CEP Lesson Plan Template + Reflection
Teacher/s: _______________Kim Edmunds_____________________
Level: ____A5_______
Date/Time: __11/17/14_______
Goal: To practice using outlining to aid in text comprehension; to engage in peer
feedback and reflection on their own ongoing research
Objectives (SWBAT):
Students Will Be Able To
1. Thoughtfully review each others ideas in research by completing a peer review sheet
2. Read and process a text for the purpose of outlining and defining overall structure
3. Complete a vocabulary quiz
Theme: __________________The Time of Your Life______________________
Extensions: ____________________N/A________________________________
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Review or Preview (if
applicable)
Confirm that
everyone brought a
hard copy of their
notes
Review remaining
schedule on slides
Rubrics?
Review: gross has
two meanings
Gerund vs. Infinitive
review
Linking & Transitioning to rest of
lesson:
(for example:
SS-T)
SS-T
Activity 1: Reading and
Outlining (55 min) I
decided to do this activity
before peer feedback, so
that everyone would have a
firmer grasp of what to
evaluate.
1.1 Pre-Stage:
SS-SS
Review meanings of credible
and credibility (vs. incredible)
Have SSs quickly list credible
types of sources/information vs.
non-credible
I need a more interactive way
to do this, with some sources
that might actually generate
debate (e.g. Wikipedia)
Time
15
min
Okay, so in order to help us think about
how our final project should be
SS-SS
organized, I want to practice a reading
strategy today. I always write out these S
transitions but then forget to say them,
or say something a little different, when
Im actually in class. I dont want to be
dependent on scripting, but I know that
one of my areas for improvement is
improving lesson cohesion.
7
Remind them to keep these
things in mind when they read
Credibility was the books
reading strategy, but it didnt
offer much beyond a short
explanation. Most of my SSs
had the concept already, and
just needed the appropriate
term.
Transition to #2: Excellent.
Now, keeping these key ideas
and models in mind, I want
you to work together to
provide feedback on the
drafts you have so far.
This transition worked well
because they felt much more 1.2. During Stage:
confident organizing their
Put SSs in pairs
own ideas for the final after
Provide outlining
having worked on the model.
directions/model; point out that
Many of them made a lot of
main points/supporting
thoughtful revisions. I
arguments are not necessarily
should have done this
the same as paragraphs
activity earlier in the class,
Some bullets are for
to alleviate some of their
details/examples
anxiety beforehand.
Ask SSs to read the article and
work together to write a proper
outline for it
When finished, work on
vocabulary
There was actually quite a bit
of variation in the outlines the
pairs produced. I think
something I failed to do was
envision/produce exactly what I
wanted the outcome to be. In
other words, I needed to have a
clearer vision of the end
product: what do I want them to
produce? After all, both process
and product are important, and
with that model in mind, I
would have been better able to
field questions and justify my
answers than I was during this
lesson. I do think that the
students ultimately benefitted
from seeing the different
representations in outlines,
however, and their
comprehension of the text was
clear in all versions.
30
18
1.2 Post-Stage:
o Exchange outlines with
another pair and compare
Tangible Outcome & T. feedback/peer
feedback: Completed outlines and
comparisons All in all, this activity was
helpful. They employed a useful
strategyoutliningfor reading, and
were able to model their final projects
at the same time.
I showed them only a short model on
PPT for this (basic outline format).
Should I have done one in greater
depth, perhaps? I would have
preferred, but time is an issue with all
the other skills I have to cover in each
unit. Maybe I could have done one they
simply had to complete (a few
components missing); have them read
the text ahead of time outside of class.
-In the future, I need a model for them
to compare to at the end; or, allot more
time for review as a class.
SS-SS
Activity 2: Peer Feedback
on Ideas (45)
Transition to #3: I hope this
was helpful for you all. Ill
give you comments on the
drafts you give me by
Wednesday. Let me know
what other questions you
have.
Not everyone brought a
draft, becauseas I
discoveredthey were not
sure about the instructions,
2.1 Pre-Stage:
o In groups of 3, SSs should
rotate and work with each
persons ideas (write
answers and then discuss as
a class)
o Review sheet and purpose
on doc cam so SSs are clear
on purpose and
expectations
o With only half the class
(small group), I just went
over this without the doc
cam, which was fine
o 3 rounds of feedback, plus
discussion
2.2. During Stage:
o SSs complete feedback on each
16
and hadnt reached out to
me with questions. I learned
(1) do not assume students
will ask if they are confused
and (2) provide much
clearer models for what Im
expecting. I had posted links
online, which is what the
previous A5 teacher told me
she had done, but I think my
student population wasnt as
amenable to working with
things that arent hard copy,
in-the-hands materials.
Activity 3: Mini vocab quiz
(10 min)
draft in a group of 3 (8
mins/sheet)
o Discussion of each topic +
additional ideas and thoughts
(8 mins)
It took them a lot longer to answer the
questions than I expected (since they
were great students and tried to be
thorough). Sometimes I forget with how
curious and intelligent they are that
theyre still dealing with an L2. Glad
we had more time the next day.
25
2.3 Post-Stage:
o Each group should engage in
discussion about one persons
topic for 8 mins
Tangible Outcome & T. feedback/peer
feedback:
Peer-annotated drafts
This went well for the pairs who were
able to work on it, although I had to
give them more time in the next class.
Those who hadnt brought a draft
worked on in in class during this time,
while I circulated.
3.1 Pre-Stage:
Distribute quiz
3.2. During Stage:
SSs take quiz
Transition to #4 or Wrapup:___________________
3.3 Post-Stage:
Collect quiz
Tangible Outcome & T. feedback/peer
feedback:N/A
Activity 4:
4.1 Pre-Stage:
4.2. During Stage:
4.3 Post-Stage:
10
min
Transition to Wrap-Up:
___________________
Wrap-up
Homework: Read over
section on bibliography for
Wednesday
Tangible Outcome & T. feedback/peer
feedback:
Lesson Evaluation Procedures:
Exit tix
Questions for final exam review (note
cards)
We didnt have time to do the final
exam questions or exit tix, but I was
able to answer most of their questions
about the final project and clear up
some discrepancies about what an
outline is in the context of our class.
I want to use Socrative for exit tix in
the future.
Materials:
Note cards
Peer feedback handout
Outline handout
Vocab quizzes
Anticipated Problems & Suggested Solutions:
Here is where I should have anticipated that some SSs may not bring their homework,
despite the many reminders Id given them.
The solution would have been just what I did: give those SSs time in class to work on it,
and ask me questionswhich I think I should have done for everyone a week or so
before.
Contingency Plans (what you will do if you finish early, etc.):
Early finishdo further vocab review with taboo
We didnt finish early; we ran a little short of time, actually.
Post-Lesson Reflections:
Some SSs didnt bring a draft; not all could do peer review. Had to split sessionbut
those who turned it in on time got extra review, and earlier comments from me.
