CEP Lesson Plan Form
Teacher: Inma and Cris
School: Home School International
Title: Describing Materials
Lesson Idea/Topic and
Rational/Relevance:
Student Profile:
Colorado State University College of Health and Human Sciences
Date: 2/22/2023
Grade Level: First Grade Content Area: Writing and Vocabulary
Lesson #: 1 of 4
This week in 1B we are introducing materials as the overarching content
area. Each week in English there is a grammar, writing, and a reading lesson
that is based around the overarching content area. I am teaching a writing
lesson this week based around the content area of materials. We will be
focusing on describing words which will include soft, hard, flexible, and
transparent. My lesson will be using the same format 1B uses which is a
“hook”, then explanation of worksheet, completing the worksheet and then
once finished they will head to the floor for review games. The worksheet is
based on writing, there will be two different modified worksheets for the
class. The worksheets will be writing a sentence to describe different
materials with the describing words (soft, hard, transparent, and flexible).
They will have a word map to identify the words to a picture as these words
are new to their vocabulary. It is important to incorporate visual cues while
speaking in English with the students.
I will be implementing my lesson in a large group setting (in a circle) then
the students will return to their table groups to complete the worksheet. 1B
has a wide range of student level, especially when it comes to English. The
class ranges from students who speak English at home to students whose
only exposure to English is at school. There are a handful of students who
are unable to read most English, these students will have specific
modifications. As the students are 6 and 7 years old the majority of the class
has short attention spans, especially because they are learning a whole new
language on top of the one they know. It is also important to remember that
this is the student’s second language so when they do not understand what
is being said they tend to space out. It is important to find ways to engage
the students in different ways, so they stay focused and listen throughout
the lesson.
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Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 3. Writing and Composition

b. Demonstrate command of the conversations of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2)

Standard 1. Oral Expression and Listening

a. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS:

SL.1.1)

Understandings: (Big Ideas)

Identifying the four descriptors for materials (transparent, soft, hard, and flexible) and be able to write a sentence to describe each.

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

What does ___ look like?

How does _____feel?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: I can identify and write about how different materials feel

This means: I know how to identify and write about how different materials feel

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

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CEP Lesson Plan Form

Informal check with HS markings: After children complete the worksheet they will come up to the teacher for them to check their work. The teacher looks over
the worksheet for mistakes made in the work. If the student had completed the work correctly, they use a specific symbol to mark mastery of the work. The
same goes for students who need to make changes or students who had help to complete the worksheet, the teacher uses a specific symbol. This symbol is a
tool for the teacher to refence where the student’s level of mastery was at while completing the worksheet.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Name: Describing Materials

Purpose: The purpose of this lesson is for students to familiarize themselves with different
materials in English and use it in writing

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

Will co-teaching models be utilized in this lesson?
Yes X No ___
One teach, one assist
Why did you choose this model(s) and what are the teachers’ roles?
I will be using one teach, one assist as a co-teaching model for this lesson. In the
classroom there is one Spanish speaking teacher and one English speaking teacher. For
this lesson I will be leading the lesson, as the English-speaking teacher, with the Spanish
teacher as behavioral management support.

Approx. Time and Materials Approx. Time: 45 Minutes

Materials: bag, plastic water, glass, block, pencil, playdough, rubber band, shirt, stuff
animal, 2 versions of the worksheet, pencil, and eraser

Anticipatory Set The strategy I intend to use is: Make a circle song
I am using this strategy here because: In the classroom, the “make a circle song” is used
as a transition from one activity to the next. It is an indicator for the students to move
into a circle as a new activity is about to begin. I will use this song as the students are
transitioning from their Spanish lesson into the English lesson.

Procedures
Teacher Actions Student Actions Data Collected

** have worksheets and Step 1: Students make a Step 1: Informal check

hook all set out before
Step 1: Make a circle song
Step 2: Introduce topic
(describing materials: soft,
hard, transparent,
flexible)--Today we are
circle and listen using HS markings on
Step 2: Students listen and worksheets
repeat when appropriate
Step 3: students pick out of
mystery bag and place the
object in the correct hoop

