CEP Lesson Plan Form

Teacher: Alexandria Branecki Date: 3/1/2023

School: Fort Collins High School Grade Level: 9th Content Area: English

Title: Coffee Shop Workshop! Lesson #:_1_ of _1_

Lesson Idea/Topic and Today, the students will be in the process of revising and editing their
Rational/Relevance: essays. Their essays will be due a week from today, so this is a really
important day for them to look over their essays and diagnose some
mistakes. I will give them a guidance on why this process of revision is
important and how to do this, but the majority of the class will be student-
guided and driven. I will hold mini seminars that will help the students with
specific areas of their writing that I have identified after reading their essays.
This workshop will be different than the ones before; it will have a “coffee
shop” theme where it will make working a little bit more fun, motivating,
and engaging. The students will have multiple opportunities to work
collaboratively with their peers and some peers that they seldom talk to.

Student Profile: These students are in a 9th grade CP (college prep) class. There are 23 total
students within this class. A majority of these students are very goal driven
and capable of higher-level work than peers their same age. Despite this,
some of them tend to have trouble paying attention or engaging properly—
sometimes their phones or fellow peers distract them from the task at hand.
These activities are designed with these students in mind to encourage their
participation and engagement. Within this class, there are 13 Gifted &
Talented students.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

3.a. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. (CCSS: W.9-10.2)

v. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
(CCSS: W.9-10.2e)

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vi. Provide a concluding statement or section that follows from and supports the information or explanation presented (for example, articulating
implications or the significance of the topic). (CCSS: W.9- 10.2f)

Understandings: (Big Ideas)

 Students will be able to revise and edit their own writing and their peers writing in an effort to improve their overall writing skills.

 Students will be able to identify common writing mistakes, ultimately preparing them to find and fix those in their own writing.

 Students will be able to work collaboratively with their peers and communicate clearly.

 Students will be able to review their work and notice patterns in their writing, allowing them to more easily understand their own learning goals.

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

 How do we write an effective informative text that examines a topic fully, educates the reader, and presents information clearly and objectively?

Evidence Outcomes: (Learning Targets)

Every student will be able to:

i. Establish and maintain a formal style and objective tone through my informational writing.

ii. Provide an effective conclusion that supports and follows from the rest of the essay.

I can: write and revise an informative essay that is organized, complete, and accurately conveys information about the topic I have chosen.

This means: I will review my essay for any common writing mistakes, ensure it maintains a formal and objective tone, and notice when I may be missing
information or components that will aid my audience’s understanding on a topic.

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

 Formative assessment: Walking around and talking to each student to gauge their understanding.

 Formative assessment: Real-time student feedback in a call-and-answer format throughout the mini-lesson

 Summative assessment: Our summative will be due a week from today, so I will be briefly reviewing the essays before next class and leaving feedback.

Planned Lesson Activities

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CEP Lesson Plan Form

Name and Purpose of Lesson Coffee Shop Workshop: this day’s purpose is to give students a clearer idea of how to review their work
and why it’s important to do so. It will also be a fun and creative toss-up on our typical workshops.

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

Will co-teaching models be utilized in N/A
this lesson? Yes ___ No _x__ Why did you choose this model(s) and what are the teachers’ roles?
N/A
Approx. Time and Materials Approx. Time: 96 min (total): school announcements (2 min), agenda (1 min), 10 BC reading and chats (13
min), journal (10), mini-lesson (12 min), practice (10 min), workshop time and seminars (36 min), share
time (6-10 min)
Materials: google docs, BC book, journal, hot cocoa + tea (and hot water/cups), seminar resources

Anticipatory Set The strategy I intend to use is: independent reading + journal time
I am using this strategy here because: this gets the students in the mindset of working efficiently and it
also has a calming element to it. I believe that independent reading and journal time is not only essential
to student growth and development but also to their human growth and development.

Procedures The strategy I intend to use is: modeling; questioning strategies; whole-class practice and individual
practice
I am using this strategy here because: this will be in the format of “I do, we do, you do” where the
students will see me model something in real time; we will then work together as a class through
questioning strategies, and then they will practice it on their own.

Teacher Actions Student Actions Data Collected

Play the Coffee House Jazz Youtube

video when they come in and go over
the agenda.

Direct students to begin their 10 BC Students will read their book of Which students are
Reading for 10 minutes. Throughout choice silently. reading and which ones
their reading, begin filling up some of are having a more
the students hot cocoa and tea. difficult time.

