CEP Lesson Plan Form

Teacher: Emily Drake

10/13/15
School:
Fort Collins High School
Area: English

Date: 10/12/15,
Grade Level: 9th

Title: The Most Dangerous Game Vocabulary

Content Standard(s) addressed by this lesson:

directly from the standard)

Content
Lesson #:_1_ of _2_

(Write Content Standards

CDE.1.1.b. Use verbal and nonverbal techniques to communicate information

CDE.1.2.a. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 910 topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively. (CCSS: SL.9-10.1)
CDE.1.2.f. Explain how variables such as background knowledge, experiences,
values, and beliefs can affect communication
CDE.2.2.h. By the end of grade 9, read and comprehend literary nonfiction in
the grades 910 text complexity band proficiently, with scaffolding as needed at
the high end of the range. (CCSS: RI.9-10.10)

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

instruction, select applicable questions from standard)

How is vocabulary important in understanding complex texts?

How do different purposes and audiences affect the preparation content and
language of presentation?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)

Presenting in full detail as to teach classmates

Understanding the importance of complex vocabulary

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
o

Define and explain his or her assigned vocabulary word.

Teach their fellow students about their vocabulary word.

Colorado State University College of Health and Human Sciences

Page 1

CEP Lesson Plan Form

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
Students will present a completed poster describing their assigned word.

Colorado State University College of Health and Human Sciences

Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

The Most Dangerous Game Vocabulary Posters

Approx. Time

45-50 minutes

Anticipatory
Set

In order to grab the students attention, I will present them with a word many students at their
educational level may not know and then I will ask if any of them know it prior to presenting an
example of what they will be creating. I will ask the students why it is important to learn new
vocabulary and discuss how it is helpful to look up and understand the meaning of words as we
read in order to ensure complete comprehension of what we are reading.

Teaching/
Presentation:

Includes: Input, Modeling and Checking for Understanding

1. Input: I will provide the students with a list of the vocabulary words and the definitions
given from the textbook. I will also provide a piece of butcher paper with one of the
vocabulary words written in the middle of it to each pair of students.
2. Modeling: A complete model will have been presented during the anticipatory set, but as
directions are given to the students, I will have a piece of butcher paper on the board at
the front of the room where I will write each stage of the project so that students can stay
on track and not jump ahead or fall behind.
3. Checking for Understanding: I will check for understanding at the end of each step:
synonyms, images, and finally sentences. If needed, students will be given more time to
work on stages, or if I notice them having side chatter, I will have them move on to the
next stage.

(Select the most

appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

Teaching
Strategy:

An opportunity for each student to demonstrate grasp of new learning by working through an
activity under the teachers supervision. The teacher moves around the room to determine level

Colorado State University College of Health and Human Sciences

Page 3

CEP Lesson Plan Form

Guided Practice
&
Differentiation

of mastery and to provide individual remediation as need. (Praise, Prompt, and Leave)

Teaching
Strategy:
(Independent
Practice)

Students will take a quiz on all of the vocabulary words as well as be expected to understand
how they enhance the meaning of The Most Dangerous Game

Closure

In order to close the activity, students will be asked to present their words to the class in a
manner in which they will teach the class about their word and how it can be used in writing.

Materials

Butcher Paper, Markers, Vocabulary Word List with Definitions, Thesaurus

Accommodatio
ns
&
Modifications

To modify: If the activity is too advanced for a child, students will be allowed to use their laptops
for additional understanding of the word provided to them. Also, students will work with partners
to be able to bounce ideas off of one another.
To extend: If the activity is too easy for a child, students will be asked to give more synonyms for
their vocabulary word and explain why they are good synonyms as well as write a second
sentence or move on to the next stage.

Assessment

After students have completed their posters for their vocabulary words, students will present
their words to the class. Students will be assessed on their ability to teach and explain their word
to the class. Students will turn in their posters at the end of the class to create a vocabulary wall
that will be used during the reading of the short story.

Colorado State University College of Health and Human Sciences

Page 4

CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

Page 5