CEP Lesson Plan Form

Teacher: Brianna Johnson Date: 2/17/2018

School: Thompson Valley High School Grade Level: 11 Content Area: English

Title: I Too am American Lesson #:__ of __

Lesson Idea/Topic and I will be introducing students to the poems “I Hear America Singing” by Walt
Rational/Relevance: Whitman, and “I Too” by Langston Hughes. The class is about to enter their
Civil Rights unit, and comparing these poems is a great way to start the
discussion about African Americans claiming their rights as citizens of the
United States.

Student Profile: I’m not entirely sure if there are students on an IEP in this class, but there is
another professional in the class who assists students with work. The
students in this class are varied in that some excel in getting their work done
independently and quickly, while others may require some prodding to
focus. They do all seems to focus and finish what they need to get done, and
they seem interested in the topics Mrs. Goldberg teaches them.

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

 RL. 11-12.2

o 2. Determine two or more themes or central ideas of a text and analyze their development over the course of a text

 RL.11-12.7

o 7. Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets the source text

 W.11-12.4

o 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.

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CEP Lesson Plan Form

Understandings: (Big Ideas) Students will understand the historical importance of “I Too” relative to “I Sing America”, and be able to apply the themes of the
poem to their own writing, as well as to the future unit on Civil Rights.

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

What does it mean to be different in America? What does it mean to be Black in America? Is there a right way or a wrong way to be patriotic?

Evidence Outcomes: (Learning Targets)

I can: use my prior knowledge to analyze and compare the themes of “I Hear America Singing” to “I Too” by Langston Hughes and apply those themes to my
own poem.

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

-Students will complete TWIST analysis of both poems

-Students will complete their own version of “I Too”

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson I Too

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

Will co-teaching models be utilized in this lesson? One Teach/One Observe
Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?
This is my first time teaching a whole class, and I’ve observed Mrs. Goldberg teaching
and wanted to put what I’ve learned into practice right off the bat.

Approx. Time and Materials 45 min.

Copies of “I Hear America Singing” and “I Too” poems
Video:
https://youtu.be/jQC4FrOWdTA
Fill in the blank “I Too” poems
Anticipatory Set 5 min.
The strategy I intend to use is: Concept Mapping
I am using this strategy here because: I want students to begin thinking about what it
means to be “patriotic”. I will write the word on the board and encourage students to
come and write words that come to mind.

Procedures The strategy I intend to use is: TWIST

I am using this strategy here because: This is a way the students are familiar with using to
evaluate a poem for its tone, word choice, imagery, style, and theme

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

10 min. -Students will follow along -Correct analysis of the

-I will give some -Students will participate poems
background on Whitman and write down our class -Their own version of “I
-I will read “I Hear America poem analysis Too”
Singing” out loud. -Students will read “I Too”
-I will walk through TWIST with a partner and
with the class and discuss complete the same TWIST
why this poem is “patriotic” process
15 min. -Students will participate in
-I will instruct students to group discussion about
read “I Too” with a partner both poems
-I will call students back -In pairs, students will
and have them share their discuss the importance of
TWIST findings Hughes’ response to
-I will ask students what Whitman
makes this poem -Students will break out to
“patriotic”? write their own poems
-I will then give some
background on Langston
Hughes and his reason for
writing this poem
15 min.
I will give students time to
break out and create their
own poem
Closure The strategy I intend to use is:
I am using this strategy here because:

Differentiation Content Process Product Environment

Modifications: Letting Students may Students have
students hear use the fill in the option to
the poem read the blank share their
as well as template poems aloud,
reading it to do not have to
themselves read out loud

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CEP Lesson Plan Form

Extensions: Students can

write their own
version of the
poem from
scratch
Assessment Students will complete their own poems with a similar theme to that of the original and
turn it in to me. I will know they learned based on their responses as well as their
participation in class.

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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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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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