CEP Lesson Plan Form

Teacher: Danielle Parker Date: December 1, 2020

School: Rocky Mountain High School Grade Level: 12 Content Area: Language Arts

Title: Reader’s Theatre: Audre Lorde Lesson #:3 of 10

Lesson Idea/Topic and In this lesson, students will continue to be exposed to poetry in relation to
Rationale/Relevance: identity, but this lesson serves as a deep dive. In order to understand how
identity informs and influences a writer’s work, students need a full picture.
Through this lesson, we will take an extensive look at the life and work of
Audre Lorde. As a result of this lesson, students will make hands on
connections between a poet’s life and identity to their work. As a result,
students will be able to strengthen their original pieces by following this
same process and infuse their work with their identity.

Student Profile: This class is composed of roughly thirty students. The students have mixed
abilities and strengths, and are predominantly White. All students are high
school seniors.

Content Standard(s) addressed by this lesson:

 Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary
of the text. (CCSS: RL.11-12.2)
 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-12.1)

Understandings: (Big Ideas)

 Through poetry, we can explore our own identity and the identity of others

 Poetry is a powerful vehicle for narrative

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

 How can we use poetry to highlight our identities and tell our stories?

 What does the poetry of others tell us about their identities?

 What is the value of exploring the identity of others?

Evidence Outcomes: (Learning Targets)

Every student will be able to: analyze a poet’s life and draw connections between their identity and experiences to their work.

I can: use what I have learned about a writer’s life and identity to tease out instances in their work where their identity and experiences are referenced or have
been interweaved.

This means: that by the end of class I can identify an instance in Audre Lorde’s work where she presents a piece of her identity and life experience in her work,
select one move that she made that impacted me as a reader, and use it in a quickwrite piece of my own that will be used as an exit ticket.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Formative:

 Analyzing verbal and non-verbal cues to see if students are engaged and understand what is going on.

 Walking around the room and listening to conversations students have with fellow classmates.

 Assessing quickwrites gathered from students as an exit ticket

Summative:

 Build-your-own anthology

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Reader’s Theatre: Audre Lorde Edition. This student provides a deep dive into the life of
activist, author, and poet Audre Lorde. In this lesson, we will look at her identity and
experiences and make connections to her work. This process will serve as a foundation
for students that they can come back to and pull inspiration from when they are writing
their original pieces.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? N/A
Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?
N/A

Approx. Time and Materials Approximate Time: 90 minutes

Materials: Students will need their interactive notebook, a writing utensil of their choice,
and copies of Audre Lorde poems that will be provided by me.

Anticipatory Set The strategy I intend to use is: Students will walk in, grab their interactive notebooks, and
we will watch Dr. Martin Luther King’s “Proud to be Maladjusted” speech circa 1963. In
response to this video, students will engage in a quickwrite where they talk about what
they are maladjusted to. After this, they will collaborate with their small writing groups
and share ideas. (20 minutes)
I am using this strategy here because: As we are talking about identity, I want to give
students several different ways of looking into identity. What you don’t believe in or are
against is just as much of your identity as what you are for and believe in. This also serves
as a great segue into deep diving into the work of Audre Lorde because so much of her
writing is centered around what she doesn’t believe in and what needs to change.

Procedures The strategy I intend to use is: A mixture between whole class, small group, and
individual work.
I am using this strategy here because: This gives students the opportunity to formulate
their own ideas, but also to collaborate, broaden their ideas with small groups, and
debrief as a class.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form

1. I will walk around 1. Students will 1. This tells me more

to listen in on group collaborate with about who my
conversations, their writing groups students are, their
facilitate as about what they interests, and
needed, and get my are maladjusted to. passions.
sheet of butcher (5 minutes) 2. This informs me of
paper ready to 2. We will come class interests and
make an anchor together as a whole passions. It also
chart. class and students informs me if they
2. As students are will state things understood what
talking, I will write they and their the speech is about.
down on the group members are 3. This informs me if
anchor chart what maladjusted to. (5 students are
we are all minutes) understanding the
maladjusted to. 3. Students will watch speech and digging
This anchor chart this speech by into Audre Lorde’s
will be posted on Audre Lorde, and words.
the wall in the make notes of 4. This will inform me
classroom to serve different facets of if students are
as a source of her identity in their understanding the
inspiration and a interactive poems and are
seed for their notebook under making ties
original pieces if their mentor text between her work
they get stuck. section. (5 minutes) and her identity.
3. I will cue up the 4. Students will be 5. This lets me know
speech and walk divided into four what students
around to see what groups, each pulled from their
students are writing receiving a different poems and if I need
down as the speech poem by Audre to touch on any
plays. Lorde. Students will points during whole
4. I will divide read the poem class debrief.
students into four individually, 6. This informs we
groups, pass out annotate it and what students got
the poems, and let mine it for from today’s study,
them read. After instances of her if they need or

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CEP Lesson Plan Form

this, I will be identity and would like any

walking around to experiences, and more resources,
listen in on then come together and if I need to
conversations, as a group and reteach or touch on
answer questions, discuss. (15 anything next time.
and facilitate as minutes). 7. This exit ticket
needed. 5. We will then jigsaw informs me of what
5. I will pull everyone and students will be students pulled
back together, put into new from Audre Lorde’s
initiate the jigsaw, groups. Each poems, if they were
and guide students member of the able to make
to their new group will have had connections, and if
groups. I will then a different poem they are able to
walk around, listen and will teach the translate what they
in on conversations, other members learned from her
and facilitate as about it. (20 into their own
needed. Toward minutes) work.
the end, I will 6. We will debrief as a
prepare my anchor class and discuss
chart for Audre what we’ve learned
Lorde for after about Audre Lorde,
jigsaw. her work, and her
6. I will pull students identity. (10
back together, and minutes)
we will debrief as a 7. Students will use a
class. I will take move they took
note of what away from Audre
students are saying Lorde and
and add it to our quickwrite an
Audre Lorde anchor impromptu poem
chart which will about their identity
also be posted in using that move in
the classroom and their interactive
serve as an notebooks as an
inspiration for exit ticket. They will

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CEP Lesson Plan Form

students. also need to

7. I will wrap up the underline the move
discussion, guide and tell me about
students back to it. (10 minutes)
their seats, and give
them time to write.

Closure The strategy I intend to use is: a quickwrite that serves as an exit ticket.
I am using this strategy here because: It gives me insight as to what students took away
from this study and allows them to debrief their thoughts on their own.

Differentiation Content Process Product Environment

Modifications:
For the final
quickwrite, I
gave students
complete
choice in what
move they
chose, the style
they wanted to
write their
poem, and
what poem
they wanted to
choose from.
Extensions: For an
extension to
the study of
Audre Lorde, I
would have
students look
into the
cultural and
societal

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CEP Lesson Plan Form

attitudes of the
time. This
means any bog
events that
happened,
social
movements,
etc. Students
could then use
this
information to
further inform
external
impacts Audre
Lorde was
influenced by.

Assessment
Formative:

 Analyzing verbal and non-verbal cues to see if students are engaged and
understand what is going on.

 Walking around the room and listening to conversations students have

with fellow classmates.

 Assessing quickwrites gathered from students as an exit ticket

Summative:

 Build-your-own anthology

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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.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

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.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

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. 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.

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
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

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, let’s 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.

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Differentiation: 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? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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