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CEP Lesson Plan Form

going to learn about some Step 4: Students turn

words that help us describe
materials. For example I can
say __ hair is soft or a __ is
hard.
Step 3: Introduce the
cards--today we will
become super learners with
4 describing words
Step 4: Introduce each
word, have them repeat,
and give an example
Step 5: Introduce mystery
bag--we are going to use
my mystery bag with
different materials and
decide which describing
word matches with the
material. I will choose
students who are quietly
raising their hand.
Step 6: choose students to
pick materials out of the
mystery bag and match to
the describing word
Step 7: Have students turn
around to face the white
board
Step 8: Ask a friend to be
my helper in explaining
directions
Step 9: Explain worksheet
—our worksheet today is
about describing materials
like in the mystery bag. We
around and face the
whiteboard
Step 5: there is a helper
who helps with directions
and the other students are
listening
Step 6: class raises hand
and answers questions
when I ask
Step 7: children sit down
when dismissed and head
to tables
Step 8: students wrote
name and date and
complete worksheet
Step 9: student comes to
me or other teacher to
have their work checked
Step 10: Student goes and
plays review games
Step 11: Student tidy’s up

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CEP Lesson Plan Form

are going to practice writing

about the describing words.
So first what will we need
to do? (name and date)
next we will need to look at
what to do. Some of you
will have this worksheet
where you will read the
sentence… (read the
sentence aloud) now we
choose which describing
word matches the sentence
then we will write the word
we choose.
Step 10: Explain extension
worksheet—Now some of
you will have this
worksheet where you will
write the whole sentence
about the picture… let’s try
one together “A___ is ___”
(ask class for answer and
write on board).
Step 11: Dismiss to tables
—call on someone who is
sitting quietly who can pass
out pencils and then
dismiss by tables.
Step 12: Float around the
classroom assisting
Step 13: Check students
work and mark with HS
check
Step 14: Ring bell and say
tidy up 1B

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Closure The strategy I intend to use is: Ringing the bell

I am using this strategy here because: 1B uses a bell that signals it is time to clean up.
When the children hear the bell, they know it is time to tidy up. I will also say “1B it is
time to tidy up” and play the song of the week. Once the song is over the students should
have cleaned up the classroom and are lined up at the door for snack time.

Differentiation Content Process Product Environment

Modifications: Students will Students will
have a Filled in work in a table
worksheet that sentences group
is modified to
their academic
level (reading
and writing) ---
their worksheet
will be filling in
the sentence
with a word
bank
Extensions: Students will Written out Students have
have a sentences more
worksheet that challenging
is modified to worksheet to
their academic challenge their
level (reading knowledge
and writing)---
their worksheet
will have them
fill in their own
sentences with
the vocabulary
in a word bank

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CEP Lesson Plan Form

for them to use

Assessment Informal check with HS markings: After children complete the worksheet, they will come
up to the teacher for them to check their work. The teacher looks over the worksheet for
mistakes made in the work. If the student had completed the work correctly, they use a
specific symbol to mark mastery of the work. The same goes for students who need to
make changes or students who had help to complete the worksheet, the teacher uses a
specific symbol. This symbol is a tool for the teacher to refence where the student’s level
of mastery was at while completing the worksheet.

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CEP Lesson Plan Form

Post Lesson Reflection (completed on 2/23/23 after lesson)

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

I felt that the objectives of my lesson were achieved. By the end of my lesson, I felt most all
students were able to describe materials using the four describing words (transparent, flexible,
hard, and soft). I was able to identify this through my informal assessment of the HS check
makers. The students brought over their work to me and I briefly looked over their answers and
marked accordingly. All students completed the worksheet but 3, so in terms of completion the
students were able to complete to assignment. From walking around the classroom, the
students struggle with reading some of the words but when they knew the meaning of the
word, they were able to identify the correct match.

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 there are some changes, I would make for next time. Fist
when I introduce the 4 describing words I would have explained what each one is before
setting them up in the hoops. I would have had them up while I was in the circle and I would
give examples of the four words before going into the activity. Next, when I was explaining
the activity, I would have used the visual cue cards for the steps on what to do. I honestly
just forgot to use them, but this is something that is super helpful for them to see as they
are working. In regard to the worksheet I had used a worksheet from last year the other
first grade teacher created and there were only two modified versions of the worksheet. It
was clear that there could have been one more version of the worksheet because the two
were extremely high and extremely low…. We could have used one that was more in the
middle of the two. Next time I plan on creating my own worksheets and receiving feedback
before I implement the lesson.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For my next lesson I will keep it in the same format of hook, explain worksheet, work on
worksheet, then recall games. I think the hook went well because it was very interactive.
Because of this I plan on taking that with me into my next lesson. I also envision for the
worksheets to be a bit more personalized to the levels of the children. I would like to put a bit
more effort into the recall games as well.

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.

I did use co-teaching with one teach, one assist and I would use that strategy again. It is very
helpful especially when there are some language barrios involved. Having a teacher to help with

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behavior management who speaks the dominate language is very helpful in this specific
teaching setting.

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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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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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