CEP Lesson Plan Form: Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form
Teacher: Ms. Myers

11. 2015
School:
Blevins Middle School
Content Area: English
Date: 12.
Grade Level: 7
Title: Act 4 & Theme

of 10
Content Standard(s) addressed by this lesson:

Writing, and Communicating
Lesson #: 9
Content Area: Reading,
Standard: 2. Reading for All Purposes

Prepared Graduates:
Seek feedback, self-assess, and reflect on personal learning while engaging with
increasingly more difficult texts
Grade Level Expectation: Seventh Grade
Inquiry Questions: What is theme? What are some common themes in literature?
What themes do Macbeth and Mythology share?
Concepts and skills students master: Literary elements, characteristics, and

ideas are interrelated and guide the comprehension of literary and fictional texts
Evidence Outcomes: a. Use Key Ideas and Details to:

i.
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)
ii.
Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text. (CCSS: RI.7.2)
iii.
Analyze the interactions between individuals, events, and ideas in a text
(e.g., how ideas influence individuals or events, or how individuals influence ideas
or events). (CCSS: RI.7.3)
Every student will be able to:
Students will be able to define theme and apply it to the texts that they have been
studying by creating a mind map of Macbeth themes.
Colorado State University College of Health and Human Sciences
Page 1
Assessment of Evidence Outcomes:

Mapping, Themes from Macbeth Activity.
Alternative Assessment: Mind
Page 2
Planned Lesson Activities

Activity Name
Macbeth Madness Map
Approx. Time
80 Minutes
Anticipatory
Set
Warm Up Quote:
1. Interpret the quote: What stories other than Macbeth can you think of that also deal with fate
and destiny?
Teaching/
Presentation:
(Select the most
Includes: Input, Modeling and Checking for Understanding

1. Input: Teacher will show video https://youtu.be/Z1cVPemuk1M on theme and then give
examples of theme and discuss with the whole class.
2. Modeling: Teacher will show examples of mind maps
Page 3

appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry
Teaching
Strategy:
Guided Practice
&
Differentiation
Teaching
Strategy:
(Independent
Practice)
Closure
3. Checking for Understanding: Teacher will use whole class discussion to check for
understanding as well as observational cues.
4. Questioning Strategies: (knowledge, comprehension, application, analysis, synthesis and
evaluation)
Teacher will show video on theme (1 minute)

Teacher will show other examples of theme and will facilitate whole class discussion with some
think-pair share (10-15 minutes).
Read Act IV (40 minutes)
Start Mind Map Activity (30 minutes)
Quote interpretation (5 minutes)
Prediction Exit Ticket (2 minutes)
Page 4
Materials
Accommodatio
ns
&
Modifications
Assessment
Smart Board
Access to the internet
Macbeth
Poster Board
Writing Utensil
Mod Cog students will be given notes on theme and will be placed in purposeful groups.
Gifted or higher level students that need extensions can coach other groups that need
assistance on the mapping task.
Alternative Assessment: Mind Mapping, Themes from Macbeth Activity.
Observational assessment.
Page 5
Post Lesson Reflection

1. To what extent were lesson objectives achieved? The general
idea of understanding abstract themes was achieved, the more
specified themes need an extension for comprehension.
2. What changes, omissions, or additions to the lesson would

you make if you were to teach again? I would create an activity
before the mind mapping activity so that the students could practice
identifying themes.
3. What do you envision for the next lesson? This lesson will
continue on to the following lesson day and will focus on narrowing
down those abstract themes.
Page 6
Page 7

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include
Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
prepare students to
learn) and how you
share the lesson
outcome.
Concept Teaching
Describe or
demonstrate an
advance organizer.
Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.
Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
Describe or
demonstrate the
lesson introduction
including how you
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the
Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
Page 8
Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).
you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).
assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).
interdependence
between group
members.
experiment, observe
and/or conduct
interviews.
Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.
Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge
Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
engaging.
Describe or
Page 9
Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.
Page 10
engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.
Page 11

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CEP Lesson Plan Form

Teacher: Ms. Myers

Title: Act 4 & Theme

Content Standard(s) addressed by this lesson:

Content Area: Reading,

Standard: 2. Reading for All Purposes

Concepts and skills students master: Literary elements, characteristics, and

Evidence Outcomes: a. Use Key Ideas and Details to:

Colorado State University College of Health and Human Sciences