Model how to talk about their books

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CEP Lesson Plan Form

with the current book that I’m Students will listen throughout
reading, remind them of the chat modeling and then engage in book
component we talked about last time. chats with their partner.
Guide them into book chats with their
partners for 2 minutes.

Journal time: show them the prompts

and tell them they have a choice
between two prompts.
 Do you think your generation Students will choose a prompt and Journals will be checked
will change the world? Why or write silently for 5-10 minutes. When for completion in an
why not? they’re done, they can read more of upcoming class.
 If you woke up tomorrow with their BC book.
amnesia, what memories
would you want to return?
Talk about at least 3.
Throughout their journal time,
continue filling up their hot cocoa and
tea.

Mini-Lesson: Revising:
Tell students that mistakes are Students will listen throughout this Teacher will check for
necessary and essential for learning, component of the lesson. non-verbal cues of
we need them in order to see where misunderstanding.
we need to grow. List off the tips for
revision and what to look for.

Look at an example essay and model Students will open their laptops and Which students are
the editing process first. Then, have our shared doc. They will work with engaging with their
the students look at the essay with a their partner on a think-pair-share partners effectively and
partner for 1-2 minutes for a think- component where they will share which students are not
pair-share. Get real-time student with me what needs to change in this understanding how to
feedback in a call-and-answer format essay. revise.
to revise the essay in a whole-class
practice.

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CEP Lesson Plan Form

Direct the students to get with a Students will engage with a partner The effectiveness of
partner who you haven’t been with they seldom or never talk to in order them working with a
before and review their paper so far to get some additional feedback and new partner and their
for 10 minutes, remind them of tips perspective on their work. ability to do so.
for writer’s conferences.

Coffee Shop Workshop:

Direct the students into workshop Students will work on what they need Seminars will show me
time by showing them what they can to get done or revise within their which students are
work on throughout this time. Remind essay. They will also work on struggling with both the
them that I will be holding mini- additional assignments they may areas I identified, or
seminars and where/when they can need to get done before the unit even which students are
meet me for each seminar. ends. They have the option to attend proactive in solving
Seminars: mini seminars if they need help with these writing issues (as
 Citations: in-text and works- a certain writing goal. some who struggle may
cited page not seek help)
 Formal writing– getting rid of
opinions, writing objectively Workshop time will
and professionally. show me everyone’s
After seminars, teacher will walk progress within their
around during workshop time to essay thus far.
ensure students are working
efficiently and check for
understanding.

Share time!
Direct the students to get into little Students will get with their group and Share time will allow me
groups of 4 and change their seats to share their work and celebrate to listen in on
circle seating; each person has 1.5 others’ work. conversations and see
minute to share their findings and how students feel about
their FAVORITE part of the piece so their essays at this point
far; teacher will use a timer to in time.
facilitate and guide this activity.

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CEP Lesson Plan Form

Closure The strategy I intend to use is: share time!

I am using this strategy here because: this will allow students to share, celebrate, and get recognition for
their hard work amongst their peers.

Differentiation Content Process Product Environment

Modifications: There will be many Teacher will model Students will Classroom will be a
elements of choice the process of be told that the calming “coffee shop”
imbedded revision for work they get setting. Teacher will
throughout the students in real done today is walk around to see
content in this class, time. Teacher will good enough, which students need
and students have also check in with regardless of extra guidance,
the opportunity to students to see if how far they redirecting, or ideas.
choose the easiest they need extra may have Teacher will also check-
option on the rubric help through the gotten. As long in with students who
that allows for more writing process. as they aren’t doing well.
guidance and attempted to
support. work and got
some things
done, it was
successful.
Extensions: Each student chooses Teacher will give Students will Teacher will walk around
their own book to the students time be told to turn to see which students
read, their own to revise their in their work may need more of a
journal prompt, and essay and identify that they had challenge. Teacher will
their own essay missing completed push their thinking
topic. This can be as components on throughout the further and give them
difficult as they need their own, which class. If they any additional ideas that
or want it. will challenge their had done more they may need.
thinking. work, that will
be even better
for their
feedback
process with
me.

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CEP Lesson Plan Form

Assessment  Formative assessment: Walking around and talking to each student to gauge their understanding.
 Formative assessment: Real-time student feedback in a call-and-answer format throughout the
mini-lesson
 Summative assessment: Our summative will be due a week from today, so I will be briefly
reviewing the essays before next class and leaving feedback.

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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.)

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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CEP Lesson Plan Form

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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