CEP Lesson Plan Form

Teacher: Ms. Hankey Date:

2/28/2017

School: Fort Collins High School Grade Level: 10 Content

Area: English

Title: The Censors Lesson #:_1_ of _1_

Lesson Idea/Topic
and
Rational/Relevanc This lesson is part of the Discovering Crime and
e: What are you Consequences Unit in a Pre AP World Lit and Comp class. At
going to teach and the end of this unit students will be reading Shakespeares
why is this lesson of Merchant of Venice. In order to gain experience looking at
importance to your these motifs in literature, students will examine short stories
students? How is it (such as The Censors). Before I teach this lesson they will
relevant to students have practiced looking at other short stories for similar
of this age and motifs. This particular story is relevant to students in a public
background? Why high school because they experience censorship on a daily
are you teaching basis. They just might not realize it yet. It is also applicable
this lesson now within the multicultural nature of a World Literature course.
(what came The cannon in this class is diverse and Luisa Valenzuela (the
before/what will author) only adds to that. She lived in Argentina during a time
come after)? What of fear and oppression (964).
teaching
This lesson is relevant for them now in history locally and
methods/strategies
around the world. In the United States there have been many
will you use and
people actively exercising their right to free speech, press,
why?
and assembly. Public school cannons also are products of a
censorship system. The texts/literature that they are exposed
to are typically filtered and preapproved. Abroad there are
examples of censorship that students will have the
opportunity to investigate. This includes the setting in which
the author was living in when she wrote this story.

I will be using a role playing teaching activity, group posters,

a gallery walk, and reflection. I am using the role playing
activity at the beginning of class to help transition from
pervious classes into the mindset of The Censors. Then I will
put them in groups to complete an informative poster about
their topic. I did so to accomplish the same goals as a jig-saw.
Each group will specialize in one topic then after they are
complete, students will gallery walk and create a mind map to
display their thinking about other topics and the connections
they made within them. Finally, the reflection piece gives
them a chance to answer and ask questions about
censorship, justice, crime and consequence, and irony. They
will formulate one conclusive sentence that finishes the
sentence starter, Censorship is

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CEP Lesson Plan Form

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) Common Core Writing Standard 7: Research to
Build and Present Knowledge- Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate.

Content Area: Reading, Writing, and Communicating- Standard: 1. Oral

Expression and Listening: 1. Content that is gathered carefully and organized well
successfully influences an audience

Understandings: (Big Ideas)

Conduct short term sustained research and present it to a specific audience.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

For the genre: What is applicable research? How can that research be presented in
an effective and applicable way?

For the story: What is censorship? When and how (if ever) is censorship just? How
does the irony at the end of the story reflect our topic of crime and consequences?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Learning Target: I can identify literary devices and motifs in short stories and use
them to inform my discussion about text.

Success Criteria: I will know I have it when my I have censored my letter and
formulated appropriate research to participate in the gallery walk.

List of Assessments: (Note whether the assessment is formative or summative)

The assessment for this lesson will be formative and will all be contained on the
letter they are given to censor and the poster they will create as a group. These
materials will make their thinking about the topic visible. It will also give them the
opportunity for metacognitive reflection. The reflection section allows for informal
thinking and then finally a conclusive statement. The final statement will allow them
to synthesis all the topics, motifs, and issues that the story presents. All of this will
culminate into formative assessment that will gauge the students reading
comprehension, and ability to synthesis information.

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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
The hook to grab students attention. First students will finish the sentence Censorship is This will come
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.
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The Censors
This lesson will help to synthesis important information about the short
story and how it relates to crime and consequences, justice, censorship
around the world, censorship in student lives, and irony at the end of
the story.
This lesson should take an entire 50 minute class period.
Materials:
PowerPoint to help facilitate the transitions and class.
Worksheet with both the letter and the response boxes.
Five poster boards.
The Censors short story.
back at the end of the period as a reflexive technique.
Congratulations! You have finally been promoted to Section E. Now
you can read and censor letters that you believe to be corrupt or have
subliminal meaning. Today is your first day of work and this is your first
letter. You want to make a good impression on the company because it
is your first day in the new section. However, you also have not reached
the point of mundanity where censoring has become second nature.
Read the following letter and censor it. Circle problem areas. Then on
the other side of the letter in the first box respond as to what you
censored and why it seemed appropriate to do so. Be thoughtful in your
censorship and response. Your job and your life may depend on it. Have
your text out and in your response on the back give textual evidence to
prove that your censoring is would be accurate in the context of the
short story.
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CEP Lesson Plan Form

How do you intend to engage your

students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
The strategy I intend to use is role playing
I am using this strategy here because: It is easy for students to see the
characters of this story as an evil system squashing the individuality of
the population. By asking them to play the part of the bad guy
students will be challenged to look at multiple viewpoints.

