CEP Lesson Plan Form

Teacher: Amelia Simmons Date: 2/14/24

School: Rocky Mountain HS Grade Level: 12 Content Area: FR Intro To Literature

Title: A Lesson Before Dying Chapters 16-17 Lesson #: 8 of 14

Lesson Idea/Topic and Rational/Relevance:

What are you going to teach and why is this
lesson important to these students? What
has already happened in this classroom
surrounding the subject you will be
teaching? What do students already know?
Why are you going to teach this topic now
(how does it fit in the curricular sequence)?
What teaching methods/strategy will you
be use and why?
This unit focuses on 2 things: the novel we are reading
and poetry. The novel does a great job and getting into
the dehumanizing impact of racism and racist beliefs.
The poetry we are reading alongside the novel as a
warm-up for class shares similar or the same themes.
Students know intellectually that racism is wrong, but it
is hard to conceptualize the severe and extreme racism
experienced by Black people in the South in the 1940s.
Though the experience is not the same today (for the
most part), the effects of that extreme racism are still felt
today throughout the country.

What is the key vocabulary necessary for

students to know in order to learn the
material? Racism

(various poetry terms)

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 2.1 Interpret and evaluate complex literature using various critical reading strategies.

Standard 2.3 Understand how language influences the comprehension of narrative, argumentative, and
informational texts.

Understandings: (Big Ideas)-(Learning Target)

SWBAT read various types of texts and find meaning.

SWBAT compare the similar messages between different types of texts.

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Literacy Standards:

(Above standard as this is a literacy class)

Understandings: (Big Ideas) (Learning Target) (ditto)

(Above standard as this is a literacy class)

Math Standards:

Counting - numbers

Understandings: (Big Ideas) (Learning Target)

SWBAT keep track of page numbers and chapter numbers to do the correct readings.

SWBAT accurately find quotes based on page numbers referenced in class discussions.

Democracy and 21st Century Skills

Racism, history of racism in the US

Understandings: (Big Ideas) (Learning Target)

SWBAT understand the effects of racism on humans.

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

Who decides our worth? How does racism affect people?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) Next to each Learning Target OR
Objectives, state how you are addressing literacy AND numeracy within this lesson.

I can: read to understand a novel-length text.

This means: I can read, I can read longer works, I can infer and question to gain deeper understanding of
the text.

I can: read to understand various types of poems.

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CEP Lesson Plan Form

This means: I can read, I can read a poem, I can infer and question to gain deeper understanding of the
poem.

I can: discuss a text with a group to collaborate our individual understandings and come to greater
understandings.

This means: I can discuss with a group, I can discuss a text with a group, I can grow on ideas of others
and my own.

List of Assessments: (Note whether the assessment is formative or summative?)

Poetry annotations (to be collected at the end of the unit) - formative

Novel sticky note annotations - formative

Discussions - formative

Poetry Test - summative

Literary Analysis Essay - summative

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CEP Lesson Plan Form
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
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.
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
A Lesson Before Dying Chapters 16-17
Purpose is to discuss the assigned chapters to come to greater
understanding for the summative assignment, an analysis essay.
Approx. 80 minutes
Materiels:
A Lesson Before Dying Text (already passed out)
Printed copies of assigned poem of the day
To start the class, teacher (T) will state the agenda of the day and pass
out the poem of the day: “In This Place (An American Lyric)” by Amanda
Gorman. T will go over background information on Gorman, and then
play the video in which Gorman reads the poem. T reminds Students (Ss)
to follow along and read with a “pen in hand,” to take notes and
annotations of the poem. After the video finishes, T gives time for Ss to
read poem on their own and take more notes/annotations.
During this time, T walks around to look in Ss novels for their sticky note
annotations to ensure that they are reading.
After Ss finish reading the poem (which T will judge by walking around
and noting when writing utensils are put away and Ss look away from the
paper), T will ask the question: “what are the things you noticed or
questions you have?” This will start a conversation about the poem in
which the class will come to greater understanding together.
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Things T will make sure get touched upon: repetition, rhyme (at the end),
allusions, (more to add)

How do you intend to engage your

students in thinking during the
Anticipatory Set?
Why are you using it at this point in your
lesson?
The strategy I intend to use is ___Whole__Class__Discussion________
Whole class discussion has been very useful for the classes understanding
of the poems we’ve been reading. Ss will have questions that other
students answer, and when something stumps the whole class, T is able
to offer a different way they can look at it to answer their confusion.

Procedures
(Include a play-by-play account of what After time spend on the poem, the class will move into the noble
students and teacher will do from the discussion. T will first direct Ss to chapter 16, then 17. T will start the
minute they arrive to the minute they leave discussion with, “what are the things you noticed or have questions
your classroom. Indicate the length of each about in chapter 16?” After Ss discuss chapter 16 thoroughly, T will direct
segment of the lesson. List actual minutes.) Ss to chapter 17 with the same starting question.
Indicate whether each is:
-teacher input T will ensure students discuss and answer the following questions, to be
-modeling brought up when appropriate/natural in the discussion:
-questioning strategies ● Why was Miss Emma so upset at Jefferson? How does it
-guided/unguided: connect to Grant’s purpose in visiting Jefferson?
● Will Grant be able to help Jefferson see himself as a
-whole-class practice
man/human? Do you think it is possible?
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your
students in thinking during the The strategy I intend to use is ___Whole__Class__Discussion_______
PROCEDURE?
The class has been learning a lot together about the novel. The whole
Why are you using it at this point in your class discussion has deepened everyone’s understanding, including the
lesson? teacher’s.

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CEP Lesson Plan Form

Closure
Those actions or statements by a teacher The discussion will close with approximately 15-20 minutes in the period
that are designed to bring a lesson remaining to be given to Ss for reading time. T will briefly go over what to
presentation to an appropriate conclusion. expect/look for in the readings ahead.
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.
How do you intend to engage your
students in thinking during CLOSURE? The strategy I intend to use is __Reading__Time___________________

Why are you using it at this point in your By giving Ss reading time in class, it is more likely that the Ss will finish
lesson? their reading for the next day.

Differentiation:
Ss will be able to ask their own questions and recieve answers.
Differentiation should be
embedded throughout your whole Quality of notes/annotations on the poem and the sticky note ones for
lesson!! the book are expected to aide the S. If a S is writing a bunch of questions
This is to make sure you have met when they show greater understanding in the class discussions, T will
push them to write deeper notes. If a S is showing a lot of confusion in
the needs of your students on IEPS the class discussions, T will move them towards getting their questions
or 504 down.
To modify: If the activity is too advanced for
a child, how will you modify it so that they
can be successful?

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CEP Lesson Plan Form

To extend: If the activity is too easy for a

child, how will you extend it to develop their
emerging skills?
Assessment Reflection: (data
(From the actual lesson)
analysis)
How will you know if students met the
Annotations (for both the poems and novel): If students are doing them,
learning targets? Write a description of
they are thinking about the text and that’s the goal.
what you were looking for in each
assessment.
Discussion: Students will be guided by teacher and their own questions to
come to deeper understandings.

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