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CEP Lesson Plan Form

Teacher: Kelsey Easton Date: 11/16

School: Oberoi International School Grade Level: 10 Content Area: English

Title: Introduction Lesson #: 1 of 10

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

Understandings: (Big Ideas)

Different contexts can change different peoples perspectives on the same topics

No different perspective is wrong or weird

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

Are there really a limited number of themes in the world, despite the historical story
differences?
How can culture/different perspectives influence literature?
Can we place a value judgment on texts because theyre different?

Evidence Outcomes: (Learning Targets)

I can: Examine two texts and how they offer different perspectives on similar topics.

This means: I can participate in writing assignments in class and the discussion that will ask me to
analyze two texts, and I will take specific examples from the texts that I will use to draw conclusions.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson


Should be a creative title for you Comparing Different Perspectives: Poetry
and the students to associate with Purpose: To introduce students to the concept of differing
the activity. Think of the purpose as perspectives.
the mini-rationale for what you are
trying to accomplish through this
lesson.
Approx. Time and Materials Time: 90 minutes
How long do you expect the
activity to last and what materials Materials:
will you need? Optical illusions: two elderly faces and rabbit/duck
The Gardener: Come as You Are by Rabindranath Tagore
Come as You Are by Nirvana
3-2-1 Bridge instructions (see attached)
Hyperlink: Is a Global Climate Treaty Only a Pipe Dream?
Venn Diagram and directions (see attached)
Provided list of poems (see attached)
Access to computer and Internet
Access to projector for the poems/song lyrics
Access to sound system to play the song and poems for students

Anticipatory Set 10 minute Quick-write for Bell Work


The hook to grab students Show two optical illusions and ask students to respond in their
attention. These are actions and journals to the following questions:
statements by the teacher to relate 1. What do you see in images 1 and 2?
the experiences of the students to 2. Is any of these images the right one?
the objectives of the lesson, To put
students into a receptive frame of I will also use 15 minutes for students to use a 3-2-1 Bridge about
mind. different perspectives. They will write another one at the very end
To focus student attention of the unit to compare how their thoughts have changed about
on the lesson. the concept of different perspectives.
To create an organizing
framework for the ideas, Post Different Perspectives on the board. Students must now
principles, or information write:
that is to follow (advanced
organizers) 1. Three words: three words that quickly come to mind when
An anticipatory set is used any time they read this. Dont overthink this; just write whatever
a different activity or new concept comes to mind. This isnt a test!
is to be introduced. 2. Two questions: two questions that quickly come to mind.
3. One metaphor or simile: explain this one a little more.
Example: Life is like a box of chocolates [because] you
never know what youre gonna get (Forrest Gump)

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CEP Lesson Plan Form

Procedures Teacher Actions Student Actions


(Include a play-by-play account of 1. 00:0000:10 1. 00:0000:10 Quick-
what students and teacher will do Anticipatory Set write
from the minute they arrive to the 2. 00:1000:25 3-2-1 2. 00:1000:25 Writing
minute they leave your classroom. Bridge the 3-2-1 Bridge
Indicate the length of each 3. 00:2500:35 Read 3. 00:2500:35 Read
segment of the lesson. List actual poem, play song and annotate poem,
minutes.) 4. 00:3500:55 Guided read along to and
Indicate whether each is: discussion annotate song
-teacher input 5. 00:5501:10 Read 4. 00:3500:55 Whole
-modeling for the jigsaw class discussion
-questioning strategies 6. 01:1001:30 DEAR 5. 00:5501:10
-guided/unguided: Individual reading for
-whole-class practice jigsaw
-group practice 6. 01:1001:30
-individual practice DEAR/homework
-check for understanding 3-2-1 Bridge questions and Students will discuss:
-other explanation will be on one Discuss context behind both the
board while the concept song and poem Come As You
(Different Perspectives) will Are. Sample questions:
be on another
How are they similar and yet
able to come to different
perspectives? How can culture
affect literature? Can we place
a value judgment on the
literature because its different?
What is the theme of the first
poem? What about the song?
How do you think Nirvana came
to this adaptation of the original
poem? What words stuck out to
you from Tagores poem? What
about Nirvanas song? What is
strikingly different about word
choice between the two? What
is the central idea of each text?
What words draw you to that
conclusion?

Closure Leave students showing that these two poems show that there are
Those actions or statements by a plenty of different perspectives on similar topics. None of these is
teacher that are designed to bring wrong, just like Nirvana isnt more wrong or more right than
a lesson presentation to an Tagore. Introduce homework as a continuation of this idea,
appropriate conclusion. Used to although it can be finished for DEAR (or at least one NY Times

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CEP Lesson Plan Form

help students bring things together article).


in their own minds, to make sense Students will continue this work into homework (unless finished in
out of what has just been taught. class during DEAR) in which they will compare other poems from
Any Questions? No. OK, lets move around the world and different cultures revolving around the topic
on is not closure. Closure is used: of cities and analyze the similarities/differences between the texts
To cue students to the fact and the themes and word choice.
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 There will be physical copies for students to read and annotate,
To modify: If the activity is too as well as available texts that can be accessed via computer
advanced for a child, how will you before the lesson in the shared folder for students. The
modify it so that they can be discussion questions for the students are varied in difficulty and
successful? depth, so they will give students who find this too easy more of
To extend: If the activity is too easy a challenge, and students who find this too advanced will have
for a child, how will you extend it to more accessible questions in which they can participate. They
develop their emerging skills? are also able to write in their journals and reflect on their own.
Assessment
How will you know if students met Students will engage in thoughtful written and oral discussion
the learning targets? Write a about the topic. The annotations will reveal student engagement
description of what you were with the texts analyzing word choice and connections to a theme.
looking for in each assessment. Students will also be able to show the ability to compare and
contrast perspectives of literature in the homework they will turn
in the next day via Venn Diagram.

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