Teacher Actions Student Actions

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/actions, student actions
-modeling What is gradual release? Why is
modeling important for learning?
-questioning strategies Research and learn
about Blooms, Depth of Knowledge
(DOK), Costas levels of questioning, and
Understanding by Design Six Facets of
Understanding. Compare and contrast.
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding How will you
know that every student has met your
learning target?
-other?
-technology integration?
1. Pass out the letter
worksheet and give brief
instruction on directions for
the Do Now. The PowerPoint
will help to facilitate this.
There is a modeling slide
that uses an example from
the text of a passage that
would warrant censorship.
(5 minutes)
2. Students will listen to
2. I will give directions first.
Then students will transition
into their groups. I will
decide the groups. The
directions are as follows
In your group create a poster
that investigates your topic in
relation to the short story. You
may use any of the resources
at your disposal. Like the letter
you censored be sure to tie
your thinking to textual
1. Complete the Do Now. This
means both annotating the
letter (as to what they
would censor) and the first
box on the other side of the
paper. The box on the other
side will require textual
evidence that will relate the
activity back to the text.
(5-7 minutes)
instructions first and then
transition into groups. The
groups will congregate in
different places in the room
and create a mind map on
their poster about their
topic. There will be five
topics and are as follows.
- Censorship in your life.
- Censorship in the world.
- Crime and
consequences.
- Justice.
- And Irony.

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CEP Lesson Plan Form
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.
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
Colorado State University College of Health and Human Sciences
evidence/support from the Students will have the ability to
story. Display your thinking in use any of the resources they
a poster. After the posters are have at hand. This includes (but is
not limited to) their technology,
complete we will be doing a
the text book, and each other.
gallery walk and filling out the (10 minutes)
second section of the 3. Students will do a gallery
worksheet. (3 minutes) walk and fill out the second
box on their worksheet.
3. When the posters are While hey walk they will be
complete the teacher will encouraged to talk,
transition students into a question, take notes, and
gallery walk. (1 minute) relate it back to the text.
(10 minutes)
The strategy I intend to use is gallery walk
I am using this strategy here because: it will accomplish goals similar to
a jig saw. Students will be experts in one topic then have the chance to
look at others posters and think about that information.
We will begin by talking as a class about the things we noticed on the
posters, during the walk, and in the role playing. There will be guiding
questions on the PowerPoint to help facilitate this discussion. (5
minutes)
In the last section write of the worksheet students will form their final
thoughts about one or more of the questions we discussed. After you
reflect write one conclusive statement finishing the sentence
Censorship is (Remainder of class period).
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CEP Lesson Plan Form

To help form a coherent picture and to

consolidate.
How do you intend to engage your
students in thinking during The strategy I intend to use is reflection. This final statement is a
CLOSURE? version of I used to think and Now I think.

Why are you using it at this point in I am using this strategy here because: it will give students to
your lesson? opportunity to reflect on the reading and the learning that happened
during the gallery walk and final discussion.

The differentiation will occur in the grouping, flexibility in the poster

Differentiation: creation (mind mapping), and note taking strategy outlined on the back
Differentiation should be of the letter worksheet.
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?
Give 2 examples of ways to differentiate
content, product, or process for your
students.
Assessment Reflection: (data I will be sure that the students are meeting the learning targets by
collecting the worksheet and posters. The poster will make the thinking
analysis) of the group visible and the worksheet will give me a chance to see the
How will you know if students met the
thinking of individuals in reference to the short story and five
learning targets? Write a description of
categories.
what you were looking for in each
assessment.

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CEP Lesson Plan Form

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