CEP Lesson Plan Form

Teacher: Megan McHugh Date: February 20

School: Beattie Grade Level: First Content Area: Literacy

Title: Chimps WIN Lesson #: 1 of 1

Lesson Idea/Topic and This part of the day is really meant to target students’ needs. They will be working
Rational/Relevance: at a level 14, they are able, but I am challenging them. They came into my group as
a level 12, but after I did running records as at a level 12, I thought they might be
ready for the next step.

Student Profile: There are 24 students in this 1st grade class. 4 students have a behavior chart, but
multiple others require frequent reminders and redirections. The class is divided
pretty evenly of really advanced students and students who are still working to be
at grade level.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 1. Oral Expression and Listening
2. Verbal and nonverbal language is used to express and receive information
Standard: 2. Reading for all purposes
3. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations

Understandings: (Big Ideas)

Students will begin to work on their literacy skills with the new book for the week.
Students will begin working on the new words in the book today, then will work on comprehension towards the end of the week.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
What is fiction? What is nonfiction?
What do you know about chimpanzees?

Evidence Outcomes: (Learning Targets) (Create your own lesson objectives from the standard using student voice)
Every student will be able to: use their skills to sound out words that they don’t know fluently
I can: read this book and sound out words I don’t know in a snap
This means: I know letter sounds

List of Assessments: (Write the number of the learning targets associated with each assessment)
Summative assessment: taking note of which words the students struggle with to further plan the rest of the weeks plans

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Planned Lesson Activities

Name and Purpose of Lesson Chimps WIN

The purpose of this lesson is to use a leveled reading book with students in their WIN group (what
I need). The book about chimps is the next book in order, the students started my group as a level
12 but after a running record 3 weeks ago I saw that the students should be ready for level 14.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? Yes ___ Why did you choose this model(s) and what are the teachers’ roles?
No X
Approx. Time and Materials This lesson will take about 25 minutes
Level 14 Lesson 108
paper and pencils

Anticipatory Set The strategy I intend to use is: inquiry

I am using this strategy here because: I like to give the students the chance to look through the
book after we talk about the fiction or nonfiction. After reviewing what a sight word is (words
they know in a snap) we usually go through the book to find the sight words in the book and then
go through and find the words the students don’t know fluently.

Procedures The strategy I intend to use is: guided

I am using this strategy here because: this time of WIN is the guided reading time. I help the kids
through the stories so they are fluent with the book at the end of the week.

Teacher Actions Student Actions Data Collected

1. What is nonfiction? What is fiction?
1. come to the guided reading groupSummative assessment: taking note of
What do you know about2. listen closely to the beginning which words the students
chimps? questions and flip through the struggle with to further plan
2. Go through the introduction book as teacher introduces the rest of the week’s plans
of the book in the green the book
packet 3. read to myself
3. Have the students read4. the
follow along as teacher reads
story to themselves (whisper
5. look for sight words and have words
or silent) ready when it is my turn to
4. read the story to the students share out
5. go through the story and find the
6. look for words I don’t automatically
sight words have the students know
find a word one at a time-
write the words on a separate
piece of paper

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6. go through the story again to find

words the students don’t
know in a snap – also write
these words down
7. thank the kids for their hard work
and attention, dismiss them at
10:20
Closure The strategy I intend to use is: talking about the words the students don’t know in a snap
I am using this strategy here because: ideally it would prompt the students to recognize the words
they need to work on, we can begin to work on those words – sounding out the letter sounds and
further their comprehension towards the end of the week.

Differentiation Content Process Product Environment

Modifications:

Extensions:

Assessment Summative assessment: taking note of which words the students struggle with to further plan the
rest of the week’s plans

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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.

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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