that theyve had to
overcome (20 minutes).
During the time that we are reading the article aloud, I will be walking around the room and
keeping an eye of each student. If I notice them getting off-task or not following along with the
activity I will re-direct them. I will check periodically to make sure students are staying on task.
I will also have my cooperating teacher walking around the classroom to keep students on task

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Differentiation
Teaching
Strategy:
(Independent
Practice)

Closure

Materials

Accommodatio
ns
&
Modifications

and the para will be there as well to help the lower level kids.
Once this lesson is completed, students will continue to use their new knowledge of barriers,
and how to overcome them, all throughout the rest of the Breaking Barriers unit. In the future,
students will use this information to help them get through any other tough situations or
obstacles that they may come up against. These lessons on barriers will also help them to
better understand the texts we read later in the Civil Rights unit; if they are in the group that
reads Warriors Dont Cry by Melba Patillo Beals, they will better be able to understand the
main characters and what the Little Rock Nine went through.
As a wrap up activity I will have students write down our agreed upon definition of what a
barrier is on the bottom of their About my Father, article. This will act as a sort of Exit Ticket,
as I need to see and make sure that they understand what a barrier is before they leave class.
I will then ask students to brainstorm and write down at least one example of a barrier that
theyve had to overcome, so that they can start thinking about essay topics.
For the entire class period students will need:
-Laptops
-Pencils/pens
-About my Father article
To modify:
-Lower level students, who cannot focus in big groups, may leave the room to work in a smaller
reading group with a supervisor or their para to assist them.
-One para-professional will work with students on IEPs to help read, write and interpret the
activity. They also help to keep these students on task in their small reading group.
To extend:
-students that need an extended activity will be encouraged, after they finish the full activity,
to try to write a descriptive paragraph about a possible barrier theyve overcome. In the
paragraph they have to explain why this barrier was significant for them to overcome.
Accommodations:
-Students that work best standing up will be allowed to work at the stand-up desks
-If students need extra time or wish to complete this activity as homework they will be allowed
to.
Remediation:
-Students may come in before or after school (or during lunch) to receive extra helpif
needed.

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Assessment

To assess their level of participation I will be informally assessing them during lecture and
activity work over their progress, productivity and understanding. The formal formative
assessment will be over whether or not they follow along and finish the in-class activity
involving Sharon Robinsons article, and whether or not they complete the Exit Ticket to ensure
that they have reached a higher level of understanding about barriers.

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Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment
data to justify your level of achievement)
Almost all of my lesson objectives were achieved in this lesson. The class
successfully got through the entire article about Jackie Robinson and successfully
discussed all the details in the article that I found important to the lesson. Nearly all
students followed along while I read aloud and took great notes on their handouts,
of course there were a few who were off task, but that is to be expected. Students
also demonstrated to me that they had learned a great deal about what a barrier is
and what it is defined as, especially in the case of Jackie Robinson.
2. What changes, omissions, or additions to the lesson would you
make if you were to teach again?
If I were to teach this lesson again, I would probably have students pair up and
read/discuss the article together rather than having everyone follow along and
listen to me. If I were to have them complete this activity in pairs I believe that they
would be even more successful and would get even more out of this article because
they would have to actively think about it and discuss it. I also think I would add in a
short introduction video about Jackie Robinson so that the students could see him in
action and see what it was like for him to play in a Major League Baseball game
back in the 1950s.
3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
For the next lesson I envision that I will go over the values that helped Jackie
Robinson to overcome the barriers that we discussed in todays lesson. Then, the
students will continue to use what they learned about overcoming barriers, and
Jackies example, as they begin to write their own essays. If needed we will continue
to go over the definition of a barrier until every student has it memorized!

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