CEP

Lesson Plan F orm

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 m ini-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 m aterials
will you need? What do you need to collect, prepare, reserve,
set-up, etc. ahead of time?

See-Think-Wonder
The purpose of this lesson is to teach the class how to use this strategy in their
own classroom ( I am targeting m ine towards the arts)

10 m in, with questions at the end

Presentation- on screen
Paper hand out for small groups
All will be s et up ahead of time, s mall groups will be quickly assigned at the
beginning of the lesson
Pre-Assessment
Start of the presentation with a s imple question of: has anyone been a part of a
How will you pre-assess students knowledge of the topic to be see-think-wonder activity before?
covered? Describe both formal and informal ways you will
This will inform m e how m uch time I need to s pend on the explanation of the
assess their knowledge
activity.
Anticipatory
The hook will be the activity- I plan to start the class in engaging in the See-
Set/Focus/Hook/Engagement/Motivation/Introduction
Think-Wonder activity. This will allow them to see one form of application of the
The hook grabs students attention and engages them from strategy, and it engages the students in the content.
the start. These are actions and statements by the teacher to
relate the experiences of the s tudents 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 Intro: Has anyone been a part of a see-think-wonder activity before?
for Learning (this is t he largest part of your lesson plan)
If so- what class/content area was it in?
(Include a play-by-play account of what will happen in the

class from the m inute students arrive to the minute they leave Activity: Move to the slide s how- go through the s ee, think and wonder part of
your classroom. Indicate the length of each s egment of the
the activity.

lesson. List actual minutes.)
Include the following components in scripted format:
Explanation: the last part of the presentation is dissecting the actual strategy-
Colorado S tate University College of Health and Human S ciences

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CEP Lesson Plan F orm

-Teacher input-what you will s hare (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 s ense out of what has just been taught. Any Questions?
No. OK, lets m ove 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/Accommodations
To m odify: If the activity is too advanced for a child, how will
you m odify 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 s kills?
Assessment/Pre-Post/On-going
How will you know if students m et the learning targets?
Review each learning target and determine the assessment
that m et that target. Can the s tudents answer your inquiry
questions? Write a description of what you were looking for in
each assessment.

how to s et it up, use it and how to make it a part of a bigger lesson plan.

Closure: Ask students how they could use it in their content area

Ask students how they could use it in their content area- create a discussion
around this topic by getting different content areas to think about how they
could use it.

Differentiation/Accommodations- s tem from the students who are thinking of

how to use this strategy in their content area.
During the actual activity inquiry questions can be thrown out to the class or to
specific groups in order to help the process or push the process further.
Oral post assessment will be asked at the end of the lesson: How can you use
this strategy in your content area.
Questions from the students and Instructors about the strategy

Colorado S tate University College of Health and Human S ciences

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