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CEP Lesson Plan Form

Teacher: Mrs. Rice and Mrs. Latuda Date: 9/18/18

School: Beattie Elementary Grade Level: 2 Content Area: Reading and Community

Title: Read aloud “Giraffes Can’t Dance” Lesson #:_1_ of _1_

Lesson Idea/Topic and We are currently learning about communities. I will do a read aloud of the
Rational/Relevance: book “Giraffes Can’t Dance.” After the book we will discuss the different
characteristics of the giraffe, how he related to his community, and whether
or not the other animals were caring community members. I will write what
the children say into a chart detailing our thoughts.

Student Profile: 2nd grade class of various reading abilities. Some emergent readers, some
ELL students, some reading on grade level and some reading above grade
level.

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

Standard 1: Oral Expression and Listening

1. Discussions contribute and expand on the ideas of self and others

b. contribute knowledge to a small group or class discussion to develop a topic

f. use content-specific vocabulary to ask questions and provide information

Standard 4: Civics

1. Responsible community members advocate for their ideas

e. Describe important characteristics of a responsible community member (DOK 1-2)

Understandings: (Big Ideas)

 Students can identify and tell about the characters in a story

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CEP Lesson Plan Form

 Students can identify which characteristics make the character a responsible, kind community member.

 Students can contribute ideas to a group discussion

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

Who are the main characters in the story?

Who is Gerald the giraffe?

How does Gerald relate to the other characters?

What are Gerald’s character traits?

Where the other animals caring community members?

Bonus: ask same questions about the cricket or the mean characters

Evidence Outcomes: (Learning Targets)

Every student will be able to:

Describe the characteristics of the main character, Girald, in the story “Giraffes Can’t Dance” and identify how he relates to the other characters in the story.

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

1. Class will create a chart of the characteristics of the characters and how they relate to each other.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Read Aloud: “Giraffes Can’t Dance”

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


Will co-teaching models be utilized in this
lesson? Yes ___ No _X__ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials About 20 min

Anticipatory Set The strategy I intend to use is: explain what we will do after reading the book
I am using this strategy here because: it informs the students about what to listen for in the story as I
read it.

Procedures The strategy I intend to use is: read aloud


I am using this strategy here because: there are many benefits of reading aloud to students, especially
for fluency and reading comprehension. This activity focuses on their comprehension of the story and
characters.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

1. Start by showing the book and 1. Listen to the directions


explaining the chart we will be 2. Listen to the story and Create chart of the
filling out look at the pictures characteristics of Gerald
a. Explain the different a. Think about the and how he related to
columns and how they characteristics of the people around him
should listen for the characters as
character traits as we the book is read
read the story 3. Share with a partner,
2. Read the story what you would add to
a. Emphasize the the chart about Gerald
character traits as 4. Share with the group the
read. like physical ideas you came up with to
traits, what Gerald is add to the chart
or isn’t good at, how 5. Listen to other’s ideas and
the other animals form an idea of who
treated Gerald Gerald was, how he
3. Ask students to do a quick related to the characters
timed pair share (~1 min each) around him and what
about the things they could made the characters
add to the chart about Gerald caring or unkind
4. Stop for a quick wiggle break community members
(move wiggle throughout your
body)
5. Refocus attention to teacher
after timed pair share
6. Go from category to category
asking students as a whole
group what they would add to
the chart
7. Fill out the chart as the
students come up with ideas
8. Connect chart to the traits of a
good community member

Closure The strategy I intend to use is: filling out a chart of the class’s ideas about Gerald

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CEP Lesson Plan Form

I am using this strategy here because: It provides a visual for students to remember the content of the
book after reading it

Differentiation Content Process Product Environment


Modifications: This activity should be within the abilities of all
students in the class. Some students may need
some reminders to focus and the Timed Pair
Share is designed to help the students who can’t
think of any ideas right away.
Extensions: If there is extra time at the end, we will explore
another character in the chart such as the
cricket

Assessment Review the ideas the students came up with about Gerald and help them think deeper about what made
the characters caring community members of the jungle

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CEP Lesson Plan Form

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.

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CEP Lesson Plan Form

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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