CEP Lesson Plan Form

Teacher: Mitch McFall

School:
Choices

Poudre High

Date: 1/27/16
Grade Level: Mixed

Title: Goals and Decisions

Content Area: Teen

Lesson #: 2 of 5

Understandings:
The students will understand how to link goal setting and decision making, and the
process of decision making for everyday situations.
Inquiry Questions:
How are decisions made?
What are the steps to make proper decisions?
How does decision making link to goal setting, both positively and negatively?
Evidence Outcomes:
Every student will be able to: outline the decision making process, and use
it to make simulated decisions.
I can: make proper decisions using the decision making process.
This means: I can identify a proper or poor decision using the decision
making process, and use that process to fix or continue the decision.
List of Assessments:
The assessment for this section is a worksheet that connects goals to decision
making,
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)

Colorado State University College of Health and Human Sciences

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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/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 lesson is used to outline the

decision making process, and connect it to students goals, and
goal setting.
This lesson will take the entire class time. You will need a
computer and projector, and copies of the Goals and Decisions
worksheet for the students.
The students will complete a warm up on google classroom, and
there will be a brief discussion following completion of the warm
up.
The introduction will be part of the discussion after the warm
up. You will begin to talk about decision making, and show the
students a video about poor decision making, and outline how
one poor decision leads up to something bad actually
happening.

The first part of the lesson will be a lecture about the decision
making process, including examples, and student input about
the decisions and scenarios demonstrated.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

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

The students will be taking notes during the lecture, and will be
able to use them during the post-assessment.
After the lecture is finished, the students will be handed the
assignment, which will outline their goals, and the decisions
they need to take or avoid in order to achieve these goals. This
section will be group work driven, and will be graded based on
correctness and effort combined.

As a closure, ask students to give examples of their goals, and

the decisions they linked to each. Talk through each as an
actual thing that will happen, and take it in either direction,
good or bad.
This would be time to also clarify the connections between the
various goals, for example, how professional and material play
into each other, and how personal and professional work
together.

Some students may need more examples, or more time to

finish the notes or worksheet, while some students may need to

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

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.

have more busy work, or have to give more examples for goals
and decisions.

The ongoing assessment will lead up to the final essay

regarding the decision making process for the films shown in
class.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

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.)

Colorado State University College of Health and Human Sciences

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