CEP Lesson Plan Form

Teacher:

Joy Robinson

Date: 9/6/16

School:
Poudre High School - PDS Grade Level:
Content Area:
Math

College

Title: Making Thinking Visible: Compass Points

of 1
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?

Lesson #: 1

Teaching a strategy that will enable

teachers and students to approach
multiple topics from different angles.
Specific topic deals with our future of
Student Teaching and the related
Compass Points of the situation. We
have discussed our future of Student
Teaching and the details surrounding it.
This topic fits in because current work is
being done on Student Teaching planning.
Strategy: Compass Points

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

Not Applicable
Understandings: (Big Ideas)
Understand how the teaching strategy Compass Points can be used to help students
approach content from different perspectives.
Develop decision making and evaluation skills by processing a topic with a group
using the Compass Points strategy.
Use the perspectives and suggestions of you classmates in regards to the future
Student Teaching semester to help explore and stimulate your own thoughts on the
topic.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
What is the Compass Points strategy and what do its parts entail?
How can Compass Points be used in the classroom?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)
Students will be able to identify and utilize the four parts of the Compass Points
strategy to analyze a proposition from multiple perspectives and after participating
in a group discussion form an informed personal conclusion about the topic.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

This means that students can provide examples for the four compass parts and use
evidence from the group discussion to defend a formulated argument.
List of Assessments: (Note whether the assessment is formative or summative)
Argumentative writing backed by evidence from the Compass Points guided
discussion. (Formative)

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Planned Lesson Activities

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

Title: A Compass to Guide Your Way

Purpose: The purpose of this lesson is to introduce the MTV teaching
strategy Compass Points as a resource for future teachers to use
when working with students to break down an idea, question, or
proposition and explore it from different perspectives.
Time: 10 15 minutes
Materials: Projector, Flash Drive with Project, Sticky Notes (4 times the
# of students)

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.
How do you intend to engage your
students in thinking during the
Anticipatory Set?

Redirect thoughts to directions and compasses with cartoon and brief

introduction. This will start students trying to connect a compass with
analytical techniques and wondering how a compass aligns with the
topic of discussion.

Why are you using it at this point in

your lesson?

I am using this strategy here because humor is a good way to wake up

the brain and start the lesson on a positive, energetic note.

The strategy I intend to use is humor to gain attention and promote

curiosity.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

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:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Before lecture (Introduction, Teacher input): Have first slide of

presentation on the board for students to read. While they are reading,
pass out sticky notes, one per person labeled with an E, W, N, or S to
indicate what example that student will be coming up with. (1 minute)
During lecture (Teacher input with guided group practice): Introduce
Compass Points and discuss each part with brief examples. After
presenting have the students come up with their own example to write
on one sticky note pertaining to the topic of Student Teaching. (5
minutes)
End of lecture (Guided group practice with physical engagement, Check
for understanding): After presenting all parts have the students get up
and place sticky notes under the correct compass needle. Choose 2-3
notes to read aloud from each section and allow for brief discussion as
relevant. (4 minutes)
Wrap up (Teacher input with group participation): Ask for questions,
reiterate purpose, and close out presentation. (1 minute)

How do you intend to engage your

students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?

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.

The strategy I intend to use is to have the students come up with

personal examples and then physically place them on the board.
I am using this strategy here because physical movement helps
students maintain focus and energy and coming up with examples
encourages a deeper level of understanding and the ability to apply
that understanding.
To close out the presentation, have students synthesize an example in
their content area where they could use Compass Points to aide in
student learning. This would be considered a Ticket out the Door
activity.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Any Questions? No. OK, lets 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?
Why are you using it at this point in
your lesson?

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
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?

The strategy I intend to use is applying the strategy discussed in the

lesson to the students personal content area.
I am using this strategy here because enforcing learned content
through personal application allows for a deeper connection to be made
and further understanding to be reached.
If students struggle in coming up with ideas for the participation during
lecture, provide examples to help guide thinking. Reinforce that the
compass points can be interpreted different and help guide through
different angles of approaching the areas.
If students were to finish early or needed extra challenge, the closure
could be extended to constructing an entire example of the four
compass pieces based on a topic in the students content area. This
would create the opportunity for students to explore their own content
from different perspectives.

Assessment Reflection: (data

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CEP Lesson Plan Form

analysis)
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

In participating in the group created compass it will be evident that

students understand how to create the compass. Along with this,
completing the closure will show that students can then apply the
understanding to a different subject area and connect the strategy to
personal opportunities of use.

Colorado State University College of Health and Human Sciences

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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)
Lesson objectives were mastered as shown by students ability to give
examples of the parts of the compass and participate in a discussion
about applying the strategy to different content.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
If I were to teach this strategy again I would give more examples first
about how to use it in different places to help students formulate
questions and personal examples. Another change I would make would
be to have the students read out random post it notes so that
everyone gets the chance to speak, but the anonymity is still
preserved. This will increase participation and discussion.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
For the next lesson I would have students first come up with more
examples for all of the points instead of just one. To follow up I would
have students break into small groups and formulate a compass for a
topic of their choice. Then I would have the groups exchange
compasses and come up with ideas for the other groups topics. This
would turn into a discussion first about the topics then about the
strategy and how it can be used in multiple ways.

Colorado State University College of Health and Human Sciences

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