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

CEP Lesson Plan Form
Teacher: Mitch McFall

School: Poudre High
Area: Teen Choices
Date: 2/1-2/5/16
Grade Level: Mixed
Title: Goals and Decision Making

5 of 5
Content
Lesson #: 3, 4 and
Understandings:
I can understand the correlation between setting goals, and making decisions that
may or may not impact the outcome of the goals I set.
Inquiry Questions:
How do goals and decisions work together?
How can small decisions impact large scale goals?
How can someone constantly remember the goal they want, and make every
decision count towards it?
Evidence Outcomes:
Every student will be able to: connect goals and decisions, and show how
they interact with each other.
I can: outline someones goals, and take the steps to analyze what
decisions they have made that changed the outcome of their perceived
goals.
This means: I can design goals, and decisions, that interact positively
together.
List of Assessments:
The assessment for this section will be to write an essay about the films shown in
class, and describe how goals, decision making, and other factors impact each of
these.
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)
Goals, decision making, impact factors,
outcome
Colorado State University College of Health and Human Sciences
Page 1
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/Procedures
How long do you expect the activity to last and
what materials will you need? What do you need
to collect, prepare, reserve, set-up, etc. ahead of
time?
Pre-Assessment
How will you pre-assess students knowledge of
the topic to be covered? Describe both formal
and informal ways you will assess their knowledge
Anticipatory
Set/Focus/Hook/Engagement/Motivation/Intr
oduction
The hook grabs students attention and
engages them from the start. These are actions
and statements by the teacher to relate the
experiences of the students to the objectives of
the lesson and 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/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students
Goals and Decision Making, this section of the unit will give
students an example of how decisions effect goals, and how it
all plays together.
This will take 3 full classes, and will need a projector, computer,
Riding In Cars With Boys dvd, and the Lion King dvd. After the
films are completed, students will need access to google docs.
A warm up will be provided before the films are started, and a
brief discussion will occur after it is completed. Also ask if
anyone has seen either of the movies before.
There doesnt really need to be an anticipatory set, seeing as it
is a movie, and kids love watching movies. The introduction will
be asking about the movie, and if anyone has any opinions
about the film. You will also have to describe to them that the
film needs to be paid their attention, because they will be
tested on it.
The majority of class on multiple days will be taken up by

watching a film, interrupted by asking kids questions about the
film, and the decisions the main character is making
throughout.
Page 2

arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)
Closure/Conclusion/Summary/Adjustments/
Wrap-up/Clean-up
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
To help form a coherent picture and to
consolidate.
Differentiation/Modifications/Adaptations/Ac
commodations To modify: If the activity is too
advanced for a child, how will you modify it so
On the final day of the unit, students will be given in class time
to work on their essay, and if they dont complete it during this
time, it will be homework for the next class period.
As a closure for the unit, ask students to wrap up in small

groups, and give examples of what they talked about.
Emphasize how and why these things matter for everyday life,
and help to work towards life as a whole.
Some students can take more time writing the essay if they
need to, or some students could be allowed to watch the movie
on their own time if they arent present in class. Students
Page 3

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?
Assessment/Pre-Post/On-going
How will you know if students met the learning
targets? Review each learning target and
determine the assessment that met that target.
Can the students answer your inquiry questions?
Write a description of what you were looking for in
each assessment.
should also be encouraged to add more to their essay if they

get done early.
On-going assessment should always harken back to this

material, seeing as the entire class is called Teen Choices, and
100% of what we talk about is in regards to goals and decision
making.
Page 4
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.)
Page 5

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

Uploaded by

Copyright:

Available Formats

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

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

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

Uploaded by

Copyright:

Available Formats

CEP Lesson Plan Form

Teacher: Mitch McFall

Title: Goals and Decision Making

Colorado State University College of Health and Human Sciences